Towards Introduction of Philosophy for Children in Nigerian Basic Educational Curriculum

By Amambo Edung Essien


This paper explores the introduction of philosophy for children in relation to the  Nigerian basic educational curriculum. Specifically, the discussion focused on two  folds – curriculum and philosophy for children, and pedagogy in teaching philosophy  for children. The reason for this bifurcation is to ascertain whether Nigeria requires  philosophy for children to be part of its curriculum at basic educational level. The  impact of this programme on children’s life was highlighted and its conclusion  argued that Nigerian educational policymakers should urgently pay adequate  attention to the introduction of this programme in its curriculum and adopt amongst  other methods the analytical method as a working pedagogy for effective functioning  of this programme.

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