EMERGING PHILOSOPHIES FOR EDUCATIONAL PROGRAMMES AND ADULT LEARNING IN NIGERIA

Abstract

There are principles from pragmatism, existentialism, humanism, and radicalism  that have relevance for educational practices in Nigeria, notwithstanding the  ongoing debate in educational discussions over whether Nigerian education is based  on any philosophy. Traces of these philosophies can be read in educational thoughts,  trends and practices in Nigeria. The fact that Nigeria had for years engaged in varied  educational activities presupposes that if there is not a single philosophy, then there  are many philosophies guiding the country's educational practices. From the  colonial era to the contemporary society, educational practices have changed  because of the educational objectives that were set in responding to the changing  society. From these changes, one can show that there are orientations behind the  educational practices in Nigeria. Earlier explanations discussed these ideas as  separated and unrelated but this paper uses narrative review to respond to the  question: what are the emerging philosophies for educational programmes in  Nigeria. This was done by providing a general overview and interpretations of  educational thoughts and activities. It considers those elements of many  philosophies of education that have guided activities especially in educational  activities generally, and adult education particularly while it teased out the common  elements in the system. The four philosophies place emphasis on individuality  awareness creation and functionality of learners in organisations and community  they find themselves.