A Proposal on the Impact of CRS in the Moral Development of the Nigerian Child. A Case Study of Apapa Local Government Area of Lagos State
CHAPTER ONE
AIMS AND OBJECTIVES OF STUDY
The following objectives will be determined:
- To examine the relationship between Christian religious studies (CRS) and the level of morality among pupils in Apapa local government of Lagos state.
- To determine the effect of Christian religious studies on the behavioural pattern of pupils in Apapa local government of Lagos State.
- To investigate on factors affecting the effective implementation and teaching of CRS in most schools in most of the Nigerian societies
CHAPTER TWO
LITERATURE REVIEW
The Teaching of Moral Values
Morals are principles or standards of good behaviour. According to the Wikipedia free Encyclopedia (2008) morality (from the Latin moralitas “manner, character, proper behaviour) has three principal meanings. In its first descriptive usage, morality means a code of conduct held to be authoritative in matters of right and wrong. Morals are created and define by society, philosophy, religion, or individual. In its second, normative and universal sense, morality refers to an ideal code of conduct, one which would be espoused in preference to alternatives by all rational people, under specified conditions. To deny ‘morality’ in this sense is a position known as moral skepticism. In its third usage, ‘morality’ is synonymous with ethics, the systematic philosophical study of the moral domain. Morals define the pattern of behaviour that the society wants from the people. Certain behaviours are considered to be undesirable. For most societies, however, morals are not written in stone, or proclaimed by God above, but instead reflect local sensibilities. Different societies have different ideas about what is acceptable and not acceptable. There are only a relative few behaviors (usually including murder, and various forms of abuse, including incest and adult-child sexual contact of any sort) that are university despised by stable societies (Dombeck and Wells-moran, 2008). People are not born understanding their society’s morals. Instead, these understandings develop and mature over time. According to Kohlberg, cited in Dombeck and Wells-Moran (2008), infants have little or no moral sense, because they are not born with an understanding of the nature of human relationships. As children reach elementary school age, they enter into the first major stage of moral understanding, known as the preconventional stage. Pre-conventional children are essentially selfish in orientation. They do not think about what behaviours will serve the greater good, but rather think in terms of what will most benefit them. They respond primarily and think of morality as a matter of following rules so as to avoid punishment As children grow into adulthood, they typically enter into the stage of conventional moral understanding. Some children will be developmentally delayed in this regard and becomes adults who have the moral understanding of children; we call them sociopaths, narcissists, and anti-social personalities.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
The researcher used descriptive research survey design in building up this project work. The choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to the impact of CRS in the moral development of the Nigerian Child. A case study of Apapa Local Government Area of Lagos state
METHOD OF DATA ANALYSIS
The researcher will employ oral and direct interview in administering this research questions. Responses from the respondents were needed unlike questionnaires, which is less rewarding due to late receipt and loss of responses from respondents. The method of data analysis that will be used by the researcher is the simple percentage. More so, percentage and degrees of the responses will also be used in the analysis. Here, the ratio of those whose responses were not in the affirmative will be found and conclusions will be drawn there upon. Representations of the level of responses will be made in tabular form. The Statistical Package for Social Sciences (SPSS) software will be used to test the hypotheses.
References
- Adeyinka, A.A; Okeke, D.C. and Orebanjo, M.A. (1991). Christian Religious Knowledge; Lagos, Longman.
- Ajere, G. (2006). Sociology of Education: Realities on Morality and Ethics in Nigeria; Ilorin, NATHADEX Publishers.
- CECAC (1986). Moral Education for Junior Secondary Schools; Ibadan, Evens.
- Dembeck, M. and Wells-Moran, J.(2008).Values and Moral Clarification; Canada,www.mentalhelp.net/poc/view doc.phy.
- Falade, D.A. (2010). Cultural values and character training among the Yoruba of Nigeria. In Ogen, O (Ed) Culture and Education in Nigeria: Perspectives on Historical and Pedagogical Issues.Nigeria, Classy Prints.
- Falade, D.A. (2007). Development of a participatory civic education package for secondary school students in Ondo state, Nigeria. An unpublished Ph.D. Thesis.University of Ibadan.
- Iyamu, O.S. and Otote, C.O. (2003) Education and civic responsibility: can the schools Conpensate for the Nigeria socity? Nigerian Journal of Curriculum and Instruction, 11(1), 31-36.
- Jayeola-Omoyeni, M.S. (2000). Essentials of History of Education in Nigeria, Ile-Ife,Yemofatty Printing Ventures.
- UNESCO, (1985). Teaching Methodologies for Population Education, Makati, Population Centre Foundation.
- Orebanjo, M.A. (1992). TEE 234: Religious Education Method I. Ibadan, Department of Teacher Education, University of Ibadan.
- Wikipedia (2008) Wikimedia Foundation, Inc., U.S.A.
