APQ - APPON PHILOSOPHICAL QUARTERLY

The contemporary Nigerian State is facing profound educational crisis, manifested in poor quality of instruction, declining moral standards, and a widening gap between educational outcomes and national developmental needs. This paper interrogates the nexus between education and national renaissance through the philosophical methods of analysis and hermeneutics. Analytically, it examines the structural deficiencies of the current educational system, questioning its philosophical foundations and alignment with the ideals of nationbuilding. By critically evaluating inherited colonial frameworks and the dominance of utilitarian, certificate-oriented learning, the paper exposes how education has been reduced to an instrument of social mobility rather than a transformative tool for collective renewal. Hermeneutically, it interprets the meaning of education beyond the confines of formal schooling, situating it as a cultural, ethical, and political enterprise essential for reawakening national consciousness. Drawing insights from African philosophical thought and global educational theories, the study argues that a genuine national renaissance requires a valueladen system of education and one that is contextually grounded, and philosophically attuned to the ideals of justice, solidarity, and human flourishing. The paper concludes that the revitalization of Nigeria’s educational philosophy is indispensable for reversing national decline, fostering civic responsibility, and engendering a renaissance that speaks to both historical realities and future aspirations.

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