Foundations of Value Disorientation in Africa: Example of the Nigerian Education System

Stephen Asombu Saa-Aondo

doi:doi:10.11648/j.hss.20190706.14

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Foundations of Value Disorientation in Africa: Example of the Nigerian Education System

Stephen Asombu Saa-Aondo

Published in Humanities and Social Sciences (Volume 7, Issue 6)

Received: 31 August 2019 Accepted: 15 October 2019 Published: 25 December 2019

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Abstract

Human personality is a product of cultural ideologies transmitted via institutions of socialisation – family, schools, religion, and the mass media. The school system is responsible for secondary socialisation of citizens after the family. The major obligation is the purposeful creation and strengthening of personality, to give the citizens proper formation so that they can integrate socially and take up responsibilities in the various facts of the society. The success or otherwise of this obligation depends on the values that dominate the learning environment of the citizens. Using the tenets of Skinner’s learning theory of personality, this study seeks to establish a relationship between the prevalent environment of learning and the high rate of value disorientation in Nigeria. The paper combines ethnographic observation and conceptual review methods. Some of the factors of value disorientation identified include, discordant religious doctrines in schools, marketing of schools with examination fraud, and environment of injustice and human rights abuse. The study recommends that government should separate religious education from formal education so that Nigerian schools will no longer be used as avenues of inculcating discordant religious beliefs and doctrines; and that the national and state houses of assembly should make legislations that will empower students to demand for justice when their rights are violated.

Published in	Humanities and Social Sciences (Volume 7, Issue 6) This article belongs to the Special Issue Digital Media and Cultural Globalisation: The Fate of African Value System
DOI	10.11648/j.hss.20190706.14
Page(s)	209-213
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Value Disorientation, Value Education, Nigerian Education System, Nigerian Schools

References

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Stephen Asombu Saa-Aondo. (2019). Foundations of Value Disorientation in Africa: Example of the Nigerian Education System. Humanities and Social Sciences, 7(6), 209-213. https://doi.org/10.11648/j.hss.20190706.14

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Stephen Asombu Saa-Aondo. Foundations of Value Disorientation in Africa: Example of the Nigerian Education System. Humanit. Soc. Sci. 2019, 7(6), 209-213. doi: 10.11648/j.hss.20190706.14

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Stephen Asombu Saa-Aondo. Foundations of Value Disorientation in Africa: Example of the Nigerian Education System. Humanit Soc Sci. 2019;7(6):209-213. doi: 10.11648/j.hss.20190706.14

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@article{10.11648/j.hss.20190706.14,
  author = {Stephen Asombu Saa-Aondo},
  title = {Foundations of Value Disorientation in Africa: Example of the Nigerian Education System},
  journal = {Humanities and Social Sciences},
  volume = {7},
  number = {6},
  pages = {209-213},
  doi = {10.11648/j.hss.20190706.14},
  url = {https://doi.org/10.11648/j.hss.20190706.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20190706.14},
  abstract = {Human personality is a product of cultural ideologies transmitted via institutions of socialisation – family, schools, religion, and the mass media. The school system is responsible for secondary socialisation of citizens after the family. The major obligation is the purposeful creation and strengthening of personality, to give the citizens proper formation so that they can integrate socially and take up responsibilities in the various facts of the society. The success or otherwise of this obligation depends on the values that dominate the learning environment of the citizens. Using the tenets of Skinner’s learning theory of personality, this study seeks to establish a relationship between the prevalent environment of learning and the high rate of value disorientation in Nigeria. The paper combines ethnographic observation and conceptual review methods. Some of the factors of value disorientation identified include, discordant religious doctrines in schools, marketing of schools with examination fraud, and environment of injustice and human rights abuse. The study recommends that government should separate religious education from formal education so that Nigerian schools will no longer be used as avenues of inculcating discordant religious beliefs and doctrines; and that the national and state houses of assembly should make legislations that will empower students to demand for justice when their rights are violated.},
 year = {2019}
}

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TY  - JOUR
T1  - Foundations of Value Disorientation in Africa: Example of the Nigerian Education System
AU  - Stephen Asombu Saa-Aondo
Y1  - 2019/12/25
PY  - 2019
N1  - https://doi.org/10.11648/j.hss.20190706.14
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AB  - Human personality is a product of cultural ideologies transmitted via institutions of socialisation – family, schools, religion, and the mass media. The school system is responsible for secondary socialisation of citizens after the family. The major obligation is the purposeful creation and strengthening of personality, to give the citizens proper formation so that they can integrate socially and take up responsibilities in the various facts of the society. The success or otherwise of this obligation depends on the values that dominate the learning environment of the citizens. Using the tenets of Skinner’s learning theory of personality, this study seeks to establish a relationship between the prevalent environment of learning and the high rate of value disorientation in Nigeria. The paper combines ethnographic observation and conceptual review methods. Some of the factors of value disorientation identified include, discordant religious doctrines in schools, marketing of schools with examination fraud, and environment of injustice and human rights abuse. The study recommends that government should separate religious education from formal education so that Nigerian schools will no longer be used as avenues of inculcating discordant religious beliefs and doctrines; and that the national and state houses of assembly should make legislations that will empower students to demand for justice when their rights are violated.
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Author Information

Stephen Asombu Saa-Aondo

Department of Mass Communication, Bayero University, Kano, Nigeria

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Stephen Asombu Saa-Aondo. (2019). Foundations of Value Disorientation in Africa: Example of the Nigerian Education System. Humanities and Social Sciences, 7(6), 209-213. https://doi.org/10.11648/j.hss.20190706.14

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ACS Style

Stephen Asombu Saa-Aondo. Foundations of Value Disorientation in Africa: Example of the Nigerian Education System. Humanit. Soc. Sci. 2019, 7(6), 209-213. doi: 10.11648/j.hss.20190706.14

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AMA Style

Stephen Asombu Saa-Aondo. Foundations of Value Disorientation in Africa: Example of the Nigerian Education System. Humanit Soc Sci. 2019;7(6):209-213. doi: 10.11648/j.hss.20190706.14

Copy | Download

@article{10.11648/j.hss.20190706.14,
  author = {Stephen Asombu Saa-Aondo},
  title = {Foundations of Value Disorientation in Africa: Example of the Nigerian Education System},
  journal = {Humanities and Social Sciences},
  volume = {7},
  number = {6},
  pages = {209-213},
  doi = {10.11648/j.hss.20190706.14},
  url = {https://doi.org/10.11648/j.hss.20190706.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20190706.14},
  abstract = {Human personality is a product of cultural ideologies transmitted via institutions of socialisation – family, schools, religion, and the mass media. The school system is responsible for secondary socialisation of citizens after the family. The major obligation is the purposeful creation and strengthening of personality, to give the citizens proper formation so that they can integrate socially and take up responsibilities in the various facts of the society. The success or otherwise of this obligation depends on the values that dominate the learning environment of the citizens. Using the tenets of Skinner’s learning theory of personality, this study seeks to establish a relationship between the prevalent environment of learning and the high rate of value disorientation in Nigeria. The paper combines ethnographic observation and conceptual review methods. Some of the factors of value disorientation identified include, discordant religious doctrines in schools, marketing of schools with examination fraud, and environment of injustice and human rights abuse. The study recommends that government should separate religious education from formal education so that Nigerian schools will no longer be used as avenues of inculcating discordant religious beliefs and doctrines; and that the national and state houses of assembly should make legislations that will empower students to demand for justice when their rights are violated.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Foundations of Value Disorientation in Africa: Example of the Nigerian Education System
AU  - Stephen Asombu Saa-Aondo
Y1  - 2019/12/25
PY  - 2019
N1  - https://doi.org/10.11648/j.hss.20190706.14
DO  - 10.11648/j.hss.20190706.14
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 209
EP  - 213
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20190706.14
AB  - Human personality is a product of cultural ideologies transmitted via institutions of socialisation – family, schools, religion, and the mass media. The school system is responsible for secondary socialisation of citizens after the family. The major obligation is the purposeful creation and strengthening of personality, to give the citizens proper formation so that they can integrate socially and take up responsibilities in the various facts of the society. The success or otherwise of this obligation depends on the values that dominate the learning environment of the citizens. Using the tenets of Skinner’s learning theory of personality, this study seeks to establish a relationship between the prevalent environment of learning and the high rate of value disorientation in Nigeria. The paper combines ethnographic observation and conceptual review methods. Some of the factors of value disorientation identified include, discordant religious doctrines in schools, marketing of schools with examination fraud, and environment of injustice and human rights abuse. The study recommends that government should separate religious education from formal education so that Nigerian schools will no longer be used as avenues of inculcating discordant religious beliefs and doctrines; and that the national and state houses of assembly should make legislations that will empower students to demand for justice when their rights are violated.
VL  - 7
IS  - 6
ER  -

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