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ERIC Number: EJ1086478
Record Type: Journal
Publication Date: 2015
Reference Count: 11
The Problem of Separate Faith-Based Schooling in a Pluralist Society (A Philosophico-Religious Analysis of Separatist and Isolationist Ideologies of Learning)
Nwanaju, Isidore U.; Nwanaju, Uzoma T.
Journal of Education and Practice, v6 n36 p65-69 2015
Every society craves naturally to live in communion and understanding with the persons and the groups found in it. This is also in line with the aphorism that man is a "being-with-others", as against the separatist and segregationist opinion of each person living "for-itself". Whereas the first denotes man as altruistic and outreaching, the latter sees man as selfish and isolated from others around him. To live in communion with others means exercising a high sense of understanding (verstehen) and empathy for his environment. On the contrary, it is entails indifference and apathy. To understand others can be manifested in the effort any government or any society makes to establish institutions of learning which either integrate the citizens or segregate them leading to divisions and separatist tendencies. Religious institutions can be the clearest examples of such integrative tendencies or separatist ideologies. In a pluri-religious and diverse cultural society like Nigeria, it is most pertinent to seek avenues for enhancing empathy and mutual understanding between each other, which in this paper would be analysed as a pedagogical problem.
Descriptors: Educational Philosophy, Empathy, Psychological Patterns, Religious Education, Cultural Pluralism, Religious Cultural Groups, Teaching Methods, Cultural Awareness, Foreign Countries, Intergroup Relations, Intercultural Communication, Religious Factors, Private Schools, Public Schools, Educational Practices
IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Nigeria