Students’ Perceptions on Dimensions of Educational Philosophies: Towards Curriculum for Activating Intellectual Virtues and Inculcating Moral Values at SSU, Sokoto State, Nigeria
Ahmad Tijani Surajudeen and Haliru Shehu
1Department of Curriculum Studies, Faculty of Education, Sokoto State University, Sokoto
2Department of Educational Foundations, Faculty of Education, Sokoto State University (SSU), Sokoto, Sokoto State-Nigeria
Abstract
Educational philosophies embodied in the course outline are an integral part of curriculum and instruction specifically at the Faculty of Education, Sokoto State University (SSU). Several studies have investigated the importance of foundation of educational philosophies in curriculum and instruction. Nonetheless, little attention is given to the extent by which various dimensions of educational philosophies (perennialist, essentialist, progressivist, reconstructionist/ critical theorist) can activate intellectual virtues and moral standards among students of Sokoto State University (SSU) in particular. The primary objective of this paper was to investigate the perceptions of faculty of education students at Sokoto State University (SSU) on dimensions of educational philosophies specifically towards implementing curriculum for activating learners’ intellectual virtues and moral values. A survey questionnaire was used to collect data from 169 respondents among 200 and 300 level students at Faculty of Education, Sokoto State University. For the data analysis, descriptive statistics, frequencies, percentages, mean and standard deviation were used. The findings from this showed that the students perceived four components of educational philosophies (perennialist, essentialist, progressivist and Reconstructionist views) very important in activating intellectual virtues and inculcating moral standards at Sokoto State University (SSU). It is therefore recommended that various components should be integrated into academic programmes; however, students’ needs, interests and capacities should be taken into consideration rather than an emphasis on the content of academic programmes. Also, it is important that teaching/learning process should emphatically stress on student-centeredness.
Keywords
Perennialist view, Essentialist view, Progressivist view, Reconstructionist/ Critical Theorist view
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