Philosophical Foundation of Curriculum Development in Nigeria: The Essencist Model

Authors

  • Samuel Asuquo Ekanem
  • Ekeng Nyong Ekefre

Abstract

Philosophic issues always have had and still do have serious impact on schools and society. Our contemporary society and the schools are changing basically and in a rapid manner, much more than and it was in the past. There is a fundamental urgency that prompts continuous appraisal and reappraisal of the role of schools, and the demand for philosophy of education. Indeed, without philosophy, educators will have no direction as to what and how to organize and implement whatever we are trying to achieve within the school system. It is an established fact that our philosophy influences and do to a large extent determines our educational decisions, choices and alternatives. This is because curriculum consists of the totality of the environment that the school creates in order to stimulate and guide the wholesome growth and development of the children. This however, could not have been made possible without philosophy. Philosophy provides the starting point in curriculum development as it reflects on the total needs of the children, environment, schools and the society. It is the reflection of the totality of the human socio-economic needs that inspire the contents of curriculum. From this, philosophy becomes the source of the development of curriculum. This paper therefore seeks to establish the philosophical foundation for curriculum from an essencist perspective.

DOI: 10.5901/jesr.2014.v4n3p265

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Published

2014-05-02

How to Cite

Ekanem, S. A., & Ekefre, E. N. (2014). Philosophical Foundation of Curriculum Development in Nigeria: The Essencist Model. Journal of Educational and Social Research, 4(3), 265. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/2721

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