Effective political stability in Nigeria through responsive democratic education processes: some philosophical perspectives

Abstract

Political stability arising from individual and collective actions are some of Nigeria’s current challenges. The researcher set out to study possible philosophical means of enhancing in learners the skills to contribute to political stability in Nigeria. The researcher speculated that related ineffectiveness of our education arises from exclusive democratic approaches to curriculum implementations in attempt to be learner centered. Research questions were raised. Multiple philosophical research methods of speculation, analyses and prescription were used in the study. A philosophical study of possible exclusive democratic approaches in classroom practices revealed the need to complement our education processes with appropriate level of content centered approaches to enhance learners’ skills to perform action that bring about political stability. The study gave some guides for inclusive democratic education theory formulation and classroom practices. Conclusions were drawn and consequent recommendations were made.

Keywords: Learner centered curriculum, classroom practices, education and political stability