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COI P4C A SOLID BASE FOR SUSTAINABLE DEMOCRACY IN NIGERIA

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The concept of Community of Inquiry (COI) in Philosophy for Children (P4C) has gained attention globally as a pedagogical approach that fosters critical thinking, ethical reasoning, and democratic principles among young learners. In Nigeria, where democratic governance faces challenges of sustainability and civic engagement, exploring COI P4C as a potential foundation for bolstering democratic values becomes crucial.

The year 1914 remains a reference point in the history of the people living in Nigeria as it is presently constituted. For administrative and other reasons the British decided to install a centralized administration which entailed the unification of Northern and southern populations. This was the dawn of what has come to be called amalgamation. The term amalgamation, as well as the reality of it, means lots of things to different people. In 2014, Nigeria became 100 years of existence but hundred is just number. One question is whether what called Nigeria and amalgamation has really achieved its main aim. Has the essence of this amalgamation been achieved, if not what is the remedy? The blessed country of Nigeria, of course contained several people whose right to consider themselves as nations, even with the narrowest meaning of the term was obvious to anyone who had thought about the matter.

As far as Nigeria sustainable democracy is to be achieved we must try to keep behind the type of education bequeathed to us by our colonial masters. The British came and faulted every aspect of our life including our social  political economic and educational system which is ingenious to us only to replace it with their own  idea based on the problem they own back home.

British system of education is pedagogically oriented. When you look at their educational propositions, they would seen very laudable and commendable in intent but we are living witnesses that they abysmally fall short of the needs of our people. They came to do business and not necessarily to teach us a better way to solve our problems.

Very Rev. Fr. Prof. Stan Anih said it severally that there is nothing like transplantation of technology. We should brace up to our problem and seek indigenous solution to them. The British educational system which is pedagogy has not equipped us with all the necessary values to refer to the past, compare with the present and plan for the future. The whole idea and aim have been a process of remedial instead of redesign, a camouflage, a charade, a cosmetic extrapolation.

We are witnesses to the incredibly harsh stark realities of innumerable Nigerians young and old, men and women who are though real and unique human beings they find themselves suffocating and smouldering under the intolerable situation of academic bankruptcy and intellectual blackout due to the putative academic activities going on in our schools. Our students in Nigeria are made to go through dysfunctional programmes which end up manipulating and dehumanizing them, thereby making them yahoos and deluded youngsters that grow into valueless adults.

The educative process of the feudal Lords and the absolutizing norms of our academic administrators have negated the lofty values of democratic principles of our age in Nigeria. The outcome is being witnessed in all spheres of our national life. Let us x-ray the educational sector where the lecturers are exploiting the students with the sale of handouts and sorting is now the order of the day. Today many Nigerians graduates find it difficult to communicate in simple English neither could they solve their day to day problems. In the banking industry, we have recorded more failed banks than any other African country. As the sixth largest oil producing nation in the whole world we are still importing refined petroleum products. Our political area is a sorry site. As at the last count, more than six elected governors have their mandate mollified by the electoral tribunal for rigging their way to office. We have been rated as one of the most corrupt nation in the world.

We are therefore compelled to believe that these problems stems from the type of education we received which is completely bereft of the most relevant existential values for survival in the post modem epoch of our time which is thinking that makes for reasonableness in this our society that is devoid of meaning. The education processes which build analytical and creative ralencies which have saturated many parts of the world seem to be mysteries for us Nigeria. Any educative system that is strongly logical, reasonable or saturated with relevant philosophical values are quasi-absent in the educative curricula of various levels of our schools.

As witness to the outcome of lack of educative process that seek for meaning, the question  being asked is must we continue to do thing our old way even when the outcome  is not paratable? Are we going to continue to educate our people using educational stance with outcome that is worse than the situation of an epidemic we need to move from academic tragedy to rational transcendence to save our nascent democracy from collapse.

1.2 Statement of the Problem

Despite efforts to deepen democratic practices in Nigeria, issues such as political apathy among youths, low civic participation, and ethical dilemmas persist. There is a need to investigate whether COI P4C can serve as a viable strategy to address these challenges and contribute to building a sustainable democratic framework.

1.3 Objectives of the Study

The main objective of this study is to determine the potential of COI P4C as a solid base for sustainable democracy in Nigeria.

Specific objectives include:

i. To evaluate the impact of COI P4C on fostering critical thinking and ethical reasoning among Nigerian youth.

ii. To determine the effectiveness of COI P4C in promoting civic engagement and active participation in democratic processes.

iii. To find out the ethical implications of integrating COI P4C into the Nigerian educational curriculum.

1.4 Research Questions

i. What is the impact of COI P4C on fostering critical thinking and ethical reasoning among Nigerian youth?

ii. What is the effectiveness of COI P4C in promoting civic engagement and active participation in democratic processes in Nigeria?

iii. How does integrating COI P4C into the Nigerian educational curriculum affect ethical considerations in teaching democratic values?

1.5 Significance of the Study

This study is significant as it explores innovative educational approaches to enhance democratic sustainability in Nigeria. By examining COI P4C, it aims to provide insights into fostering a more informed, engaged, and ethical citizenry capable of contributing positively to the country’s democratic development.

1.6 Scope of the Study

This research focuses on assessing the application of COI P4C within selected educational institutions and communities in Nigeria. It examines outcomes related to critical thinking, ethical reasoning, and civic engagement among Nigerian youth.

1.7 Limitations of the Study

Limitations include potential challenges in generalizing findings across diverse socio-cultural contexts within Nigeria and the availability of resources for implementing COI P4C in educational settings.

1.8 Definition of Terms

Community of Inquiry (COI): A philosophical approach emphasizing collaborative, reflective thinking and dialogue.

Philosophy for Children (P4C): An educational method that encourages children to engage in philosophical inquiry and dialogue.

Sustainable Democracy: A form of governance characterized by active citizen participation, protection of human rights, and accountable institutions.

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