Integration of philosophy into basic education in Nigeria: teachers’ perspectives.
Loading...
Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The purpose of this study was to explore the perspectives of teachers concerning the possibility or otherwise, of integrating philosophy into basic education in Nigeria. The qualitative research method which utilized the interpretive paradigm to explore the
phenomenon, integration of philosophy into basic education was used. The case study approach was chosen as the research design to conduct this study. This study utilized the interviews and focus group discussions as strategies of qualitative research to interact with the teachers to gain more understanding into their perspectives. Sixteen (16) teachers of mixed gender and different ages with diverse teaching experiences were purposively selected from eight (8) schools in both rural and urban areas, as well as from private and public schools. To answer already identified critical questions, data was generated from participants through a semi-structured interview guide and the study was theoretically framed using the reconceptualist theory of curriculum to make meaning of the findings where teachers provided inputs in exploring the study. Exploration of the four major research questions revealed twenty-four (24) major themes as findings with implications for educational development as follows: teachers’ construction of philosophy; teachers’ construction of philosophy of education; teachers’ opinion of the knowledge which philosophy provides; teachers’ views on the benefits of integrating philosophy into basic education; teachers’ perceived challenges on integrating philosophy into basic education; teachers’ views on the significance of integrating philosophy into basic
education; teachers’ opinion on how the integration of philosophy can improve teaching and learning; teachers’ opinion on how philosophy helps pupils to learn; teachers’ views on how philosophy helps teachers to teach better; teachers’ construction of how philosophy should be integrated into basic education; teachers’ opinion on how philosophy can enhance learners’ lived experiences; teachers’ opinion of aspects of philosophy to be taught in basic education; teachers’ views on how philosophy should be taught in basic education; teachers’ opinion on who should teach philosophy; teachers’ prescription of tools to be used in
teaching philosophy; teachers’ recommendations on training to be given to the teacher of philosophy; teachers’ opinion of philosophical content knowledge to be taught in schools; teachers’ views on how philosophy enhances learners’ learning; teachers’ experiences on how the knowledge of philosophy enhances their teaching; teachers’ views on how philosophy affects teaching; teachers’ views on ways in which teaching philosophy may inhibit overall learning; teachers’ views on how to enhance teaching strategies of philosophy in basic education; teachers’ reasons to enhance philosophy teaching strategies in basic
education; teachers’ miscellaneous views on integrating philosophy into basic education. Findings from this study revealed that there is an urgent necessity to integrate philosophy into basic education, hence the study recommends the integration of philosophy into the Nigerian basic education curriculum.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.