EDUCATION FOR THE SURVIVAL OF THE NIGERIAN NATION PROFESSOR B. O. UKEJE Professor of Education Dean, Faculty of Education University of Port Harcourt Port Harcourt. AN INAUGURAL LECTURE DELIVERED AT THE UNIVERSITY OF PORT HARCOURT ON WEDNESDAY, 3RD DECEMBER. 1986 University of Port Harcourt 1988 EDUCATION FOR THE SURVIVAL OF THE NIGERIAN NATION If an Inaugural Lecture is assumed to be a forum for the confirmation of ones professorship then this is 15 years late. But if, as we have established in this University, an Inaugural Lecture is basically an opportunity for one to state and/or restate and review what one is professing, then I consider this timely, opportune and fortuitous. Some twenty years ago, Ukeje (1966), I stated in a publication titled Education for Social Reconstruction, that “Sectionalism and the problem of how to achieve and maintain national unity amidst diversity, without having to pay the price of a civil war, constitute the national problem. The other side of the coin, of course, is the problem of how to avoid another Pakistan”. Barely one year after this publication we were unable to avoid a civil war. This lecture is therefore an opportunity for me to restate publicly an aspect of that thesis, namely! that education should perform a social function with the hope that we can, this time around, avoid the other side of the coin. Vincent Ike has aptly stated that Nigeria is a nation in which nothing works and Chinua Achebe (1983) has also written that “The trouble with Nigeria is simply and squarely a failure of leadership”. And he further stated that “Nigeria is not a great country. It is one of the most disorderly nations in the world. It is one of the most corrupt, insensitive, inefficient places under the sun. It is dirty, callous, noisy, ostentations, dishonest and vulgar. In short, it is among the most unpleasant places on earth”. But the former Head of State Buhari once reminded all of us that we have no other country we can call our own. We must therefore all work together to salvage Nigeria. To me this is therefore an opportunity to contribute my own quota in the bid to salvage Nigeria by calling attention to the efficacy of education. There are three main factors that determine the future of any nation. They are: (1) The political state of affairs in that nation; (ii) The economic conditions in that nation, and (iii) The educational provision in that nation. We have had almost unparalleled political instability since independence in 1960, and our economy is nothing to write home about. I therefore hope and pray that we can rally round education, the remaining factor, to save our nation from total collapse. I submit that patriotism does not lie in trying to sweep our problems under the carpet. Rather, I believe that accurate self criticism is the beginning of progress. Accurate diagnosis of any disease is a vital step towards its cure. In this lecture, I shall, therefore, attempt to be constructively critical but positively critical but positively oriented. The goal is the survival of the Nigerian nation through the efficacies of education. In the book – Education for Social Reconstruction – which I have already mentioned. I outlined that the aims and purposes of education in an Era of Transition should include: Education for Cultural Change Education for Social Integration Education for Rural Regeneration Education for Social Philosophy Education for Self-Government Education for Political Efficiency Education for the Creation of Modern men Education for the Development of Individual Excellence Education for the Fullest Development of the Potentialities of the Individual Education for the Development of Manpower Resources Education for Civic Responsibility Education for the Improvement of Socio-Economic Conditions Education for Vocational Efficiency Education for Citizenship and Social Efficiency. After 20 years, I contend that these are still valid needs for Education in Nigeria. Perhaps this is an indication that we have not moved very far in certain dimensions since then. But for the specific and urgent need for national survival, I have isolated some cardinal virtues and I have emphasized some of these in a modified form. Also, I have added other needs which I consider particularly pertinent for national survival. Yes, the problem of Nigeria is not that of structures or systems, be they political or economic, but that of the quality of the human operators. In politics, the West Minister model of Parliamentary Democracy has failed in Nigeria so also has the American model of Presidential Democracy. Even a limited experiment of Socialism in Ayetoro has also failed. Also our present economic system which is labelled Mixed Economy has woefully failed. These structures and systems have failed in Nigeria not because of their imperfections; after all they have all succeeded elsewhere, but because of the Nigerian misoperators. So, whether we adopt Monarchy, Diarchy, or Triarchy, Capitalism, Socialism, or any other ism; it will equally fail in Nigeria unless we did the first thing first. That first thing is the purification of the Nigerian operators. It is known that Education is the greatest power which mankind has created (greater than the power of the atom), either for his ultimate destruction or for his continued survival and progress. Much depends on the kind of education provided, why it is provided, how it is provided, who provides it and to whom it is provided. The thesis of this lecture, therefore, is that the survival and progress of Nigeria as a Nation will very much depend on the educational provision in the Nation. This thesis was very ably articulated in a five-day Symposium Organised between 26 April and 30 April, 1983, at Awka, Anambra State, by my former students and associates of the past 27 years. The Symposium was to commemorate what the organizers called “25 years of Professor Ukeje’s meritorious service to Education” and the theme was “Education for the Reconstructions of the Nigerian Society”. I feel, however, that it is necessary, given the present opportunity, to restate these view myself if only for the purpose of accuracy and clarity. The thesis is based on a number of premises: 1. That education can and should perform a social function; 2. That the role of education is based upon the purpose of any society; and 3. That not every form of education can perform a positive social function. What is Education? Education may mean many things to many people. So in order to clarify our thoughts and then put things in their proper perspectives, I want to start with a consideration of the concept of education. Education may be viewed in three different ways: namely, as a discipline, as a process and as a product. In this lecture, I shall be considering education both as a process and as a product. I shall take my bearing from the Aristotelian conception that man is a rational animal or that reason is the guiding force in human nature. Educationally I shall build on the views of John Amos Comenius (1592- 1670) who contended that the nature or essence of a thing is its end or purpose, rather than its actuality at any given moment; that the seeds of knowledge of virtue and of piety are naturally implanted in us, but that the actual knowledge, virtue and piety are not so given. Thus these must be acquired through prayer, through education and through innate capacities which must be developed through the process of education. Therefore, we hold that children are not born human but become human through education or the process of growing up in a culture. Knowledge, virtue, attitude and piety are the outcomes of education and action. Knowledge should, therefore, be sought, for the purpose of ameliorating or exploiting the physical conditions of man. We accept the belief of Comenius in the inter-connection and interdependence of all things. Hence, in the possibility of social reform through pansophism or through universal education. We accept that it is granted to us to know, to say, and to do all things under heaven. We therefore believe that man should be free to explore the unknown and this process of exploring the unknown we consider as part of education. Therefore education is the means and the ways the universal wisdom may be acquired by every human being so that no mind shall be left uncultivated. I am in sympathy with John Locke (1632-1704) who advocated the concept that all knowledge comes through experience and that man’s understanding determines his attitude of acquiring ideas and knowledge that shape and condition man’s attitudes, actions and achievements. I agree with Jean Heinrich Pestalozzi (1746-1827) who looked at education as an instrument for social reform through individual development. This concept brings us to the dual function of education the development of the individual and the reform of the society. In this view, Education is the process of developing the child’s moral, physical, emotional and intellectual powers for his contribution in social reform. I also fully endorse the view of Johnann Frederick Herbert (1776-1834) who contended that the end of education is ethical the formulation of moral character which requires the will to goodness. In his conception, the ideal man or the educated man is one who has achieved the highest moral character through many-sided interests; and that well-educated individuals make a good society. I uphold Frederick Froebel’s (1782-1892) thesis, that education is an evolutionary process. That the improvement and the elevation of the individual and the group should go hand in hand. That man is offered the opportunity to reach higher and higher stages of goodness and perfection through a never ending evolutionary process. And that education is the active, fermenting element in this process; an element which man, at his present evolutionary level, has the power and the understanding to manipulate for his own welfare. I am profoundly in agreement with Huxley’s (1825-1995) analogy that education is: A game which has been played for untold ages, every man and woman being one of two players in a game of his or her own. The chessboard is the world, the pieces are the phenomenon of the universe, the rules of the game are what we call the laws of nature. The player on the other side is hidden from us. We know that this player is always fair, just and patient. But also we know to our cost that he never overlooks a mistake, or makes the smallest allowance for ignorance. To the man who plays well, the highest stakes are paid with that sort of overflowing generosity with which the strong shows delight in strength. And one who plays ill is checkmated without haste but without remorse; what I mean by education is learning the rules of this mighty game. Thus, in this conception, education is the process of mastering the laws of nature, and utilizing them effectively and judiciously in our life experiences. I am in agreement with Herbert Spencer (1820-1903) when, in search for the answer to the question “What knowledge is most worthy?” he concludes that education is preparation for complete living. In this conception general problems of life are the right rating of conduct in all directions under all circumstances-in what way to treat the mind and how to use all our facilities to the greatest advantage to ourselves and others – how to live completely? Therefore in this conception, education is the process of learning how to live completely. Finally, I want to conclude this review of the relevant concepts of education by endorsing fully the views of Alfred North Whitehead (1948) that education is not just the acquisition of knowledge but the acquisition of the art of the utilization knowledge. Therefore, we conclude that education is power, it is a process of acquiring knowledge and ideas that shape and condition man’s attitudes, actions and achievements; it is a process of developing the child’s moral, physical, emotional and intellectual powers for his contribution in social reform; it is the process of mastering the laws of nature and for utilizing them effectively for the welfare of the individual and for social reconstruction; it is the art of the utilization of knowledge for complete living. Indeed education is so powerful that it can make a mule dance. Education can kill or heal; it can lift up or deprave; and it can build up or tear apart. Whether education is used for good or for evil will depend on the kind of education provided. Education As An Instrument For National Policy Examples abound were the nations of the world have utilized the tremendous power of education as an instrument for national policy. Historically, the role of education the world over has tended to vary from place to place and to change from time to time, in accordance with the needs of the particular age and the circumstances of the time. In the ancient military state of Sparta, for instance, education was utilized for the primary function of producing the warrior citizen to take his place in the military state as the guardian of the state. In the Anthenian democracy, the emphasis, or the need of the time, was intellectual development or the cultivation of the intellect, hence the Anthenian education stressed ability to read and write Greek. In Japan, during the Meiji Restoration (1868), education was employed as an instrument, excellence, for national policy and was therefore utilized to cultivate the cardinal virtues of the Shinto Philosophy of filial piety, benevolence, justice, propriety, intelligence, and fidelity. These are clearly evidence today in the life and behaviour of the average Japanese. In Germany, during the Second Reich (1871), the nation was faced with the problem of national unity; hence education was used under Bismark as an instrument for the unification of the diverse elements within the Empire. The negative power of education under Hitler is yet another story. In contemporary Britain, the emphasis is on the training of character for the success of monarchical welfare state. In Turkey, Kemal Ataturk (1881-1938) utilized the power of education to modernize an Islamic State. In France, the emphasis on education is largely the sharpening of the intellect and the transmission of culture generale. In the United States of America, because of the frontier and immigration problems, education has been and is continuing to be utilized for the development of individual qualities necessary for good citizenship and for the success of democracy. The central focus in all educational activities is the preservation of American democracy. In Russia, the main thrust of education is the advancement of Communism; the doctrines of Marx and Engel pervade all educational thought and action. We have documented here the fact that education has effectively been utilized, all through the ages, as a powerful instrument for national policy. It is therefore our contention that Nigeria can do the same and that the future of Nigeria largely depends on her educational provision. The five main national objectives of Nigeria as stated in the Second National Development Plan (1970-74), and which have been endorsed as the necessary foundation for the National Policy on Education, are the building of: 1. A free and democratic society; 2. A just and egalitarian society; 3. A united, strong and self-reliant nation; 4. A great and dynamic economy; and 5. A land of bright and full opportunity for all citizens. From all this and for the survival of the Nigerian Nation we declare that education in Nigeria today must consciously and vigorously be utilized as an instrument for: The development and inculcation of a national ideology; The development of self-reliance; The inculcation of a sense of discipline; The restoration of ethical virtues and the dignity of man; The development of human resources; Technological innovation; and generally for social reconstruction. Education for the Development and Inculcation of National Ideology It is perhaps a mute question as to whether or not Nigeria has a national ideology. In my opinion, if we do have one, then one wonders why we have been drifting rather aimlessly since the achievement of political independence in 1960. The fact is that culturally and ideologically we have been dangling between two worlds. We have become like a proverbial bat. Culturally, the foundation for the old has been shaken very seriously and the new has not yet taken deep root. Thus, we are in a state of cultural confusion. Ideologically, we are equally dangling between the east and the west, trying to hang on an unrationalized and confused mixture between the two. Hence no existing economic theory has thus far been efficacious in the solution of the Nigerian problems. To us the battle for national survival should start with the battle for the mind, with a clear idea of what we are, what we want and where we are going. The battle for the mind, of course, cuts across cultural, ideological and educational frontiers. Education is, of course, the greatest weapon for the battle regardless of the frontier. Our greatest problem in Nigeria is the absence of an acceptable national ideology; that is, a motivating force, a frame of reference, a conceptualizing design and a basis for choice. Nigeria is a nation in which nothing works largely because of the attitude of most Nigerians which is a reflection of the absence of an acceptable ideology. Every human society has its own system of values, ethics and ideals; a system of Do’s and Don’ts which has been borne out of experience and which has largely been motivated by the need to survive. Our problem in Nigeria today is that our indigenous value systems have been eroded and destroyed through years of colonization and perhaps buried through 30 months of an agonizing civil strife. The alien value systems which have