| Peer-Reviewed

Democratic Education in the Deweyan Perspective and the Challenges of African Development

Received: 28 March 2014     Accepted: 20 April 2014     Published: 30 April 2014
Views:       Downloads:
Abstract

The global community has come to live with the idea of formal education as a tool for political governance. With the upsurge of colonialism, the evolution of education varies from one country to another. Generally, Africans have taken little positive steps to promoting education for democratic governance as we experience slow pace of educational development due to the absence of proper enlightenment. Our aim is to analyze the concept of education and x-ray its connection to the political development of Africa. In the final analysis, we aver that while the political development of a people cannot be divorced from the nature of their educational system, our post colonial history shows that we barely remain at the level of mere speculation until our theories are responsibly put into effective use that produce results.

Published in International Journal of Philosophy (Volume 2, Issue 2)
DOI 10.11648/j.ijp.20140202.11
Page(s) 21-25
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), 2014. Published by Science Publishing Group

Keywords

Experience, Democracy, Education

References
[1] John Dewey, Problems of Men, (New York: Philosophical Library, 1946), p. 10.
[2] Frederick Mayer, American Thought. An Introduction, (Iowa: WM.C. Brown Co. Pub; 1951), p. 311.
[3] Ibid. p. 71.
[4] John Dewey, Reconstruction in Philosophy, (London: University of London Press Limited, 1921), p.101.
[5] Ibid. p. 108.
[6] John Dewey, The Quest for Certainty: A Study of the Relation of Knowledge and Action, (New York: Minton Balch & Co; 1929), p. 267.
[7] John Dewey, Democracy and Education, (USA: Unabridged Version, 2009), p. 48.
[8] Ibid. pp. 83-84.
[9] Sidney Hook, John Dewey: An Intellectual Portrait, (Westport: Greenwood Press Publishers, 1971), p. 193.
[10] John Dewey, Art as Experience, (New York: Capricon Books, 1934), p. 36.
[11] Elizabeth Eames, Experience and Value. Essays on John Dewey and Pragmatic Naturalism. (Carbondale: Southern Illinois University Press, 2003), p. 15
[12] John Dewey, Problems of Men, p. 31.
[13] Francis Fukuyama, The End of History and the Last Man, (London: Penguin Books, 1992), p. 116.
[14] John Dewey, Democracy and Education, p. 43.
[15] Ibid. p. 48.
Cite This Article
  • APA Style

    Isaiah Aduojo Negedu. (2014). Democratic Education in the Deweyan Perspective and the Challenges of African Development. International Journal of Philosophy, 2(2), 21-25. https://doi.org/10.11648/j.ijp.20140202.11

    Copy | Download

    ACS Style

    Isaiah Aduojo Negedu. Democratic Education in the Deweyan Perspective and the Challenges of African Development. Int. J. Philos. 2014, 2(2), 21-25. doi: 10.11648/j.ijp.20140202.11

    Copy | Download

    AMA Style

    Isaiah Aduojo Negedu. Democratic Education in the Deweyan Perspective and the Challenges of African Development. Int J Philos. 2014;2(2):21-25. doi: 10.11648/j.ijp.20140202.11

    Copy | Download

  • @article{10.11648/j.ijp.20140202.11,
      author = {Isaiah Aduojo Negedu},
      title = {Democratic Education in the Deweyan Perspective and the Challenges of African Development},
      journal = {International Journal of Philosophy},
      volume = {2},
      number = {2},
      pages = {21-25},
      doi = {10.11648/j.ijp.20140202.11},
      url = {https://doi.org/10.11648/j.ijp.20140202.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijp.20140202.11},
      abstract = {The global community has come to live with the idea of formal education as a tool for political governance. With the upsurge of colonialism, the evolution of education varies from one country to another. Generally, Africans have taken little positive steps to promoting education for democratic governance as we experience slow pace of educational development due to the absence of proper enlightenment. Our aim is to analyze the concept of education and x-ray its connection to the political development of Africa. In the final analysis, we aver that while the political development of a people cannot be divorced from the nature of their educational system, our post colonial history shows that we barely remain at the level of mere speculation until our theories are responsibly put into effective use that produce results.},
     year = {2014}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Democratic Education in the Deweyan Perspective and the Challenges of African Development
    AU  - Isaiah Aduojo Negedu
    Y1  - 2014/04/30
    PY  - 2014
    N1  - https://doi.org/10.11648/j.ijp.20140202.11
    DO  - 10.11648/j.ijp.20140202.11
    T2  - International Journal of Philosophy
    JF  - International Journal of Philosophy
    JO  - International Journal of Philosophy
    SP  - 21
    EP  - 25
    PB  - Science Publishing Group
    SN  - 2330-7455
    UR  - https://doi.org/10.11648/j.ijp.20140202.11
    AB  - The global community has come to live with the idea of formal education as a tool for political governance. With the upsurge of colonialism, the evolution of education varies from one country to another. Generally, Africans have taken little positive steps to promoting education for democratic governance as we experience slow pace of educational development due to the absence of proper enlightenment. Our aim is to analyze the concept of education and x-ray its connection to the political development of Africa. In the final analysis, we aver that while the political development of a people cannot be divorced from the nature of their educational system, our post colonial history shows that we barely remain at the level of mere speculation until our theories are responsibly put into effective use that produce results.
    VL  - 2
    IS  - 2
    ER  - 

    Copy | Download

Author Information
  • Department of General Studies, Faculty of Arts, Federal University Lafia, Nasarawa State, Nigeria

  • Sections