Rethinking Strategies in Nigerian Philosophy of Education: Domesticating Ideas of Educational Thinkers for Sustainable National Unity and Development

Abstract

Critics of the Nigerian system of education have tended to see it at colonial inheritance, perpetuated by the agents of imperialism. Unfortunately while there has been widespread defenchartment with the inherited curriculum, leading to some degree of success in indefinsation, questions challenging the continued advance of western educational ideas have been nearly absent. We often fail to realize that ideas shape practice. The paper therefore, argues that no matter what efforts we make at changing practice, unless the ideas which influence such a practice are addressed, our efforts may not adherence much on the desired direction. The paper advocates that ideas of educational thinkers of the west is not sufficient to make us appreciate the dynamic of our educational system, but rather the way these ideas have been interpreted and applied by our native great thinkers and the resultant impact in our educational system, should also find a place in our curriculum and education policies. The paper however, did not take a stand in the debate other than drawing some educational implications posing challenges to Nigerian educators, particularly the philosophers of education