Unlike
ancient Greece and Roman City-States, where, due to the nature of the
communities, people participated directly in the affairs of government, modern
democracies are more inclined to representative systems of government. In other
words, the people or, in some cases, the parties nominate their representative
candidates. Those nominated are therefore permitted to campaign and run for
elections and if successful become the mouthpiece of the people.
Democracy Involves the Separation of
Powers.
Separation
of powers, as it is canvassed in American system of government, involves the
separation of the functions of the various organs of government. These are
legislative, executive and judicial functions, so that no single individual or
body controls more than one function or organ of state apparatus. This separation
of powers is advocated in order to protect the legitimate rights of individual
citizens from the powerful influences of any of the arms of government.
Democratic Education and the Nigerian
Philosophy of Education.
It
has often been asked whether Nigeria has and indeed operates a philosophy of
education. The Nigerian National Policy of Education (1981) states
categorically thus:
“Nigeria’s
philosophy of education therefore, is based on the integration of the
individual into a sound and effective citizen and equal educational opportunities
for all citizens of the nation at the primary, secondary and tertiary levels,
both inside and outside the formal school system.
From
the declaration and assertion above, Nigeria has a philosophy of education. It
is however, something else whether the philosophy is practiced or not.
In
addition to the declaration above, the document asserted that there are five
main objectives which serve as foundations for the National policy upon which
the philosophy is built.
These
are:
(a)
A free and democratic society;
(b)
A just and egalitarian society;
(c)
A united, strong and self-reliant nation;
(d)
A great and dynamic economy; and
(e)
A land of bright and full opportunities
for all citizens.
Aladejana
(1990) in an article “what is philosophy of education?”, pointed out thus: “these are not the
philosophy of Nigerian education but aims or objectives necessary for the identification
and appreciation of the philosophy of education” (P.33). However if Nigeria
wishes to adopt the same ideology for both its politics and education, it is
subject to debate, since politics and democracy do not necessarily connote the
same things nor have similar implications. Thus, the principles which form the
foundations of democratic education should be known for proper guidance.
According
to Kneller (1971) in Foundation of
Education: “the conduct of education in a democracy is guided by a number
of generally accepted principles”. Since Nigeria has wisely or unwisely adopted
democracy as her form of government, there is nothing fundamentally wrong if
her philosophy of education is based on democratic principles. There are seven
principles which are generally regarded as the corner-stones of education and
democracy,
Viz:
(a)
Since the people elect their government,
they should be educated to do so responsibly;
(b)
Through education, every individual is
expected to develop his own talents to the full;
(c)
Men must be educated to be free;
(d)
Education should train the open mind;
(e)
Education should develop the habit of
productive co-operation as well as health competition;
(f)
Wherever possible, we should adopt democratic
practices in school behaviour; and
(g)
Political control over education must be
kept to the minimum” (Kneller 1971).
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