A PHILOSOPHICAL CLARIFICATION OF KNOWLEDGE IN THE NIGERIAN NATIONAL POLICY ON EDUCATION
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Date
2024-07
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Abstract
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.