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  1. Home
  2. Browse by Author

Browsing by Author "DR. TOWOJU KAYODE TIMOTHY"

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    A CONCEPTUAL CLARIFICATION OF IDEALIST PHILOSOPHY AND ITS BEARING ON EARLY CHILDHOOD EDUCATION
    (2024-07) DR. TOWOJU KAYODE TIMOTHY
    The paper examined a conceptual clarification of idealist philosophy and its bearing on the early childhood education. The clarification is based on the three dimensional elements of philosophy such as metaphysics (reality), epistemology (knowledge and axiology (values). These are the facilitators of skills developments in all human beings. The clarification further premised on that fact that children minds are always active and attracted towards all things that they come across within their surroundings. This becomes necessary because, education needs to focus on the philosophy of self-realization to deliver the good life its purported in all society. The idealist philosophy is the most suitable because it explains how children can be helped or assisted to acquire the goal of self realization gradually. This is based on the fact that the early childhood education is all embracing as it focuses on the critical development of children to acquire some developmental skills and concepts during stipulated period of time. The skills they facilitate includes, identification counting, recitation as well as other-social emotional skills to the beginning of numeracy, literacy and actual thinking. All these educational activities assist children to acquire behavioural patterns and abilities necessary for effective social relations in future. The paper could be of great importance to all stakeholders in education who needs to train their children on the values of knowledge. The paper concluded that the idealist philosophy contains certain kinds of experience which could enrich the child’s life to breed self realization and hence, social integration gradually. The paper recommended that the curriculum of the early childhood education should embrace the philosophy of self-realization so that the child should be able to relate his learning experience with early later experience in life.
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    A PHILOSOPHICAL CLARIFICATION OF KNOWLEDGE IN THE NIGERIAN NATIONAL POLICY ON EDUCATION
    (2024-07) DR. TOWOJU KAYODE TIMOTHY
    This study made a critical examination of knowledge as an objective of education in the Nigerian National Policy on Education, highlighting the need for philosophical clarification. Through a critical analysis of the policy document and relevant literature, this research identified ambiguities and inconsistencies in the understanding of knowledge, which hinder the effective implementation of the policy. By employing philosophical tools and concepts, this study clarifies the meaning of knowledge, based on the fact that education can be used as an instrument of social transformation and reconstruction through the promotion of viable knowledge as spelled out in the Nigerian National Policy on Education. It raises little or no doubt that the national policy on Education is a statement of education intentions pre-designed to breed physical, social, and economic development through the development of individual attitudes, norms, and skills to foster continuously the wellbeing of mankind. Consequently, the concept of knowledge in relation to mind, skills, values, and attitude should serve as the basic concepts of clarification, since it would enable stakeholders to dislodge the gaps between theory and practice of education and hence breed better commitment or adherence to the issue of knowledge in the policy. This research contributes to the ongoing debate on the nature of knowledge and its implications for education policy and practice. The paper recommended, amongst other things, that our programs of education should be directed towards positive applications of knowledge as value-oriented.
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    A PHILOSOPHICAL THEORY OF DUALISM AND ITS PLACE IN EDUCATION IN THIS ARTIFICIAL INTELLIGENCE AGE
    (2024-12) DR. TOWOJU KAYODE TIMOTHY; ABDULLAHI IBRAHIM SALAHU-DEEN, Ph.D,; ADELEYE AJIBOYE RAPHAEL
    The main purpose of this paper is to provide a clarification of theory of dualism by showing its place in the process of education in this artificial intelligent age. Dualism is a philosophical theory which posits the existence of two fundamental substance entities or realms, often contrasted as mind and body, soul and matter or consciousness and physical. Dualism posits that these two aspects are separate and distinct, and that they interact regularly but are not reducible to each other James, 1960. This work was embarked upon to draw the attention of the educators and stakeholders to the important role of mind and body in the process of education. The clarification of dualism is to show its place in education, and it becomes necessary because in the process of acquiring knowledge, the reception and precaution/storing of ideas, reading and the process of awareness or consciousness, the mind explores various sources of ideas, and the body serves as an instrument of actions during the process of teaching and learning in this artificial intelligent age. Based on the foregoing discussion, it is obvious that in education, most courses are splitted up into its practical (physical) and theoretical (mental) foundation; this calls for the consideration of how dualism influences our educational prosperousness in order to breed progressive development and improvement. This owes to the fact that educators, stakeholders can annex the dual nature of man for the purpose of improving the quality of education in this artificial intelligent age, if the place of dualism in education is properly figured out as mental and physical, knowledge will easily be acquired.
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    QUALITATIVE STUDY OF EDUCATION: A PANACEA FOR SOCIAL STABILITY IN A MIDST OF INSECURITY IN NIGERIA
    (2024-05-02) DR. TOWOJU KAYODE TIMOTHY; DR. SALAHU-DEEN ABDULLAHI IBRAHIM
    The paper is a qualitative study of education as a panacea for social stability in a midst of insecurity in Nigeria. This is based on the fact that education can be used as an instrument of social transformation in a multi-ethnic nation such as Nigeria. The paper maintained that in a multi-ethnic nation, education can serve as the instrument of change. This becomes necessary because, our education had failed to deliver the good life it purports for, due to the effect, of insecurity on human life in any community/social settings. The methodology of approach is conceptual analysis which is the rightful format into which philosophical arguments are fitted for proper presentations or elucidations. This method of research relies on some sorts of definitional structures of concepts and not on data as in empirical research. The analysis premises on the assumption that education can be used to reshape or rechanneled the behavior of people in social environment positively as the situation demands. The paper advocates for knowledge that can be used positively to promote unity and peaceful co-existence in all society of the world to bread social stability and security in the midst of insecurity. It was recommended among other things that our programmes of education should be directed towards the training of all stakeholders on the issues and benefits of peaceful social relation to breed security in every society.
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    THE PARADOX OF DOING AND WRITING PHILOSOPHICALLY IN EDUCATION: AN EXPLORATION OF THE TENSION AND IMPLICATIONS
    (2024-12) DR. TOWOJU KAYODE TIMOTHY; Adeleye Ajiboye Raphael
    The hallmark of philosophy of education is generally centered on the clarification of concepts, logical connections between ideas, and critical analysis of arguments. This study explores the paradox of doing and writing philosophically in education, examining how critical pedagogy can help resolve this paradox. The paradox raises important questions about the nature of philosophical inquiry in education, which are addressed through a critical analysis of philosophical pedagogical approaches and their implications. This study enables stakeholders to understand the role of philosophy in teacher education programs, highlighting the need for a more balanced understanding of the complex relationship between philosophical thinking, methodological approaches, and educational practice globally. By exploring the paradox of doing and writing philosophically in education, this paper aims to inform and revitalize philosophical approaches that foster critical thinking, creativity, and intellectual growth. Philosophical reasoning is closely related to scientific experimentation, both involving hypothesis testing and evidence-based truth-seeking. Philosophy and science share common ground, starting with facts and seeking broad, compatible explanations. This paper argues that education programs should emphasize philosophical approaches to cultivate rationality in all areas of educational endeavours.

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