Democratic Education in the Deweyan Perspective and the Challenges of African Development
International Journal of Philosophy
Volume 2, Issue 2, April 2014, Pages: 21-25
Received: Mar. 28, 2014;
Accepted: Apr. 20, 2014;
Published: Apr. 30, 2014
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Isaiah Aduojo Negedu, Department of General Studies, Faculty of Arts, Federal University Lafia, Nasarawa State, Nigeria
The global community has come to live with the idea of formal education as a tool for political governance. With the upsurge of colonialism, the evolution of education varies from one country to another. Generally, Africans have taken little positive steps to promoting education for democratic governance as we experience slow pace of educational development due to the absence of proper enlightenment. Our aim is to analyze the concept of education and x-ray its connection to the political development of Africa. In the final analysis, we aver that while the political development of a people cannot be divorced from the nature of their educational system, our post colonial history shows that we barely remain at the level of mere speculation until our theories are responsibly put into effective use that produce results.
Isaiah Aduojo Negedu,
Democratic Education in the Deweyan Perspective and the Challenges of African Development, International Journal of Philosophy.
Vol. 2, No. 2,
2014, pp. 21-25.
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