THE DEVELOPMENT OF RELIGIOUS EDUCATION IN NIGERIA
THE DEVELOPMENT OF RELIGIOUS EDUCATION IN NIGERIA
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Date
1984
Authors
LEKWAT, BARNABA B.
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Abstract
The dissertation explores the history of the development of Christian
religious instruction in Nigerian schools from 1925 to 1979. The aims of
the dissertation include the need to discover why the government legalized
school religious instruction, to identify problems arising from teaching
the subject, and to offer ideas for improvements.
The background surveys of Chapters I and II show that Christian religious
instruction was the foundation subject of the Nigerian educational system
from 1842 to 1925. During the period, the colonial administration generally
left educational development to the missions. The latter promoted evangelis-.
tic and moral goals through a Bible-based religious instruction. The government
promoted the virtues of individuals for social discipline through moral
instruction. Yet it was only the Education Policy of 1925 that first accorded
religious instruction and moral instruction equality with other
school subjects.
Chapter III analyzes the relationship between church and state. The
relationship led the government to take over Christian schools. Educational
policies left the curricula development of religious instruction to religious
organizations. The education policies of the 1950's and 1960's and the
constitutions of 1960, 1963, and 1979 institutionalized school religious
instruction. Despite its legal position, religious instruction remained an
optional subject.
Chapter IV examines how the government changed the evangelistic objectives
of religious instruction. Government objectives included the promotion
of virtues, a social stabilizing force and religious heritage. Critical
teaching of morality based on religion was advocated instead of denominational
indoctrination. However, according to Chapter V, some state
governments did not implement the policy of teaching school religious
instruction.
Chapter VI investigates concepts of religious instruction. The concepts,
reflecting the concerns of the users, included moral instruction, Bible knowledge,
religious knowledge and moral education. Religious education was advocated
in the 1970's to substitute for religious knowledge. There was a
tendency to reduce the Biblical orientation of religious knowledge.
The dissertation concludes with the suggestions that: 1) moral education
and religious knowledge constitute a double-major subject; 2) there is
no justifiable reason for Nigerian schools to reduce the Bible content of
moral/religious education; 3) a critical and objective approach, meaningful
to the pursuit of social justice is crucial; and 4) the federal government
should set up a task force to ensure the implementation of the policy of
teaching religious instruction in all schools.
Description
Submitted in partial fulfillment of the requirements for the degree of
Doctor of Philosophy in the School of Education, Health, Nursing, and
Arts Professions, New York University.
Keywords
DEVELOPMENT,, RELIGIOUS,, EDUCATION,, NIGERIA