CHA HAPTER ONE
I NTRODUCTI ON
Backgr oundt ot heSt udy Hi s t o r i c al l y ,t he r ehas al wa y s be e n ac l o s el i nk be t we e n r el i gi onandeducat i on.Forexamp mpl e,t heRoma man educat i onwas r oot ed i nt he i deal s oft he Roma man peopl e.I te ndeav or ed t o shapet heyout hi n suc h aswayt hathe/shewasabl et ofiti n t he Roman soci e t y ( Shi undu and Omul ando, 1992) .I n t r adi t i onalAf r i c an c ommuni t i e s ,i ni t i at i on c e r e mo moni e s( l i ket he r e mo mo valofs omet e e t h,t at ooi nge t c ) ,r i t ual s ,be l i e f s ,habi t sand pr act i ces,amo mongot her s,wer ebot hr el i gi ousand educat i vei n nat ur e .Fo re xampl e ,dur i ng i ni t i at i o n,bl o od was l e f tt o flo w i nt ot hes o i lwhi c h wasbe l i e v e dt ouni t et hei ni t i at ewi t ht he ance s t or s. The pai n an i ni t i at e e xper i enced dur i ng t he i ni t i at i on ce r emo mony and t he subse quenti nst r uct i ons dur i ng t hes ec l us i on pe r i od af t e rt hei ni t i at i on we r et oi ns t i l l ,i nt he pr ospec t i ve adul t ,t he vi r t ue of e ndur ance dur i ng t i mes of
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har dshi p whi l et he i nst r uct i ons wer et o pr epar e hi m/herf or t headul tl i f e. Educat i on mi ghtbesai dt obeconcer ned,i ngener al ,wi t h t he f orma mat i on ofcharact er .Cer t ai nl yi ti s onl yi nt he l ast hundr ed y ear st hatt her ehasbeen anyse r i ousdebat eabout t hel e g i t i mac yo ft her o l eo ft hes c ho olo rc ol l e g ei nc har ac t e r e duc at i o n.I nde e df o rmo mo s ts o c i e t i e s ,t hepur po s eo ft het r i be , c o mm mmuni t y ,f ami l yandt hes t at e ,aswe l lt he r e f o r ea st hes c ho ol „ s y s t e m‟ whe n suc h f or mal l y emer ge d, was t o pr ov i de an envi r onment f or t he cul t i vat i on of good char act er and t he nour i shi ngoft hecomm mmongood.Ther angeofcont ext si nvol ve d i n t he f orma mat i on of charact er i l l ust r at es t he over arc hi ng c o mp mpr e he ns i v e ne s so ft he t as k, i t si nt e r di s c i pl i nar y nat ur e and t he comm mmuni t y wi de r es ponsi bi l i t y f or dev el opi ng an i ndi v i dual ’ sc o mm mmi t me ntt ot het as kt obeo fg oo dc har ac t e r . Regar di ng t he Ni ger i an si t uat i on, al t hough i ndi genous educat i on v ar i ed f r om one co mmuni t yt o anot her ,t he goal s wer eal mos tt hesame .I ndi genousAf r i can Educat i on was f or l i v i ng .I twasconc e r ne dwi t ht hesy s t e ma mat i csoc i al i z at i onoft he 2
har dshi p whi l et he i nst r uct i ons wer et o pr epar e hi m/herf or t headul tl i f e. Educat i on mi ghtbesai dt obeconcer ned,i ngener al ,wi t h t he f orma mat i on ofcharact er .Cer t ai nl yi ti s onl yi nt he l ast hundr ed y ear st hatt her ehasbeen anyse r i ousdebat eabout t hel e g i t i mac yo ft her o l eo ft hes c ho olo rc ol l e g ei nc har ac t e r e duc at i o n.I nde e df o rmo mo s ts o c i e t i e s ,t hepur po s eo ft het r i be , c o mm mmuni t y ,f ami l yandt hes t at e ,aswe l lt he r e f o r ea st hes c ho ol „ s y s t e m‟ whe n suc h f or mal l y emer ge d, was t o pr ov i de an envi r onment f or t he cul t i vat i on of good char act er and t he nour i shi ngoft hecomm mmongood.Ther angeofcont ext si nvol ve d i n t he f orma mat i on of charact er i l l ust r at es t he over arc hi ng c o mp mpr e he ns i v e ne s so ft he t as k, i t si nt e r di s c i pl i nar y nat ur e and t he comm mmuni t y wi de r es ponsi bi l i t y f or dev el opi ng an i ndi v i dual ’ sc o mm mmi t me ntt ot het as kt obeo fg oo dc har ac t e r . Regar di ng t he Ni ger i an si t uat i on, al t hough i ndi genous educat i on v ar i ed f r om one co mmuni t yt o anot her ,t he goal s wer eal mos tt hesame .I ndi genousAf r i can Educat i on was f or l i v i ng .I twasconc e r ne dwi t ht hesy s t e ma mat i csoc i al i z at i onoft he 2
y ounggener at i on i nt onor ms,bel i ef s ,col l ect i v eopi ni onsoft he wi de rsoci e t y ,pr act i calski l l sand t heacqui si t i on ofknowl edge whi c h wasusef ult ot hei ndi vi dualandt hesoci e t yasawhol e. Si f una ’ s( 1990)de s c r i pt i o no ft he r o l eo fI ndi g e no us Af r i c an Educat i on has a l otofr el i gi ousconnot at i on and t hati swhy r e l i g i o n ande duc at i o nc o ul dno tbes e par at e d.Thede s c r i pt i o n Af r i c anRel i gi ons i sar e fle c t i o no fMbi t i( 1969)who ,i nhi sbo ok
es se st he di fficul t yi nt r yi ng t o define and Phi l osophy,expr r el i gi on i nt he Af r i can cont ext .He says:A man carr i es hi s r el i gi on ever ywher e:t ot hefiel dswhen pl ant i ng seeds;i nt oa f uner al c er em mo ony; i nt o a bee r par t y; and i f he [ she]i sa s t udent ,i nt ot he exami mi nat i on r oom; m;or i nt ot he House of Par l i ame nt .Re l i gi on,t he r e f or e ,i ndi c at e st o t a lv i e w ofl i f eand separ at i on woul d mean ove r l ooki ngt hedynami mi csofl i f e.Thus i nt he Af r i can cont ex t ,r el i gi on may be defined as a way of l ooki ng atl i f e( p. 187)Many count r i es ar et ryi ng t o mai nt ai n r el i gi ous i deal s under t he umbr el l a of what i s known as Rel i gi ous Educat i on ( RE) ,t hus i nt he cont extoft hi s st udy , Ni g e r i aJo i nst her e s to ft hewo r l dt og i v eane duc at i o nc e nt e r e d 3
on t he at t ai nment of t he r i ght i deal st hr ough Chr i s t i an Re l i g i o usSt udi e s( CRS) . Chr i st i an Rel i gi ousEducat i on hasbee n vi ewedasoneof t hemeanst or est or emor alandsoci alor deri nt hesoci et y .For exampl e,af t er a l engt hy des cr i pt i on oft he mor aldec ay i n Ni ge r i a whi c h i s por t r ay ed i n r ampant f r aud, ev i dence of cor r upt i on i n hi gh and l ow pl ace s, br i ber y , st eal i ng and r obber y wi t h vi ol ence , scandal ous nepot i sm and pol i t i cal pat r onageandabuseofpower ,exce ssi vemat er i al sandgener al i ndi sci pl i ne,I heomi a( 1995)concl udesbysayi ng:…i nt hefinal anal ysi s what mat t er s mostt o a nat i on’ s wel l bei ng i si t s spi r i t ualand mor alheal t h.Eve r yt hi ng el se whi ch a nat i on s t r i v e sf o rde pe ndso nt hi s …whe t he ri ti snat i o nali nt e g r a t i o n, pol i t i cal st abi l i t y , economi c dev el opment or educat i onal , sci ent i fic and t ec hnol ogi cal pr ogr ess . Ni ger i a i s a nat i on mo r a l l yands pi r i t ual l ys i c k.A bas i cai mo fmo r a le duc at i o ni n Ni ger i aschool smustbet or est or esani t yt ot henat i onswayof l i f et hr ough t heent r enchmenti n peopl es’psyc hesuch val ues asho ne s t y ,di s c i pl i ne ,r e s pe c tand c onc e r nf o ro t he r s ,j us t i c e 4
anddevot i on t odut y .I ff ormalanddi r ectmor aleducat i on wer e t o becomea r egul arf eat ur ei nt hecur r i cul um atal ll evel sof e duc at i onali ns t i t ut i ons ,i tc oul de nabl eours c hool s ,c ol l e g es and uni v e r s i t i e sc o nt r i but es i g ni fic ant l yt ot hemo r a lhe al t ho f anat i on( p. 1) .
St at ementoft hePr obl em Oneoft heobj e c t i v e sofChr i s t i an r e l i g i o use duc at i o n and mo r a le duc at i o ni st hei nc ul c at i o no ft her i g htat t i t udeo nt he i ndi vi dual ,t hr ough effect i ve i nst r uct i on based on bi bl i cal t r adi t i onsand exampl es.Thusst udent sofChr i st i an r el i gi ous s t udi e sar et aug htt hene e do fr e s pe c t i ngt he i re l de r sandbe i ng obedi entt oi nst r uct i ons.Ami dstal loft hese however ,t her e se emst obean i ncr easeont her at eofmor aldec adenceont he par toft heyoungpeopl ewhol eav esec ondarysc hooland ar e st i l li n secondaryschool .Theset r ends havel ed t oi ncr eased
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r at e of i ndec ent dr es si ng, di shones t y , dr unkennes s, ar med r o bbe r yandt r uanc y .I ti sag ai ns tt hi sbac kdr o pt he r e f o r e ,t hat t hi ss t udyi sai me d ati nv e s t i g at i ngt hei nflue nc eo fChr i s t i an r e l i g i o uss t udi e so nt hec har ac t e ra nd mo r a ll i f eo fs e c o ndar y schoolst udent si nEt hi opeEastl ocalgover nmentareaofDel t a st at eandsoughtt oanswert hi squest i on. To whatext enthas t he t eac hi ng ofChr i s t i an r el i gi ous st udi esi nsecondaryschool si nfluencedchar act erf ormat i on?
Resear chQuest i on To gui de t hi ss t udy ,t he f ol l owi ng r esear c h ques t i ons wer e r ai s e d. 1. What ext ent does CRS i nfluence t he mor al l i f e of
sec ondarysc hoolst udent s?
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2. Whati st her el at i onshi p be t ween t he s t udy ofChr i s t i an
r e l i g i o us St udi e s and t he de v e l o pme nto fs e l fr e s pe c ti n t hel i v e sofs e c o ndar ys c ho ols t ude nt s ? 3. Whati st her el at i onshi p be t ween t he s t udy ofChr i s t i an
r el i gi ous st udi es and t he dev el opmentofmor alvi r t ues amongstse condarysc hoolst udent s? 4. Whati st hemos ti nfluent i alsoci e t alvi r t uef orc har act er
f or mat i onpor t r a y edi nChr i s t i anr e l i g i ouss t udi e s ?
Resear chHypot hesi s For t he sake oft hi s st udy ,t he f ol l owi ng hypot heses wer e t e st e d. 7
1.Ther ei s no si gni ficant r el at i onshi p be t wee n Chr i st i an r el i gi ous st udi es and t he dev el opment of sel fr es pec t amongstse condarysc hoolst udent s. 2.Ther ei snosi gni ficantr el at i onshi p bet ween t hest udyof Chr i st i an r el i gi ousst udi esand t hedev el opmentofmor al vi r t ues.
Pur poseoft heSt udy Thi ss t udyi sdr i v enbyt hef ol l owi ngobj ect i v es. 1.Tode t er mi newhe t herChr i st i an r el i gi ousst udyhaveany r el at i onshi pwi t ht hedevel opmentofsel fr espectamongst sec ondarysc hoolst udent s. 2.Todet er mi newhet herChr i st i anr el i gi ousst udi eshaveany r e l at i o ns hi pwi t ht hede v e l o pme nto fmo r a lv i r t ue s . 3.To de t er mi ne t he mos ti nfluent i al soc i e t al vi r t ue f or char act er f ormat i on port r ayed i n Chr i st i an r el i gi ous s t udi e s.
Si gni ficanceoft heSt udy 8
The s t udy of mor al and r el i gi ous educat i on i s of par amounti nt er es tand i mpor t ance i nt he mai nt enance and sust enance ofa st abl e and bal ance d soci et y .Ther ef or e,t hi s st udywhen compl e t edwoul d beofsi gni ficancet ot heent i r et y ofs oc i e t yi r r e spe ct i v e ofr ac e,c ol our ,s oc i alc l as s orr e l i gi on. Thes t udyapar tf r om cont r i but i ngt ot hee xi s t i ngl i t er at ur esi n t he f o r mat i o no fa mo r a l l ys t abl es o c i e t y ,t hes t udy i satt he f or e f r ontofe v al uat i ngt hei mpac to fChr i s t i an r e l i g i ouss t udi e s i nt he l i f eo ft he s o c i e t y .Thus t hi ss t udy wi l lbe us e f ult o s ubj e c ts pe c i al i s t si nr e l i g i ouse duc at i on asi twi l ls e r v e asa me ansofappr ai s i ngt hee xt e ntt owhi c ht heobj e c t i v e soft he i r cl ass r oom co nt acthas bee n me t .Dat a ge ner at ed f r om t hi s s t udy wi l l act as a poi nt of r ef er ence t o r es ear c her s, go v er nment admi ni s t r at or s and par ent s as t o i dent i f yi ng al t e r nat i v e st os o l v i ngt hec hal l e ng e so fmo r a lde c ade nc ei no ur count ry .
ScopeandDel i mi t at i on oft heSt udy
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Thi ss t udyf ocuseson t hei nfluenceofChr i s t i an r el i gi ous s t udi es on t he mor aland c har act er f or mat i on ofse condary s c hoo ls t ude nt si ne t hi o pee as tL. G. A.t hust hes t udyi sl i mi t e d t oar e v i e wo fl i t e r at ur e so nt he pl ac eo fChr i s t i an Re l i g i o us St udi esi n sec ondaryschoolcur r i cul um,t heconce ptofmor al and char act erf ormat i on,det er mi nant sofmor aland charact er f or mat i on and an empi r i cali nve st i gat i on on t he i nfluence of CRSont hedev el opmentofsel fr espectandmor alval uesi nt he s o c i e t y .
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CHAPTER TWO
LI TERATURE REVI EW Thi sc hapt err e vi e wsl i t er at ur esr el at ed t ot hes t udyand es t abl i shes a concept ualand t heor et i calf r amewor kf or t he s t udyunde rt hef o l l o wi nghe adl i ne s .
Hi s t or i c alOr i g i nofChr i s t i anRe l i g i ousEduc at i on
Obj e c t i v e so fRe l i g i o usa ndMo r a lEduc at i o n
Re l i g i o usEduc at i o n
Whati sMor al i t y?
Char act erFor mat i on:TheMor alSel f
Li mi t at i o nst oTr adi t i o nalFo r mso fChar ac t e rEduc at i o n.
Char act erandt heMor alSel f .
Thel i mi t at i onsofRel i anceonI ndi vi dualr esponsi bi l i t y.
Cont empor ar yDebat esonChar act erEducat i on
Concept ualandTheor e t i calFr amewor k
Appr ai salofRevi e w
Hi st or i calOr i gi n ofChr i st i an Rel i gi ousEducat i on
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Chr i st i an Rel i gi ousEducat i on i n Ni ger i a began wi t ht he adve ntofMi ssi onari esand Mi ssi on agenci esi n Mi d 1800s.I t was noti nf actdel i ber at e.I twas i nt r oduced i nt he f or m of Evangel i sm and aspartofwes t er n mi ssi onaryent er pr i se5.I n ot herwor ds,i twas notal t r ui sm t hatmadet he Mi ssi onari es i nt r oduce educat i on i n Ni ger i a.Pr i or t ot he comi ng oft he Mi ssi onar i es,communi t i eshadt hei rownt r adi t i onalsyst emsof educat i on and i n somepart soft hecount ry;I sl ami cRel i gi on had al r eady been ent r enched. I n t r yi ng t o vi sual i z et he c o habi t at i o no fChr i s t i ani t yand I s l am i n Ni g e r i a,f r o m apo i nt o fv i e w of“ Ec ol o gyo fRe l i g i o n”i nt hee t y mo l o gi c als e ns eo ft he wor d,t hei rcoe xi s t encewoul dnat ur al l ybegl adi at i onal ,atbes t adv e r s ar i alf ort hef ol l o wi ngr e as ons :
Each r el i gi on has t o co met o a ne w envi r onmenti nt he garment soft hesendi ngcul t ur e.
Ther ei si nev er yr el i gi ont hehumanel ementwhi c hi st he v ehi cl eoft hedi vi ne.Ther ei sal sot hedi abol i cal .
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Ent ry i nt o a di ffer entr el i gi ous wor l dvi ew wi t houtl ove, r e s pe c tandhumi l i t y ,andabando ni ngo ne sc r i t i c alf ac ul t y o f t e ng e ne r at e sc onfli c t( Ki ng ,1971) .
Se v e r alf ac t o r sandi nt e r pl a yo fv ar i o usmo t i v e swe r ebe hi nd t hei nt r oduct i on ofeducat i on i n Ni ger i abyt hevari ousgr oups and or gani z at i ons. The Mi ss i onari es f or i nst ance , saw t he educat i ng of t he i ndi genous popul at i on as a means of f ac i l i t at i ng t he i r c o nv e r s i o n t o Chr i s t i ani t y . The Co l o ni al admi ni st r at or ssaw i n educat i ngt hel ocalpopul aceameansof pr oduci ngal i t er at ebei ngwhowoul dr un er r andsf orhi m asa domes t i chand mess engeroror der l yand atbes tacl er k.Bot h appr oachest o educat i on wer ebased on gi vi ng t ot he Af r i can whatwasconsi der edt obebes tf orhi m,andnotnecessar i l yan educat i onalsy st em whi ch wasi n accor dancewi t h hi scul t ur al her i t ageandsoci ol ogi calenvi r onmentandonet hatwasai med atpr o j e c t i ngandpr o mo t i ngt heAf r i c anPe r s o nal i t y( Kaunda.i n Makul u,1971) .
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Pr ot es t ant mi ss i ons came i nt o Ni ge r i a ahead of Cat hol i c Mi ss i ons,Ev en t hough t he Nor t h and Wes tofNi ger i a wer e underMusl i m i nfluence ;t hemi ss i onswer es t i l labl et o make some i nr oads i nt he Eas t and t he Sout h.Thei r ai ms and obj ect i ves and st r at egi es di ffer ed f r om each ot her .Whi l et he Cat hol i c mi ss i ons so ught t o pr ov i de mor al and r el i gi ous educat i on ( 1971)and t o br i ngChr i st i an i nfluencet o bearon pagan communi t i es,t hePr ot es t antmi ssi onsai medatt r ai ni ng t he young by gi vi ng t hem l i ber al e ducat i on t o cr eat e wel l pr epar ed, wel li ns t r uct ed and pr ov en congr eg at i ons. For Pr ot est antmi ssi ons,educat i on and t he bui l di ng ofs chool s, hospi t al s and cent er sf orel ement aryi ndust r i alt r ai ni ng wer e al li nt e g r alpar t sofe v ang e l i s m.Thene e df o rs uc hs e r v i c e swe r e gr eatand t he pot ent i al s abundant ,and t hi sl ed t ot her api d emer genceofsev er almi ssi on agenci esover seaswi t hi n a ve ry shor tper i od be t wee nt hel astdec adeoft he1700si n UK and t heear l ydec adesof1820 i nt heUS.TheChur c h Mi ss i onar y Soci et y was es t abl i shed i n 1799,Bapt i stMi ssi onary Soci et y es t abl i shed i n 1792, London Mi ssi onar y Soc i e t yi n 1795, 14
Edi nbur gh and Gl asgow Mi ss i onarySoci e t yi n 1796 al li nt he Uni t ed Ki ngdom. I n t he US, t he US Wesl e yan Mi s si onar y Soc i e t y was es t abl i shed i n 1813 and t he Ame r i can Bi bl e Soci et yi n 1816. Theseal lhad si mi l arpr act i ceswhi chcoul dbe summari z edasf ol l ows:
Cr eat i ngne w co mmuni t i esoft hos eco nv er t ed bymov i ng out of t he heat hen envi r onment t o a Chr i s t i an homogeneouscommuni t y
Bui l di ngMi ss i onSt at i onsorcompounds
Assi s t i ng t he Mi ssi onar yt o‘ r epl ace’t he t r i balc hi efby maki ngt hemosti mpor t antbui l di ngt he“ Mi ssi onHouse ” . The
ne xt mos ti mpor t ant bui l di ng was t he Chur c h
f o l l o we dbyt hes c ho oli nt hator de r Thesc hool swer egener al l yboar di ngf aci l i t i essupe r vi se d byt hemi ssi onar yeducat i oni s torhi swi f e. The Mi ssi on
Compound s t ood i ns t ar k cont r as tt ot he
sur r oundi ngc ommuni t y
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Fort he Tri besmen,associ at i on wi t h Chr i st i ani t y offer ed an at t r ac t i v ewa yo fl i f eandpr i v i l e g e ss uc h aseduc at i o n, me di c als e r v i c e s and i ndus t r i alt r ai ni ng .Fas c i nat i o nf o r t heWhi t eman’ sknowl edgeandt hepr omi seofabet t erl i f e
wer emor ecompel l i ng f act or sf ort hei rconv er si on r at her t hanf ai t handunder st andi ngofChr i st i ant eachi ngs. Whi l et he mot i v at i on f oreducat i on was ev angel i sm f ort he mi s s i o nar y ,f o rt het r i be s me n,i twasawa yo fe nt e r i ngi nt ot he my s t e r i e so f we s t e r nt e c hno l o gi c alc i v i l i z a t i o n.T ot hi se nd, educat i on hel ped t o f aci l i t at e t he spr ead of Eur opean c i v i l i z at i on i n Af r i c a.T r i bali ns t i t ut i ons c ont r a r yt ot hi s we r e di sc our age d ors uppr es se d.Ther ewasat endencyt omeas ur e ev er y partoft he Af r i can l i f e by t he Eur opean st andar ds.To av oi d confli ct s among t he numer ous Pr ot es t ant mi s si ons i n some ar eas , ce r t ai n ‘ agr ee ment s ’ wer er eac hed by whi c h mi ssi ons confined t hei r wor kt o homog eneous gr oups.As a r esul t , some t r i bes bec ame f or t unat e dependi ng on t he mi ssi onsagencyt hatcover edt hei rar easi ncemi ssi onsvaryi ng
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amountofbot h per sonaland mat er i alr es our ce s.Today suc h t r i be sar es t i l le nj o yi ngt hatadv ant ag e. Thei ssuesofcur r i cul um cont entand pol i cywer eext r emel y i nt hehandsofi ndi vi dualmi ssi on agenci esunt i lgover nment becamei nt er es t edi n Educat i on when t he yi ssuedgr ant sof30 pounds i n 1872,di s t r i but ed among Angl i can,Wes l e yan and Cat hol i cmi ss i onsi n Lagos.I n 1873 nogr ant swer egi ve n out buti n1874t hegr anti ncr easedt o100poundst oeac hagency . By 1876 i t had i ncr eas ed t o 200 pounds f or e ac h mi ssi on agency .Because“ hewhopayst hepi perdi ct at est het une” ,i n 1882,t her ewasapr omul gat i on ofan or di nancebyt heBr i t i sh Admi ni s t r at i on i n Ni ger i a- t he decl ar at i on of r el i gi ous neut r al i sm i n mat t er s of educat i on. Ther e was al so a di v er ge nce ofopi ni on on cont entand pur pose ofeducat i on. Whi l e t he gov er nment was t r yi ng t o i nt el l ect ual i sm, t he mi ssi onswant ed spi r i t ual i t y .Thesc hi sm whi ch began t ogr ow wi de e v ent ual l yl ed t ot he f or mat i on of t he Phel psSt okes Commi ss i on whi c h vi si t edAf r i cabe t wee n 19221925.I twasa 17
ma j o rwat e r s he di nAf r i c a ’ se duc at i o nalpo l i c y .Thec o mmi s s i o n madeapl eaf orr el i gi ousandmor aleducat i on ast hebasi sf or l ast i ng educat i on. I t st r essed charact er t r ai ni ng and ot her maj ori nput si t emi ze dbel ow:
Cal l ed at t ent i on t o t he need f or cl ear obj ect i ves i n educat i on t o bui l d effect i vesyst emsofeducat i on aswel l as t heneed t ot akei nt o accountc hi l dr en’ senvi r onment andr ol ei ns oc i e t y .
Thei mpor t anceofl anguage
Cl ar i ficat i on ofobj ect i ves ofeducat i on t ot r ai n masses and t o educat ef ut ur el eader s and t r ai n peopl et o pass c onv e nt i onalt e s t sr e qui r e dbypr of e s si onals c hool s .
Adopt i onofeducat i ont ocondi t i onsofl i f e. I n 1952,t her e was a Cambr i dge Conf er ence on Af r i can Educat i on and i n 1961,t he Addi s Ababa Conf er ence on t he dev el opmentofEducat i on i n Af r i ca hel d.Ther e,f arr eachi ng measur eson Af r i can educat i on wer ear r i ve dat .I n 1962,t her e wasanot herConf er encef orHi gherEducat i on i n Af r i ca,dur i ng 18
whi c h par t i ci pant s expr essed t he desi r et o excl ude r el i gi ous educat i onf r om sec ondarysc hoolcur r i cul um.Ther ehasbeena l o to fc r i t i c i s m ofmi s si onar ye duc at i onalac t i v i t yi nNi g er i a,but what ev ert hef ai l i ngs,wecans t i l li dent i f yqui t eagoodnumber of maj or cont r i but i ons made by t hes e mi ss i onar i es t ot he gr owt h and dev el opmentofour so ci e t i es and communi t i es. Amongt hesecont r i but i onsi ncl ude:
Pr eser vat i on t hr oughwr i t i ngofmaj orNi ger i an l anguagesI bo, Yor uba, Efik, Nupe, Hausa, et c, t hus cr eat i ng l i ngui st i c homogenei t y .For i nst ance ,we hav e what i s c al l e d“ Theuni o nI bo ”i nt owhi c ht heBi bl ewast r ans l at e d s y nt he s i z e dt hr e e ma j o ri ndi s t i ng ui s habl e di al e c t s .Thi s
became a bond uni f yi ng t he t hi r dl ar ges tWes tAf r i can t r i be .( Ay ande l e1966) . The yal sof aci l i t at ed t hesoci aland mor aldev el opmentof t heNi g e r i anpe o pl e . The ymadet headmi ni s t r at i on t ocr eat el aw
and or de ri n
pl aceofi nt ert r i balwar sand anar chy .Theyensur ed t he 19
suppr ess i on ofabomi nabl ecr i mesr epugnantt oChr i st i an mor a l i t y ,l i keMar ySl e ss ordi di nt heabol i t i onofki l l i ngof t wi nsi nt heEas t e r npar to fNi g e r i a. The yal sof aci l i t at ed mobi l i t ybyensur i ngsaf e t yoft r av el wi t houtt her i sk ofbei ngensl av ed i n Yor ubal and orI bo l ando re l s e whe r ei nNi g e r i a. The y al so cont r i but ed t o soci aland mor alr egener at i on t hr ough c hur chesand sc hool saswel laspr ev ent i ngt he de mor a l i z at i onofs oc i e t y Theobj ect i v eofeducat i onf ort hemi ssi onar i eswasal sot o di s c o ur ag ec hi l dr e nf r o m par t i c i pat i ng i nt he i rpar e nt s ’ paganpr act i ces.Char act ert r ai ni ngwasemphasi ze dal ong wi t h spi r i t ualde v el opment .The y wer e mai nl yi nt er es t ed i n pr i mar ye duc at i o nf o rc onv e r t s .The yf e l tt hatf ur t he r educat i on woul d onl ymaket hem optf orse cul arwor kt o i mpr ovet hem soci al l yand mor al l y .However ,Chr i st i ani t y co ul d not be dee pl y r oot ed because t he i nt el l ec t ual dev el opmentr equi r ed t omat ch t hepr i nci pl esoft henew
20
f ai t h wasno ta v ai l abl e .T r a di t i o nalmo r a l i t ywasho we v e r dest r oyedwi t houtanappr opr i at er epl acement .
Obj ecti vesofRel i gi ousandMor alEducati on Accor di ngt oPur pelandRyan( Nwaomah,1998)t her ear eat l eastf our maj or obj ect i ve s or r ol es ofRel i gi ous and Mor al Educat i oni nschool ’ scur r i cul um; i .
Todev el opmor alr es ponsi bi l i t yandsounde t hi caland mor albehavi or
i i . To dev el op t hest udent ’ scapaci t yt o di sci pl i nehi msel f t owo r k,s t udyandpl a yc o ns t r uc t i v e l y i i i . Todevel opamor alandet hi calsenseofval ues,goaland pr oc e ssoff r e es oc i e t yand i v . Todev el op s t andar dsofper sonalc har act erand i deas , i . e.t odeve l opmor al l yaut onomousi ndi vi dual swhocan make up t hei rmi nds on mat t er s ofmor alpr i nci pl es r at hert hanbei ngmer econsumer sofmor aldi ct a I nhi spart ,Wi l sonci t edi nNwaomah( 1998:1415)adds: t o wean t hem ( s t udent s) away f r om f al se met hodol ogi esand st andar dsl i ke r el i anceon t he 21
peergr oup,onaut hor i t yorant i aut hor i t i esofal so ego i deas,e. t . c ,i n an age ofmor alvac uum or ant i aut hor i t ar i an t r end, anxi et y, neur osi s, al i enat i on,dr i f tandasenseofbei ngl os t .Rel i gi on t he r e f o r epr o v i de ss ome t hi ngt ohangont o .
Consequent l y ,one oft he maj or r ol es ofRel i gi ous and Mor alEducat i on i nt heNi ger i an sec ondaryschoolcur r i cul um i st hatoft hemor aldev el opmentoft hest udent s.Andt heonl y s ubj e c tt hatc oul ds at i s f yt hi si sChr i s t i anRe l i g i ousEduc at i on.
Rel i gi ousEducati on Rel i gi ous Educat i on i st he t er m gi ve nt ot he educat i on t hati sc o nc e r ne d wi t ht he t e ac hi ng o fr e l i g i o n;t hi si nc l ude s t he pr act i ces t hati nfluence peopl e’ sl i ves i n eve ry t i me and ever ypl ace.I ti nvol vest hef ormi ngofeve ryhuman bei ngt obe at r ue c hi l d ofGod,a per f ec tman,i n ot herwor ds t o be a fini shed man of c har act er . 3 Rel i gi ous educat i on i sc hi efly conce r nedwi t h bui l di ngt hesenseofSacr edi n man,t eachi ng hi m ofwher e he comesf r om,why he i s her e on ear t h and wher ehei sgoi ng.Ther ef or e,i tr e v eal st oman whathemus t 22
know and do aboutGod,her e bel ow,i n or dert o at t ai nt he subl i me end whi c hi s God. I ti sa l i f el ong pr oce ss whi c h i nv ol v es f os t er i ng wi t hi n e v er y human bei ng a gr owi ng under s t andi ng of hi s Cr eat or , and r el at i onshi p wi t h Hi m. Agai n,i thel psi ndi vi dual st ounde r s t andt hemsel v esaswel las t hei rf ai t h and t r adi t i on, and appr eci at es t he f ai t h and t r adi t i o nso fo t he r s .I the i g ht e nse ac hi ndi v i dual ' sc o mmi t me nt t o br i ng i ng t he l i g hto ft he i rf ai t ht o a di s c e r ni ng e nc o unt e r wi t ht he sur r oundi ng cul t ur e and t hus wor ki ng t owar ds i t s t r ansf or mat i on. 5 Acc or di ng t o a defini t i on gi v en by t he Chr i s t i anCo unc i lo fNi g e r i a,I ns t i t ut eofChur c handSo ci e t yi n I badan i n 1976.I ti s says:Rel i gi ous Educat i on i s a pr ocess whi c h seeks t o conv e yt he t r ut hs oft he Chr i s t i an f ai t ht o i ndi vi dual s so meani ngf ul l yt hatt hey wi l lbecome Chr i st i an di sc i pl es and be bui l t up t o do t he wi l lofGod i n ev er y r el at i onshi p,athome,i nt heChur ch,i nt hesoci et y atl ar ge, andwi t hi nt hechangi ngsi t uat i onsofeachgener at i on.
Whati sMor al i t y? 23
A l ar ge par t oft he cont r ov er sy sur r oundi ng mor alor c har act er educat i on has t o do wi t h how mor al i t yi st o be defined.I n ev er yday di scour se mor al i t yr ef er s si mpl yt ot he normsofr i ghtandwr ongconduct .Ati ssue,however ,i swhati s meantby mor alr i ghtand wr ong,and whosecr i t er i a shal lbe used t oj udget hewr ongnessofact i ons.Asi tt ur nsout ,t hi s di v e r s i t yatt hel e v e lo fpubl i copi ni o n,hasa c or o l l ar yi nt he unde r l y i ng he t e r og e ne i t yo ft he s t r uc t ur e s oft he i ndi v i dual ' s s oc i alc onc e pt s .Wi t hi nt hei ndi v i dual ,c onc e pt so fs o c i alr i g ht and wr ong ar e notal lofone t ype,butar e or gani z ed wi t hi n di st i nctconcept ualanddevel opment alf r amewor ks.I nr esear ch conduct ed ove rt hepastt went yyear s,i thas been di scov er ed t hati ndi vi dual st r eatsomef ormsofsoci albehavi orasmor al uni ve r sal s, ot her f or ms of soc i al conduct as subj ec tt o de t e r mi nat i onbyl oc alc ul t ur alors oc i alnor ms ,ands t i l lo t he r s asmat t e r so fpe r s onalc ho i c e( T ur i e l ,1983) .Mor es pe c i fic al l y , t heseconce pt ualdi ffer ence s emer ge when f or malcr i t er i af or mor al i t y ar e empl oy ed whi c h define mor al i t y as t hos e i nt er per sonalbehavi or st hatar e hel dt o be r i ghtor wr ong 24
i ndependent of gov er ni ng soc i al r ul es , and mai nt ai ned as uni ver sal l y bi ndi ng ( Tur i el ,1983) .Pr escr i pt i ons whi ch meet t he s ec r i t e r i aar et ho sewhi c hr e f e rt oac t i o ns ,s uc h ashi t t i ng and hur t i ng,st eal i ng,sl ander ,whi ch havean i mpacton t he wel f ar eofot her s.Accor di ngl y ,concept sofmor al i t yhav ebeen f o undt obes t r uc t ur e dbyunde r l y i ngc onc e pt i o nso fj us t i c eand wel f ar e( Tur i el ,1983) .Mor al i t y ,t hen,maybedefined asone' s concept s,r easoni ng,and act i onswhi ch per t ai nt ot hewel f are, r i g ht sandf ai rt r e at me nto fpe r s ons .
Mo r al i t y( de fine di nt e r msofj us t i c e ,we l f ar e ,r i g ht s )c an bedi s t i ngui shedf r om concept sofsoci alconv ent i ons,whi c har e t he consensual l y de t er mi ned st andar ds ofconductpar t i cul ar t o a gi ve n soci al gr oup. Conve nt i ons es t abl i shed by soci al sys t ems suc h as nor ms or s t andar ds ofdr e ss,how peopl e shoul daddr essoneanot her ,t abl emanner sandsof ort hder i ve t he i rs t at usasc o r r e c to ri nc o r r e c tf o r mso fc o nduc tf r o mt he i r embeddednes swi t hi n a par t i cul arshar ed sy s t em ofmeani ng ands oc i ali nt e r ac t i o n.Thepar t i c ul arac t si nando ft he ms e l v e s 25
have no pr escr i pt i ve f or ce i nt hatdi ffer entoreven opposi t e nor ms ( e. g. , dr ess es f or men, pant sf or women) c oul d be e s t abl i s he dt oac hi e v et hes ames y mbo l i corr e g ul at o r yf unc t i o n ( e. g. , di s t i ngui shi ng men f r om women) . The i mpor t ance of c onv e nt i o nsl i e si nt hef unc t i o nt he ys e r v et oc oo r di nat eso ci al i nt er act i on and di scour se wi t hi n soci alsys t ems.I n keepi ng wi t ht hi s defini t i on,concept s ofsoci alconv ent i on hav e been f ound t o be st r uct ur ed by under l yi ng conce pt i ons ofsoci al or g ani z at i on( T ur i e l ,1983) .
Char act erFor mat i on:TheMoralSel f
The pr ecedi ng di scussi on has hi ghl i ght ed t he basi c r easonswhy mor aleducat i on mus tat t end t oi ss uesofsoc i al cogni t i on and mor alr easoni ng.Knowi ng r i ghtf r om wr ong i s mor et han a si mpl e pr oce ssofbei ng awar e ofspeci fic soc i al r ul es ,and doi ng t he r i ghtt hi ng i s nota si mpl e mat t erof put t i ngt ho ser ul e si nt opr ac t i c e .Soc i alc ont e xt sar eno tfix e d and,t her ef or e,do notal ways l end t hemsel ve st o habi t ualor f ormul ai c ways ofr espondi ng.Mor eove r ,e xt antsoci alr ul es 26
may t hemse l v esr equi r ec hange st o br i ng t hem i nl i ne wi t h mor al i t y . Readi ng and ev al uat i ng what i s mor al l y r i ght , t her ef or e,ent ai l sj udgment .Bei ng a good per son,however ,i s mor et hanamat t erofunder st andi ngwhati smor al l yri ght .
I n phi l os ophy a di s t i nct i on i s made be t wee n deo nt i c j udgment s ofwhati smor al l yr i ghtand ar e t ai cj udgment sof r es ponsi bi l i t y whi c hi nv ol v e a commi t ment t o act on one' s deont i cj udgment .I n ev er yday l anguage we use t he t er m " char act er "t or ef ert ot he t endency t o acti n ways t hatar e consi st entwi t h whatone under st andst o bemor al l yr i ght .A per sonofgoodc har act eri ssomeonewhoat t endst ot hemor al i mpl i cat i ons ofact i ons and act si n accor dance wi t h whati s mor ali n al lbut t he mos t ex t r eme ofci r cums t ance s.Thi s ev er yday usageoft he t er m c har act erc apt ur esan i mpor t ant f eat ur e ofwhati s or di nar i l y meantby a good per so n.The ques t i on f orus as educat or s bec ome s one ofunder s t andi ng how t hes ec ommonse nsenot i onsofc har act ermapont oact ual
27
human psy c hol ogy ,and whataspect soft heeducat i v epr oce ss c anc ont r i but et oc har ac t e rf o r mat i o n.
Li mi t at i onst oTr adi t i onalFor msofChar act erEducat i on.
Tr adi t i onalc har act ere ducat i on,whi c h hadi t swayi nt he ear l y partofl ast cent ury ,had as i t s cent r alai m f ost er i ng f o r mat i o no fe l e me nt so ft hei ndi v i dual ' spe r s o nal i t yandv a l ue s t r uc t ur ewhi c h woul dc ons t i t ut esoc i al l yde s i r abl equal i t i e sor vi r t ues. I n t he l at e 1920s a maj or r esear c h e ffor t was under t aken by Hugh and Mar k t oi dent i f yt he f act or st hat c o nt r i but e dt ot hef o r mat i o no fc har ac t e r .Thede s i g no ft he i r r es ear c h was base d on t he r eas onabl e pr emi set hatt he fir s t st ep shoul d be t oi dent i f yt hose i ndi vi dual s who posse ss ed mor alvi r t ues .Whatt he y had e xpec t ed t o find was t hatt he popul at i on of8000st udent st heyst udi edwoul ddi vi deupi nt o t hose who di spl ayed vi r t uous conductnear l y al loft he t i me, and t hose who woul d not . To t hei r sur pr i se and di sappoi nt ment howev er ,t hey di sc ov er ed t hat f ew st udent s wer e vi r t uous, and t hat i ns t ead, mos tc hi l dr en c heat ed, 28
behav ed s el fishl y ,and l ac ked " sel fcont r ol "a l ar geamountof t het i me.
Vi r t ue,accor di ng t ot hei r dat a,s eemed t o be cont ext dependent as s t udent sc heat ed, or l i ed e t ce t er ai n some si t uat i ons and noti n ot her s.As Cl ar k Power( 1989, )not ed: Har t shor neand Mayconcl uded t hatt her ewer eno c har act er t r ai t s per se but" speci fic habi t sl earned i nr el at i onshi pt o speci ficsi t uat i onswhi c h hav emadeoneoranot herr es ponse succes sf ul . "Ther ef er encet o habi tbyHart shorneand Mayi s c onc or dantwi t ht r adi t i o nalv i e wsofc har ac t e rf o r mat i on.Si nc e Ar i s t ot l e,t hedev el opmentofvi r t uehasbeent houghtt oemer ge outoft he pr ogr es si ve bui l di ng up ofhabi t s.Cont empor ary c har act ereducat or s( RyanandMcLe an,1987;Wynnei nNucc i , 1989) l i kewi se r el y heavi l y on psyc hol ogi cal t heor i es t hat emphasi z epuni shmentandr ewar dsys t emst or ei nf or cedes i r ed behavi or ,and sys t ems ofi ncul cat i on whi c h ar e pr esumed t o i ns t i l lv a l ue sandv i r t ue si nt hey oung .I ti swo r t hr e me mbe r i ng t hat i n r es ponse t o t hei r findi ngs , Har t shor ne and May 29
co ncl uded t hat suc h t r adi t i onal appr oac hes t o c har act er educat i on t hr ough t he use ofdi dact i ct eachi ng,exhort at i on, and e xampl e pr obabl y do mor e har m t han goo d si nce suc h pr act i ce s do nott ake i nt o accountt he pr act i caldemands of s oc i alc ont e xt s .
I no t he rwo r ds ,s uc hr i g i di ns t r uc t i o nr unsc ount e rt ot he e v al uat i v eandc ont e xt ual i z e dnat ur eo fmo r all i f e .Byf o cus i ng sol el y on effort st oi nst i l l pr oper val ues and habi t s, such appr oaches f ai lt o dev el op st udent s'capaci t i es t o make t he so ci al and mor al j udgment s t hat co nt ext ual i z ed act i ons r equi r e.Mor eov er ,t heser i gi d appr oachesr un count ert ot he mul t i f ac e t ed and compl ex nat ur e of human per sonal i t y . Res ear c h on per so nal i t y co nduct ed ov er t he past 30 y ear s ( Sar bi n,1986)has s er v ed t o co nfir m t he vi e w ofc har act er offer ed by Har t shor neand Maybydemons t r at i ngt hatpeopl e cannotbeaccur at el ydesc r i bedi nt er msofst abl eand gener al per sonal i t yt r ai t s si nce peopl et end t o exhi bi tdi ffer entand
30
se emi ngl y cont r adi ct ory aspec t s of t hemsel ve si n di ffer ent c ont e xt s .
Char act erandt heMor alSel f .
I n Bl asi ' s( Noam,1993)wor kon t hemor alse l f ,hemakes t hepoi ntt hatmor al i t ymayormaynotbeace nt r alel ementof t hegener alnarr at i veweconst r uctaboutwhowear e.I n ot her wor ds, mor al i t y may or may not be a sal i ent i s sue i n c ons t r uc t i ngone ' spe r s o nali de nt i t y .Thef ac tt hatv i r t ual l yal l chi l dr en const r uctbasi cmor alunder st andi ngsaboutf ai r ness and human wel f ar e doe snotmean t hatbei ng a per son who ac t so nt hatkno wl e dg ei nr e l at i o nt oo t he r si sne c e s s ar i l yan i mpor t antpar tofhow one se l fdefines .For t he adol es ce nt s des cr i bed abov e,or f or some busi nes smen f or t hat mat t er , bei ngmor almaynotbeasi nt egr alt ot hei rsel fdefini t i onasar e o t he rf ac e t so ft he i r pe r s o nali de nt i t i e s( e . g . ,g a ng me mbe r , successf ulbusi nessman) .Accor di ngt oBl asi ,t heexper i enceof " g ui l t "o rmo r alr e s po ns i bi l i t ye me r g e si nt ho se s i t uat i o ns i n whi c h oneact scount ert owhatoneknowst obemor al l yr i ght 31
o nl yf o rt ho s ef o rwho m mo r a l i t yi sani nt e g r a lpar to fpe r s o nal i de nt i t y .I no t he rwo r ds ,f r o m Bl as i ' swor k,wec an i nf e rt hata ce nt r alf eat ur e ofwhatwe mean by mor alc har act eri st he degr eet owhi chbei ngamor alper sonat t ai nssal i enceasapar t o fo ne ' ss e l fde fini t i o n.Ac t i ngi nc ons onanc ewi t hone ' sde ont i c mor alj udgment si sf orsomeoneof" good"char act eri mpor t ant f ort hatpers on' ssenseofi nt r aper sonalcoher encei nt hevast maj or i t yofc ont e xt s .
Fr om
an educat i onal s t andpoi nt t hi s means t hat
c har ac t e rf o r mat i o ni sno tac ur r i c ul ari s s uei nt heus uals e ns e ofacour seorpr ogr am desi gnedt ot each apart i cul arcont ent . Char ac t er emer ges f r om
t he mor e gener al i ndi vi dual
envi r onmenti nt er act i onsf r om whi ch st udent sconst r uctt hei r s e ns eoft he ms e l v e s .The r ei snos i mpl i s t i cmo de lo rf o r mul af o r " bui l di ng"c har act er .And,as muc h as t hoseofus who eac h y earbr av eChi cago' sc har act erbui l di ngWi nt er swoul dl i ket o bel i e v e,no speci fic se tofe xper i ences t hatl ead t o good or s t r o ngc har ac t e r .Sc ho ol sc o nt r i but et oc har ac t e rt ot hede g r e e 32
t o whi c h t he y const i t ut e envi r onment s co nduci v et o mor e gener al soc i al and emot i onal dev el opment , and mor e speci fical l ymor alenvi r onment si n whi ch st udent sar et r eat ed f ai r l yand wi t hr es pect ,and whi ch conve yand enactt hr ough t eacherbehavi orand schoolpol i cyagener alcl i mat ei n whi ch mor al i t y( asoppos e dt oar bi t r ar yadul taut hor i t y )i sv al ue d.
Thel i mi t at i onsofRel i anceonI ndi vi dualr esponsi bi l i t y.
Muc h ofwhatwese ei n pr esentday soc i e t yby wayof c r i mi nalac t i v i t y ,and j uv e ni l ec r i mei n par t i c ul arne e dst obe unde r s t o odasar at i onalr e s po ns et oo bj e c t i v es oc i alc ondi t i o ns r at her t han si mpl y a l ac k of mor al i t y or c har act er of i ndi vi dual s.A st udywhi ch( Sapi r oandNucci ,1991)conduct ed i n Br azi l of adol es cent s'and young adul t s'conce pt i ons of e v e r yda yf or msofc or r upt i on i shi g hl yi ns t r uc t i v e .Ne ar l yal lof t he i ry o ungs ubj e c t sac r o s ss o c i alc l as s e sande c o no mi cl e v e l s engaged i n whatt heyconsi der edt obecor r uptsoci alpr act i ces ( e. g. , payi ng a pol i ce officer t o avoi d at i cket , payi ng f or phy s i c i an s e r v i c e s wi t ho utr e c e i ptt oe nabl et he phy s i c i an t o 33
avoi dt axesand char geal owerf ee)atl eastsomeoft het i me. When asked t oe v al uat et hese pr act i ces near l y al l of t he subj ect sar guedt hatt heywer ewr ong.
Ho we v e r ,l o we rc l as ss ubj e c t si r r e s pe c t i v eo fe duc at i o nal l ev elwer e five t i mes as l i kel y as uppermi ddl e cl ass young pe o pl et os t at et hate ng ag i ngi ns uc hpr ac t i c e swasj us t i fie di n t he f ace of an ov er whel mi ngl y co r r upt so ci al sys t em. I n cont r ast ,upper mi ddl e cl ass uni ve r si t y st udent s wer e mor e t han t wi ce as l i kel y as l ower cl ass subj ect si r r espect i ve of educat i onall evelt oar guet hati twasi mport antnott oengage i ns uc h pr ac t i c e si no r de rt oo ffe ri ndi v i dualr e s i s t anc et ot he cor r upt soc i al sys t em and t her eby c hange i t . What i s i ns t r uc t i v ef orusatt hepol i c yl e v e li st or e c og ni z et hatt he s e o bs e r v e dc l as sande duc at i o naldi ffe r e nc e si no r i e nt at i o nt ot he i mmor al i t y of cor r upt publ i c behavi or di d not r eflec ta di ffe r e nc ei nt hemor al i t yofi ndi v i dual s( ne ar l yal ls ubj e c t ss aw t he act s as obj ec t i v el y wr ong) , but r at her soc i al cl ass di ffer encesi nt hesenseofpol i t i calandsoci alempower mentt o 34
e ffe c tc hang ei nt heobj e c t i v esoc i als i t uat i on,andt hebe l i e fon t he par t of t he poor and uneducat ed t hat such ac t i ons c ons t i t ut e d ar at i onalf or m ofs el fpr o t e ct i on f r om v i c t i mi z at i on byt hegener alsys t em.
Cont empor ar yDebat eson Char act erEducat i on Al an Loc kwood( 1997)hasoffer e dat ent at i v edefini t i on of c har act er educat i on as „ …a sc hool i ns t i t ut ed pr ogr am, de s i g ne di nc o o pe r at i o n wi t ho t he rc o mmuni t yi ns t i t ut i o ns ,t o shape di r ec t l y and sy s t emat i cal l yt he behavi our of young pe o pl e by i nflue nc i ng e x pl i c i t l yt he no nr e l at i v i s t i cv a l ue s bel i e v ed di r ect l yt o br i ng aboutt hatbehavi our‟.Heas sume s t hatgoal sofmor aleducat i oncanbepur sued,t hatbehavi our al goal s ar e par t of char act er educat i on and t hat ant i soc i al behavi ouron t hepar tofc hi l dr en i sar esul tofan abs enceof v al ues.Onemi ghtadd t oo,t hatc har act ereducat i on i snota mat t erofc hangi ng behavi ourbutofbr i ngi ng aboutce r t ai n ki ndsofbehavi our .I ti snots i mpl yconcer ned wi t h behavi our c ont r ol ,butwi t h pe r s o nalt r ans f or mat i on;i tt he r e f or ei nc l ude s 35
educat i on i n sc hool s,f ami l i es,and t hr ough t he i ndi vi dual‟s par t i c i pat i oni ns oc i e t y’ ssoc i alne t wor ks . Loc kwood‟s defini t i on ofcharact eras i ncul cat i ng nonr e l at i vi s t i cv al ues‟ i s a br av e one i n a cons t ant l yc hangi ng pl ur al i s t i cs oc i e t y ,whe r ei ts e emsi nc r e as i ng l yunr e as onabl et o bel i e v et hatt her ecoul d beagr ee mentaboutacommon se tof v al ues.Suspi ci on i s qui c kl y ar oused by any sugges t i on t hat t he r ec oul dbeunde r l y i ngv al ue swhi c hc har ac t e r i s et hebe s ti n human nat ur e.Any suc h pr opos al s ar e dee med pr obl e mat i c and chal l enge abl e,pr ov oki ng t he ques t i on „ how do y ou f ee l abo uti t ?‟,r at he rt han „ i si tt r ue ?‟ Si g ni fic antc r i t i c i s ms o f mor aleducat i on hav e acknowl edged t hes e di fficul t i es .Dav i d Pur pl e( 1997) ,f orexampl e,at t acks mor aleducat or s bec ause t heydonotexami net hecompl exi t yoft hesoci alcont extt hat unde r l i e st he s o c i als t at i s t i c st o whi c ht he y dr a w at t e nt i o n. Mor eov er ,hear gues,accor di ngt o whatf r ameofr ef er encedo t heyconsi dert eenagepr egnancyt obeamor alt r ansgr essi on? Ti mot hyRusnak ( 1998)bel i e v est hatmos tmor aleducat i on i s 36
dr i v en by f earwhen i nf actt her e nev erwas a gol den age of mor albehavi our ;ev er y gener at i on has had i t sown „ l i t any of a l a r m‟ as Har r y McKown ( 1935)showed when he wr ot e of Amer i ca i nt heni ne t een t hi r t i es.Ter r yMcLaughl i n and Mar k Hal s t e ad ( 1999)t akei s s uewi t hc ur r e ntpr ac t i c e sofc har ac t e r educat i on i n Amer i ca,whi ch,t hey cl ai m,f ocus on a nar r ow r ange of vi r t ues , use t r adi t i onal pedagogy and at t empt t o demons t r at et hei reffec t i v enes s by t he c hange d behavi ourof s t ude nt s .
Concept ualandTheor et i calFr amewor k
37
Fi g.1. 0 Thec ombi nat i onmodelofChar act erf or mat i on Sour ce:Hui t ,2004. Thi ss t udy i s anc hor ed by t he sys t ems t heor y whi c h bel i e v est hatc har act erand mor alde v el opmenti ns t udent sor y oung peopl ei s as a r esul tofa r e sul t anti nt er act i on oft he t hr eecomponent s oft he mi nd whi c hi scogni t i on,affec tand v ol i t i on. The s t udy i sf ur t her anc hor ed by an i nt er act i on be t ween v al ues educat i on,anal ysi s,and mor alde v el opment appr oac hesi nt hecombi nat i on appr oac h shown abov e.Thus s t ude nt sputt he i rt ho ug ht sandf e e l i ng si nt oac t i o ni nav ar i e t y ofsoc i alact i ons as sugge s t ed i nt he ac t i o n l e ar ni ng ( e. g. , Cot t om,1996;Gaul d,1993;Sol omon e tal . ,1992)orse r vi ce l ear ni ng( e. g. ,Champi on,1999)appr oaches. Fr om t he per spec t i v e ofa sy s t ems vi e w,whi c hi s mos t compat i bl e wi t h t he act i on l ear ni ng and se r vi ce l ear ni ng appr oachest ochar act ereducat i on,weneedt odefinechar act er dev el opment i n t er ms of t he t hr ee component s of mi nd: ( c ogni t i on,affect v , ol i t i on)and t he componento fbehavi oras 38
de pi c t e di nt hesys t emsmodelofhumanbehav i or ( Hui t t ,1996) . The cogni t i v e component of c har act er consi s t s of bot h a knowl edgebaseofr i ghtandwr ongaswel last her at i onaland cr eat i vepr ocesse snece ssaryt owor kwi t ht hatknowl edgebase t omakesoundmor aldeci si ons.Ther ei sar el at edval uesyst em t hatdefines whatt he i ndi vi dualhol ds i n hi gh es t ee m ort o whi c h he or she i s at t ac hed. These ar et he cr i t er i at hat s t udent s use t o make mor aloret hi calj udgment s.St udent s l earn t o val uewhati si nt hei rknowl edgebase;t heywi l lal so mor e deepl y est eem whatt hey cr i t i cal l y and cr eat i vel yt hi nk about .These t wo component si nfluence what s t udent s ar e wi l l i ngt ocommi tt o,whatt he yar ewi l l i ngt ose tgoal sf or ,what t he y ar e wi l l i ng t o pl an f or and put ener gy t owar ds ac compl i shi ng. As s t udent s make t hese commi t ment s and pl ans,i taddst ot hei rknowl edgebase and st r engt hens t hei r t hi nki ngs ki l l sandv al ue s . These t hr ee component s t hen i nfluence t he final component , ov er t behavi or . Thi s behav i or has t wo aspect s: 39
pe r s o nalv i r t ue ss uc hasbe i ngc our ag e o usands e l f di s c i pl i ne d and soci alvi r t ues such as bei ng compassi onat e,cour t eous, and t r ust wort hy .Asst udent sr eflecton t hei rbehavi or ,i tadds t ot heknowl edgebase,st r engt henst hei rt hi nki ng ski l l s,and i mpac t st he i rv a l ue s .Ofc o ur s e ,be ha v i o rc an al s obedi r e c t l y i nfluenced t hr ough t he appl i cat i on of conse quences as des cr i bed byoper antcondi t i oni ngt heory( Hui t tand Hummel , 1997a)andt hr ough obse r v at i on andmodel i ngasdes cr i bedby s oc i all e ar ni ngt he or y( Hui t tand Hummel ,1997b) .Thebasi c pr i nci pl e oft hi s modeli st hatmuc h oft he knowl edge and v al uest hats t udent shol d ar ei mpl i ci tand hav ebeen obt ai ned t hough obser v at i on, model i ng, and t he appl i cat i on of co nse quence s.As i mpor t antas i ti st oi mpacto v er tmor al behavi or ,i ti sequal l yi mpor t antt ohel ps t udent smakeexpl i ci t one' s own knowl edgebase ,v al ue sy s t em,and t he pr oc es s of commi t t i ng and pl anni ng so ast o make t hatbehav i ormor e i nt e nt i onal .
Appr ai salofRevi ew 40
Thi sr evi e ws t ar t edwi t h an hi s t or i calr e vi e w oft heor i gi n ofChr i s t i an r e l i g i ous s t udi e si n Ni g e r i a.I tf ur t he rdi s c us s ed t heco nc e pto fmo r a l i t yandt hemo r a ls e l fwhi l ee s t abl i s hi nga t heor et i calandconcept ualmodelbehi ndt hest udy .
CHAPTER THREE METHODOLOGY Thi sc hapt eri sdi scussedundert hef ol l owi ngsub headi ngs
Desi gnoft heSt udy
Popul at i onoft heSt udy
Sampl eandSampl i ngT ec hni ques
I ns t r ume ntf o rDat aCo l l e c t i o n
Val i di t yoft heI ns t r ument Admi ni s t r at i onofI ns t r ument
Met hodofDat aAnal ys i s
Desi gn oft heSt udy 41
Thes t udyadopt edt hedescr i pt i v esur v e yr esear c hdesi gn. Sur v e yr e s e ar c hi same t ho do fc o l l e c t i ngi nf o r mat i o nbyas ki ng ques t i ons, Somet i mes i nt er vi ews ar e done f acet of ace wi t h peopl eathome,i n sc hool ,oratwor k.Ot hert i mesques t i ons ar e sent i nt he mai lf or peopl et o answer and mai lback. I nc r e as i ng l y ,s ur v e y sar ec o nduc t e dbyt e l e pho ne .Ho we v e r ,t he pr es ent s t udy empl oy ed t he f ace t of ace co nt act wi t ht he respondents.
Popul at i on ofTheSt udy Thepopul at i on oft hes t udyi ncl udesal ls t udent soffer i ng Chr i st ai nr el i gi ous st udi es i n Seni or and j uni or sec ondary Et hi ope Eas tl oc al go v er nment ar ea. Thi s popul at i on i s es t i mat ed t o be t he ent i r e popul at i on ofs t udent si n publ i c sec ondaryschool si nt hear eagi ve n at8, 000 accor di ngt ot he Dat a pr ovi ded by t he s t at e mi ni s t r y ofSec ondary and Basi c Educat i on w . ( ww. del t as t at e. gov . ng)
Sampl eandSampl i ngTechni ques
42
A sampl eof200s t udent swhi c h compr i se sof2. 5% oft he t ot al number of s t udent s was r andoml y sel ect ed f r om 10 s c hoo l sac r o ssfiv el o cat i onsi nt hear e ao fs t udy .Par t i c i pant s wer e dr awn f r om bot h seni or and j uni or secondar y sc hool s mal esandf emal esal i ke.
I nst r umentf orDataCol l ecti on To gui de t hi sr esear c h,an i ns t r umentl abel ed Chr i s t ai n r el i gi ous s t udi es and Char act er f or mat i on Ques t i onnai r e ( CRCFQ)was dev el oped.Thi s was use dt o el i ci ti nf or mat i on f r om t hesubj ec t soft hest udy .Theques t i onnai r ewasmadeup o ft wos e c t i o ns ;t hefir s ts e c t i o ni st hebi odat awhi c hc ons i s to f i t ems suc h as Name ofsc hool ,ge nder ,age ,and Cl ass .The second sect i on consi der ed f act or st hatdeal twi t ht heeffectof CRS on c har ac t er and mor al f or mat i on/dev el opment of se condarysc hoolst udent s.Res pondent swer ef r eet oagr eeor di sagr ee wi t ht he s t at ement s made on a co nt i nuum scal e of s t r ong l yAg r e e ,Ag r e e ,Di s ag r e ea nds t r o ng l ydi s ag r e e .
Val i di t yoft heI nst r ument
43
I n t he dev el opment of t he r es ear c h i ns t r ument , past r ese ar c h ques t i onnai r es wer e anal yz ed, and i deas wer e r e t r i ev ed f r om
t hem. To asc er t ai n t he v al i di t y of t he
i ns t r ument ,t he i ns t r ument was gi v en t o t he r esear c h s upe r v i s orandaf t e rduec ons ul t at i o n,i twasas c e r t ai ne dv al i d r e fle c t i ngf ac eandc ont e ntv al i di t y .
Rel i abi l i t yofI nst r ument I n r es ear c h, r el i abi l i t y de t er mi nes t he deg r ee of consi s t ency t o whi c h an i ns t r ument measur es what i ti s expect ed t o measur e. To det er mi ne t he r el i abi l i t y of t he i ns t r ume ntt he r e f o r e ,t het e s tr e t e s tme t ho dwi l lbee mpl o y e d.A s ampl eof20t e ac he r si nadi ffe r e ntl o c at i o no ft hes t udywi l lbe sampl edatani nt er valoft woweeks.Att heendoft hesampl i ng pr oces s, t hei rr es ponses wi l l be cor r el at ed empl oyi ng t he Pear sonpr oductmomentcor r el at i on.
Admi ni st r at i on ofI nst r ument At ot alof150ques t i onnai r eswi l lbeadmi ni s t er edper sonal l y by t he r esear c her .Ther esear c herwi l lal so empl oy t he ai d of
44
r es ear c h ass i s t ant s so as t o ai d t he effec t i v e and qui c k compl et i on oft hefiel dwor k.Thecont entoft hequest i onnai r es wi l lbeexpl ai nedt or espondent s.Compl e t edques t i onnai r eswi l l be col l ect ed on t he s potand t hei rr esponses compi l ed and anal yz e dl at e r .
Met hod ofDat aAnal ysi s De s c r i pt i v es t at i s t i c swasus e dt oanal y z et hedat a.Thus f r equencycount swer edoneandt hedat ar epr es ent edi nsi mpl e per cent ages.Ther eaf t er ,t hehypot heseswer et est ed usi ngt he c hi s quar es t at i s t i c s.
45
CHAPTER FOUR PRESENTATI ON AND DI SCUSSI ON OF RESULTS Thi sc hapt erpr esent st heout comeoft hes t at i s t i caland dat aanal y si soft hes t udy .I twi l lf ol l o w as t e pbys t e pr e c apof t her e s e ar c hq ue s t i o nsf o l l o we dbyt het e s to fhy po t he s i sand di s c us s i o n.
Pr esent ati on ofResul t GenderDi s t r i but i on ofRespondent s GENDER FREQUENCY PERCENTAGE
Tabl e1: MALE
65
43%
FEMALES
85
57%
150
100
TOTAL
Tabl e 1 shows t hat 65( 43%) of r espondent s wer e mal es whi l e 85( 57%) of r espondent swer ef emal es.
Locat i on ofRespondent s GENDER FREQUENCY PERCENTAGE
Tabl e2: URBAN
75
50
Rur al
75
50
TOTAL
150
100 46
Tabl e2showst hat75( 50%)ofr espondent sar ef r om ur banar eawhi l e75( 50%)of a r ef r o mr ur al .
Table 3: Class Distribution of Respondents GENDER FREQUENCY PERCENTAGE JSS
75
50%
SSS
75
50%
TOTAL
150
100
Tabl e 3 shows t hat75( 50%)ofr espondent s ar ei nt he JSS and SSS cl asses r e s pe ct i v el y .
Sect i on B:TestVari abl es Answert oResear ch Quest i on Resear ch Ques t i on 1: Whatext entdoesC. R. S.i nfluencet he mo r a ll i f eofs e c o ndar ys c ho ols t ude nt s . Thi sr esear c h ques t i on wasanswer ed byi t ems15 oft he r esear chi nst r umentasshowni nt het abl ebel ow.
Tabl e4: I nfluenceofCRSonMor all i f e S/N I TEM
SA A D SD F F( %) F( %) F( %) ( %) 1. i ti sr i ghtf oronet oask 20( 13) 30( 20)60( 40)40( 27) f oranswer sf r om f r i ends i ndi fficul texami nat i on? 2. I si tr i ghtf ora s t udent 15( 10) 15( 10)40( 27)80( 53) whoi sl at et osneaki nt o t hec l as si fhewi l lno tbe caught? 3. I si tr i ght t o use one’ s 0( 0) 0( 0) 80( 53)70( 47) l at e r e l at i v es c er t i fic at e 47
t owor k? 4. I fy ouseeamant hatwi l l 100( 67)50( 33)0( 0) 0( 0) wantt o pay y oursc hool f ee s and your f at her i s not wi l l i ng, wi l l you a g r e e ? 5. I nane xami nat i onwher e 40( 27) 45( 30)35( 23)30( 20) y ou know y ou cannot passbec ausey oudi dnot r ead,woul d you cheatt o pass? Fr om t het abl epr ese nt ed above ,al loft het es ti t emsgavea po s i t i v ec r e de nc et ot hepo s i t i v ei nflue nc eofCRSo n mo r a ll i f e . I t em 1oft her esear chi nst r umenti ndi cat est hat50( 23%)oft he r es pondent saffir medt oaski ngques t i onsi n examsagai ns tt he 100( 97%)t hatdecl i nedsuchact s.I t em 2whi chsoughtt oknow i fs t udent s wi l lsneak i nt o cl ass r ooms when t he y co me l at di sc ov er ed t hat0nl y30( 20%)oft hes t udent saffir med t ot hi s cl ai m whi l e 120( 80%)dec l i ned suc h cl ai ms.Cont r ary t ot he expect at i ons howev er ,i t em 5,i ndi cat ed t hat85( 57%)oft he r espondent s agr ee dt o cheat i ng i n exami nat i on hal l s agai nst t he65( 43%)t hatdecl i nedsuch.
48
st he r el at i onshi p be t wee nt he Resear ch Quest i on 2:Whati s t udyo fChr i s t i anr e l i g i o uss t udi e sandt hede v e l o pme nto fs e l f r e s pe c ti nt hel i v e sofs e c ondar ys c ho ols t ude nt s ? Thi sr esear c h ques t i on was answer ed by i t ems 610 oft he r esear chi nst r umentasshowni nt het abl ebel ow.
Tabl e5:I nfluenceofCRSont heDevel opmentofSel fRespect
S/N I TEM 6
7.
8.
9.
10
SA A D SD F F( %) F( %) F( %) ( %) Par ent s who al wa ys 40( 27)20( 13)10( 7) 80( 53) puni sh t hei r c hi l dr en shoul d notbe gr ee t ed i n t hemor ni ng. We shoul d not r un 45( 30)64( 43)41( 27)0( 0) er r ands f or par ent s who donotal wayshel pus. Par ent s who cor r ect us 30( 20)45( 30)50( 33)25( 17) har shl y shoul d not be obeyed. We sho ul d no t r espe ct 27( 18)13( 9) 69( 46)41( 27) t eac her s who hav e offendedus. We shoul d onl y gr ee t 28( 19)10( 7) 88( 58)24( 16) peopl et hatar eki ndt ous.
Fr om t he t abl e shown abov e, i t ems 6 i ndi cat ed s t udent s ’ f eel i ngst hatpar ent swhopuni sh t hei rchi l dr en shoul d notbe gr ee t edwi t ha90( 60%)dec l i neand60( 40%)affir mat i on.I t em 7 on t he cont r aryshowed t hatr es pondentf ee ler r ands shoul d notbe r un f orpar ent s who do nothel pt hem as 109( 73%) 49
affir med t ot hi s and 41( 27%)dec l i ni ng.On t he ot herhand, i t ems9 and10saw t her es pondent sdec l i ni ngt hecl ai mst hat t eac her s who offend t hem shoul d not be gr ee t ed and t hat ki ndnes s shoul d onl y be e xt ended t ot hos e who ar e eq ual l y ki nd t o t hem
wi t h a 110( 73%) and 112( 74%) decl i ne
r e spect i v el y . st he r el at i onshi p be t wee nt he Resear ch Quest i on 3:Whati st udy ofChr i st i an r el i gi ous st udi es and t he dev el opmentof mor alvi r t uesamongstsec ondarysc hoolst udent s? Thi sr esear c h ques t i on was answer ed by i t ems 1115 oft he r esear chi nst r umentasshowni nt het abl ebel ow.
Tabl e6: Rel at i onshi p bet ween CRS and devel opment of Mor alVi r t ues S/N
I TEM
SA A D F SD F F( %) F( %) ( %) ( %) 11 I si tgoodt ol ov eot her s 48( 32)64( 43)24( 16) 14( 9) mo r et hano ne ’ ss e l f . 12 I si tal waysgoo dt osay 34( 23)78( 52)10( 7) 27( 19) t het r ut he v e ni fi twi l l c aus eone ’ sl i f e ? 13 I s i t good t o expose 0( 0) 0( 0) 40( 27) 110( 73) some sensi t i vepart s of y ourbody? 14 I f y ou br oke y our 0 0 110( 73)40( 27) mot her s pl at e and y ou know shewi l lbeatyou up,i si tr i ghtt oputt he bl ame on ot her persons. 50
15
I si tr i ghtt odenyone ’ s 0 0 78( 52) 72( 48) par entbec auseofpoor financ i als t at us . Fr om t he t abl e abov e, i t em 11 shows t hat 110( 75%) of r espondent sbel i eve si ti sgood t ol oveot her smor et han ones’ sel fagai nstt he27( 26%)t hatdecl i ned.I nr esponset oi t em 13 and14al loft her espondent ssai dt hati ti snotgoodt oexpose sensi t i vepart sofone’ sbodyand denyi ngonespar ent sduet o poorfinanci alst at us.
Resear ch Ques t i on 4:Whati st he mosti nfluent i alsoci et al vi r t uef orc har act erf or mat i on por t r ay ed i n Chr i s t i an r el i gi ous s t udi e s ?
S/N I TEM FREQUENCY PERCENTAGE 16 A Hones t y 60 40 B Sel fr espect 40 27 C Mor alvi r t ue 12 8 D Humi l i t y 38 25 Tabl e7: MostI nfluent i alSoci et yVi r t uesPor t r ayedby CRS Fr om t he t abl e shown abo v e i t shows t hat 60( 40%) of r espondent s bel i ev es honest yi st he most i nfluent i al vi r t ue whi l e40( 27%)asser t ssel fr espect ;12( 8%)bel i ev esmor alvi r t ue and38( 25%)cl ai mshumi l i t y .
TestofHypot hesi s
51
T ei sno si gni ficantr el at i onshi p be t ween Hypot hesi sone : her Chr i s t i an r e l i g i o uss t udi e sandt hede v e l o pme nto fs e l fr e s pe c t amongstse condarysc hoolst udent s. Thi shypot hesi swast es t ed usi ngi t ems1115 oft her esear c h i ns t r umentass hownbel ow. Table 8:
Test of Significant Relationship of CRS and the Development of Self Respect.
S/N
T!"
#greed
Disagreed
''
Is it good to love others more than one’s self. Is it al$a"s good to sa" the trth even if it $ill case one’s life% Is it good to e&#ose some sensitive #arts of "or 'od"% If "o 'ro(e "or mothers #late and "o (no$ she $ill 'eat "o #) is it right to #t the 'lame on other #ersons. Is it right to
112
38
112
38
0
150
0
150
0
150
'%
'3
'(
')
$%Cal
$%Crit.
D&
484.34
9.48
0.05
Decision
Reject Nll !"#othesis
52
den" one’s #arent 'ecase of #oor financial stats. 44
!*pected &re+uenc,
10*
Fr om t het abl eabov e,t heX2 c al c ul at e di sgr e at e rt han t heX2 c r i t i c alt hust henul lhy po t he s i si sr e j e c t e d whi c hi mpl i e st hat t her ei s a si gni ficant r el at i onshi p bet ween CRS and t he deve l opmentofmor alvi r t ue
T ei snosi gni ficantr el at i onshi p be t ween Hypot hesi sTwo : her t hest udyofChr i st i an r el i gi ousst udi esandt hedeve l opmentof mo r a lv i r t ue s . +his h"#othesis $as tested sing items *,10 of the research instrment as sho$n 'elo$. Table -: Test of Significant Relationship of CRS and the Development of "oral irtues. S/N 6
7.
I TEM -arents $ho al$a"s #nish their children shold not 'e greeted in the morning. e shold not rn errands for #arents $ho do
Agr eed 60
Di sagr eed 90
109
41
X2Cal 96. 44
X2Crit. 9. 48
DF 0. 05
Deci si on Rej ectNul l Hypot hesi s
53
8.
9.
10
Expect ed Frequency
not al$a"s hel# s. -arents $ho correct s harshl" shold not 'e o'e"ed. e shold not res#ect teachers $ho have offended s. e shold onl" greet #eo#le that are (ind to s.
75
75
40
110
34
112
64
86
Fr om t het abl eabov e,t heX2 c al c ul at e di sgr e at e rt han t heX2 c r i t i c alt hust henul lhy po t he s i si sr e j e c t e d whi c hi mpl i e st hat t her ei s a si gni ficant r el at i onshi p bet ween CRS and t he de v e l o pme nto fmo r a lv i r t ue .
Di scuss i on ofFi ndi ngs Thi ss t udyf ocusedon t hei nfluenceofChr i s t i an r el i gi ous st udi es on t he mor al l i f e of s econdary sc hool s t udent si n Et hi opeEastl ocalGov er nmentAr eaofDel t ast at e.Thest udy t he r e f o r emadei t sg e ne r al i z a t i o nsbas e do nt heanal y s i sofdat a gener at edf r om t hefiel dwor k.
54
The demogr aphi cdat a pr es ent ed shows t hat65( 43%)of r es pondent s wer e mal es whi l e 85( 57%)ofr es pondent s wer e f emal es .Al so,75( 50%)ofr es pondent s ar ef r om ur ban ar ea whi l e 75( 50%)ar e ofr ur alor i gi nt he dat a al so showed t hat 75( 50%) of r espondent s ar ei n t he JSS and SSS c l as ses r espect i ve l y .I n answert or esear ch ques t i on onewhi ch sought t o know t he e xt entt o whi c hl ear ni ng ofCRS i nfluencest he Mor all i f eofs t ude nt sf oundoutt hatal loft het e s ti t e msg av ea po s i t i v ec r e de nc et ot hepo s i t i v ei nflue nc eofCRS o n mo r a ll i f e excepti t em 5.I t em 1oft here sear chi nst r umenti ndi cat est hat 50( 23%)oft he r espondent s affir med t o aski ng ques t i ons i n exams agai ns tt he 100( 97%)t hatdecl i ned suc h act s.I t em 2 whi c h soughtt o know i fs t udent swi l lsneak i nt o cl assr ooms when t he y come l at di scov er ed t hat 0nl y 30( 20%) of t he s t udent saffir med t ot hi scl ai m whi l e120( 80%)dec l i ned suc h c l ai ms .Co nt r ar yt ot hee x pe c t at i o nsho we v e r ,i t e m 5,i ndi c at e d t hat 85( 57%) of t he r es pondent s agr eed t o c heat i ng i n exami nat i on hal l sagai nstt he65( 43%)t hatdecl i nedsuch.The
55
i mpl i cat i on oft hi si st hatCRS i nfluence st he mor all i f e of s e c o ndar ys c ho ols t ude nt st oag r e a te x t e nt . I n answert ot hesec ondr es ear chques t i on whi chaskedi f CRS i nfluences t he dev el opment ofsel fr espec t amongs t s t ude nt ss ho wst hati t e ms6i ndi c at e ds t ude nt s ’f e e l i ng st hat par ent s who puni sh t hei rchi l dr en shoul d notbe gr ee t ed wi t h a90( 60%)decl i neand 60( 40%)affir mat i on.I t em 7 on t hecont r aryshowedt hatr espondentf eeler r andsshoul dnot be r un f or par ent s who do not hel pt hem as 109( 73%) affir me dt ot hi sand 41( 27%)dec l i ni ng.On t heot herhand, i t ems 9 and 10 sa wt he r es pondent s dec l i ni ng t he cl ai ms t hatt eac her swho offend t hem shoul d notbe gr ee t ed and t hatki ndness shoul d onl y be ext ended t ot hos e who ar e equal l yki ndt ot hem,wi t ha110( 73%)and112( 74%)dec l i ne r espect i vel y .A t estoft he si gni ficanti nfluence howeverof CRSon t hedevel opmentofsel fr especti ndi cat est hatt heX2 cal cul at ed i s gr eat er t han t he X2 cr i t i cal t hus t he nul l hypot hes i s i s r ej ec t ed whi c h i mpl i es t hat t her e i s a si gni ficantr el at i onshi pbet wee nCRSandt hedev el opmentof 56
mor alvi r t ue.Thi s obse r vat i on i si n agr ee ment wi t ht he opi ni onsofWi l son asci t ed i n Nwaomah ( 1998)t hatoneof t he maj orr ol es ofRel i gi ous and Mor alEducat i on i nt he Ni ge r i an se condarysc hoolcur r i cul um i st hatoft hemor al devel opmentoft hest udent s;andt heonl ysubj ectt hatcoul d s at i s f yt hi si sChr i s t i anRe l i gi ousEduc at i on. Thet hi r dr esear c hques t i onsoughtt oknow i ft her ei sany r el at i onshi p bet ween CRS and t he dev el opment ofmor al vi r t ues.The dat a pr esent ed i nt abl e 6 abov e,i ndi cat es i n i t em 11 t hat110( 75%)ofr espondent sbel i evesi ti sgood t o l ov e ot her s mor et han ones ’se l fagai nstt he 27( 26%)t hat dec l i ned. I n r esponse t o i t em 13 and 14 al l of t he r e s po nde nt ss ai dt hati ti sno tg oo dt oe x po ses e ns i t i v epar t s ofone’ sbodyanddenyi ngonespar ent sduet opoorfinanci al st at us.I nt hesameve i n,a t es tofhypot hesi sal so showed t hatt her ei sasi gni ficantr el at i onshi pbet weenCRS andt he dev el opmentofmor alvi r t ues t hus gi vi ng cr edence t ot he ear l i er cl ai ms made by t he s t udy i n answer t or es ear c h ques t i on one.Thi sobse r vat i on mayal sohaveri se n duet o 57
t hehi g hl e v e lo fpe e ri nt e r ac t i o nt hato c c ur sdur i ngs c ho ol hour sandl ear ni ngt husbr i ngi ngt oaffir mat i ont heol daged sayi ngt hatama mani sapr oductofnotonl ywhathehear sbut al sooft heenvi r onmenti nwhi chheorshel i ves . I n answer t ot he f our t hr es ear c h ques t i on, t he s t udy f ound outt hat60( 40%)ofr espondent s bel i ev eshones t yi s t he mos ti nfluent i al v i r t ue whi l e 40( 27%) ass er t s se l f r es pec t ;12( 8%)bel i ev es mor alv i r t ue and 38( 25%)cl ai ms humi l i t y .Fr om t hi st her ef or e,i ti mpl i es t hathonest y and humi l i t yi st hegr eat es tmo mor alvi r t uei nfluence d by CRS i n t hel i v e sofs e c o ndar ys c ho ols t ude nt s .
58
CHA HAPTER FI VE
SUMM MMARY,CON ONCLUSI ON AND RECOM OMMENDATI ON
Summ mmar yofSt udy Thi ss t udyf ocuse don t hei nfluenc eofChr i s t i an r el i gi ous st udi es on t he char act erand mor all i f e ofse condary sc hool st udent s. The st udy st at ed as i t sr ese ar ch obj ect i ve st he de t er mi nat i on oft heext entt owhi chCRS i nfluence st hemo mor al l i f eo fs e c o ndar ys t ude nt s ,t hede v e l o pme nto fs e l fr e s pe c tand mo r a lv i r t ue s .I n a bi dt og e ta c l e ar e rpi c t ur eo ft hec o nc e pt 59
unders t udy ,a t hor ough r evi ew ofr el at ed l i t er at ur ewasdone and a sur v e yr ese ar c h me t hod was empl oy ed s amp mpl i ng t he opi ni onsof150sec ondarysc hoolCRSst udent si nEt hi opeeast LGA ofDel t a st at e.The st udy howev er ,asked f ourr es ear ch ques t i ons and t es t e d t wo hypot hes es . Bas e d on t he obse r vat i onsmadedur i ngt hefiel d wor k,t hef ol l owi ngcan be summar i z edast hema maj orfindi ngsoft hes t udy . 1 . he T r ei sas i gni ficantr el at i onshi p be t wee n CRS and
t hemo mor all i f eofsec ondarysc hoolst udent samongst sec ondarysc hoolst udent s. 2.Ther ei sa si gni ficantr el at i onshi p be t ween CRS and t hedev el opmentofmor alvi r t uesamo mongs tse condary s c ho ols t ude nt s . 3 . he T r ei sas i gni ficantr el at i onshi p be t wee n CRS and
t he dev el opmentofse l fr es pec tamo mongstse condary s c ho ols t ude nt s .
60
4.Hones t y and Humi l i t yi st he mos ti nfluence mor al Vi r t ue i nfluenced by CRS i nt he l i f e ofse condar y schoolst udent s.
Concl usi on Basedon t heobse r vat i onsmadeabov e,t hi ss t udywi shes t oconcl udet hatt het eachi ngofCRSi nsec ondaryschool shave c ont r i but e dg r e at l yandi ss t i l lc ont r i but i ngt ot heat t ai nme ntof amor a l l yj us ts oc i e t y .
Recommendat i ons Base d on t heconcl usi onsmadeabov e,t hest udywi shes t omaket hef ol l owi ngr ec ommendat i ons: 1.Chr i s t i an Rel i gi ousSt udi esshoul d bemadecompul sor y atal ll e v e l so fl e ar ni ngs oast opr o mo t eand s us t ai nt he i de al sa ndg ai nso bs e r v e dbyt hi ss t udy . 2.St udent s shoul d be encour ag ed t o t ake ser i ousl y Chr i s t i anr e l i g i ouss t udi e se duc at i o ni no t he rt os us t ai na goodf ut ur e. 61
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Aj i dagba,U. A.( 2002) .An ev al uat i on oft he nat i onals eni or se condary Sc hoolI sl ami cs t udi es c ur r i cul um i n Kwar a i shed Ph. D.Thesi s.De St at e ,Ni g e r i a.Unpubl par t mentof Cur r i cul um St udi es and Educat i onal Tec hnol og y , Uni v er s i t yofI l or i n. Asht on,P. ,and Hui t t ,W.( 1980) .Egocent r i smsoci ocent r i sm: The dynami ci nt er pl ay i n mor al dev el opment .I n J. Magary ,P.Tayl or ,and G.Lubi n( Eds. ) ,Pi ag et i an t he or y .( Vo l .8)( 293297) .Chi c ag o: and t he hel pi ng pr of essi ons Associ at i onf ort heSt udyofPi age t i anTheor y . Associ at i on f or Super vi si on and Cur r i cul um Dev el opment . ( 1996) . Sc hool s as par t ner si n c har ac t er dev el opment ( Pr e s sr e l e as e ) .Ar l i ng t o n,VA:Aut ho r .Re t r i e v e dDe c e mbe r 1999, f r om ht t p: //www. ascd. or g/t oday/posi t i on/part . ht ml Bal ogun, I . A. B. ( 1985) . Ar abi c st udi es i n Ni ger i a:pr obl ems and pr os pe c t s .I 5pp.7484. l or i nJour nalofeduc at i on. Bas t i de ,D.( Ed. ) .( 1996) .Go od Pr ac t i c ei n Pr i mar y Re l i g i o us Educat i on48.London:ThePal mer sPr es s. Benne t t , W. ( 1993, Apr i l 7) .I s our cul t ur ei n decl i ne? Educ at i onWeek,12( 28) .32. Campbel l ,V. ,and Bond,R.( 1982) .Eval uat i on ofa charact er educat i on cur r i cul um.I n D.McCl el l and ( ed. ) ,Educat i on .Ne wY or k:I r v i ng t o nPubl i s he r s . f orval ues Cot t om, C. ( 1996) . A bol de xper i ment i n t eac hi ng v al ues . Educ at i o nalLe ade r s hi p,53( 8) ,5458. De we y , J. ( 1934) . w Hav en, CT: Yal e A c ommon f ai t h. Ne Uni v e r s i t yPr e ss . 63
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I heomi a, E. ( 1995) . Mor al Educat i on f or Col l eges and Unve r si t i es.Enugu:Four t hDi r r naonCo.Lt d. Mbi t i ,J.S.( 1969) .Af r i c an Re l i g i onsand Phi l o so phy .Nai r o bi : EastAf r i canEducat i onPubl i sher s. Or ebanj o, M. A. ( 1974) . The r el at i onshi p be t wee n mor al and r i c an Jour nalofeduc at i on. r el i gi ous Educat i on. WestAf Xvi i i( i i i )p. 434. Republ i cofKenya ( 2002) .TheSec ondaryEducat i on Syl l abus Vol umeThr ee.Nar i obi :KenyaI ns t i t ut eofEducat i on. Si mon,S. ,Howe,L. ,and Ki r sc henbaum,H.( 1972) . Val ues c l ar i fic at i o n:A handbooko fpr ac t i c als t r at egi e sf ort e ac he r s .New Yor k:HartPubl i shi ngCo. andst udent s Si mpson,E.( 1989) .Goodl .Ne w Yor k: i vesand mor aleduc at i on Pe t e rLang . Sol omon,D. ,Schaps,E.Wat son,M,and Bat t i st i ch,V.( 1992) . Cr eat i ngcar i ngschoolandcl assr oom communi t i esf oral l st udent .I n R.Vi l l a,J.Thousand,W.St ai nback,and S. St ai nback. Fr om r est r uc t ur i ng f or c ar i ng and effec t i ve educ at i on: An admi ni s t r at i v e gui de t o c r eat i ng het er ogeneous sc hool s .Bal t i mor e,MD:PaulH.Br ookes Publ i shi ng Co. Re t r i e v ed December 1996, f r om ht t p: //www. quasar . ual ber t a. ca/ddc/i ncl /sol omon. ht m Spear s,H.( 1973,Sept ember ) .Kappans pondert he goal s of e duc at i o n.PhiDel 32. t aKappan,29St al l i ngs ,J.( 1978) .Whatt . eac her sdodoe smakea di ffer enc e I n A.Ne wman ( Ed. ) ,I n def ense oft he Amer i can publ i c sc hool .Ber kel ey ,CA:McCut chan. 65
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66
APPENDI XI
CHRI STAI N RELI GI OUSSTUDI ESAND CHARACTER FORMATI ON QUESTI ONNAI RE( CRCFQ) DearRespondent , Iam car r yi ngoutar es ear c h on t hei nfluenceofCRS on c har act er f or mat i on of Sec ondary sc hool st udent s. Pl eas e ki ndl y fil lt he ques t i onnai r e and be r es tassur ed t hatyour r e s po ns e swi l lbeus e df o rr e s e ar c hpur po s e sonl y . Okomeh,Omamokeh Resear cher .
SECTI ON A:DEMOGRAPHI C VARI ABLES Gender :Mal e( )Fe mal e() SchoolLocat i on:Ur ban()Rur al( ) 14( )1518( )Abo v e 18( ) Age:10-
Cl ass:JSS()SSS() 67
SECTI ON B:TEST VARI ABLES I NSTRUCTI ON Pl ease t i ck SA ( St r ongl y Agr eed) ,A ( Agr eed) , Di sagr ee ( D) St r ongl y Di sagr ee ( SD)i n al loft he f ol l owi ng st at ement s.Be awar et hatyourr es ponseswi l legr adedi n acont i nuum sc al e o f4,3,2and1,Wi t hSD ha v i ngt hel e as ts c o r eo f1. I n youropi ni on whati syourvi ew on t hef ol l owi ngst at ement s aboutChr i s t i anr e l i g i ouss t udi e s . I mport anceofCRS S/N 1 2 3 4
I t em
S A D SD A CRS he l ps i n model i ng y oung peopl e t owar dbeenr esponsi bl e CRS hav e cont r i but ed t o my knowl edg e aboutGOD CRS hav e hel pe d me i ni de nt i f yi ng t he r i ghtr ol emodelf orl i f e CRShel psi nt hedev el opmentofspi r i t ual v al ues.
CRS andSELFRESPECT S/N I TEM SA A D SD 6 Le ar ni ngCRS hav ehel pe dmet oal ways t e l lmy se l ft het r ut haboutl i f e 7 Ihav el ear ntnott ot el ll i est hr oughCRS 8 Il ear ntnott omas t ur bat et hr oughCRS 10 I hav e l ear nt t o obe y i nst r uct i ons t hr oughCRS 11 Thr ough CRS Ihav el ear ntt odr e sswel l al lt het i me 12 Il ear nthow t o gi v e a hel pi ng hand t o someone t hr oughCRS CRSandMor alVi r t ue 68
