Aristotle’s Moral Philosophy and the Quest for Moral Renaissance in Nigeria’s Education System

Abstract

One major essence of education as the acquisition and utilization of knowledge is the impartation of moral values. The school system  should be a formidable ground for the sowing, breeding and germination of virtues in the students through the teachings and examples  shown by the teachers and others who are involved in teaching and learning. To this extent, the public should have high hopes in the  education system, where parents and guardians will have the confidence to send their wards for proper teaching and learning. Aristotle  noted that moral virtues should be the main focus of education, whereby people are taught the best ways to exercise moral excellence  and excellence requires the personal virtues of honesty, truthfulness, courage, temperance, generosity, and highmindedness. Education  as an activity, according to Aristotle, is aimed at acquiring moral virtues. However, the Nigerian education system has been challenged by  lack of moral virtue which has necessitated a trust deficit in the system. Since it is important that actions are taken to address this moral  challenge, this work is aimed at moral renaissance, using Aristotle’s moral philosophy as an intellectual foundation. In order to achieve  this aim, this work employs the method of critical interrogation and evaluation of Aristotle’s moral education, putting Nigerian education system in focus. In the final analysis, this study recommends that Nigeria’s education system is in need of a moral renaissance which  could be founded on Aristotle’s middle line moral philosophy and the Nigerian indigenous, not exogenous territorial waters.