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MORAL
PROBLEMS IN NIGERIAN EDUCATIONAL INSTITUTIONS
INTRODUCTION
Education is
universally acclaimed as the best legacy that can be bequeathed to a child. To
achieve this goal, there is no gain-saying the fact that in order to provide
adequate all round education the responsibility of providing should not be left
in the hands of parents alone. The family, school, community must play their
roles as well.
Education is
a very complex, time-consuming, energy sapping needs proper formulation of good
policies and programmes to be beneficial to the people, thereafter followed by
diligent and dedicated implementation of the various processes that comprise it
in order to achieve the desired goals set out.
All of what
has been outlined above goes to show that education cannot be adequately
defined in few phrases or words. What education seeks to achieve is to impart
knowledge and develop skills to people in the quest of transforming them to
worthy citizens in character and learning, making them useful to the society or
country they come from or live in.Moral Problems
Freethought
is lacking in Nigeria’s educational institutions. This is because the country’s
schools were originally established by religious groups, mainly Christian
missionaries from Europe who used them as tools for converting the Nigerian.
The curricula were faith-based and overwhelmed by religious dogma and
brainwashing. Education was used to get Nigerians to embrace Christianity or
Islam. It was not an avenue for self-realization or intellectual growth.Moral
Problems
But in the
early 1970s, the Nigerian government took over all the schools in order to
instill secular ideals and values into public education. But the Nigerian
educational system has retained its religious character-Islamic in the north
and Christian in the south. The government’s secularization project was never
achieved. So, two religions have maintained their corrupting influence on
Nigeria’s schools and students, allowing no space for free, independent, and
secular thoughts to thrive and flourish.
For over a
decade, Nigerian schools, colleges, polytechnics, and universities have been
bedeviled by the actions of cultists and criminals. Tertiary institutions
especially have been scenes of indescribable violence against students by other
students. School authorities have often attributed the problems to students’
lack of faith, godlessness, or religious indifference. Some have turned to
religious leaders for help, and they now flock to the campuses to hold
crusades, prayer sessions, and revivals. But the problems have not been solved.
There is no
longer any clear demarcation between religious duties and academic work.
Before the
advent of colonial rule, education occurred in traditional manners as practiced
by the family units and communities. There was little cross-fertilization
between ethnic groups; self-governing communities and very little documentation
took place. While in some parts of the country, religious schools existed,
particularly in the Northern region.Moral Problems
The obvious
questions that immediately come to mind include the following. What is
knowledge? How is it gathered? How can
it be imparted from one persons to another? What are the tools and other
requirements that are needed for the process of imparting knowledge? Who are
those responsible for this process?
I wish to
answer these questions in the context of what has transpired in the education
sector in our communities and country, Nigeria over the last 52 years of
Independence.Moral Problems
Western-style
education came to our shores when early European missionaries aided by the
merchants began to penetrate the lands from the Atlantic coast in the late 19th
century and early 20th century. Obviously the context of education brought by
these missionaries bore huge component of religiosity and high emphasis on
morality.
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