Universities are frequently regarded and referred to as citadels of learning all over the world. This also applied to Nigerian universities until recently, when, as a result of ongoing secret cult activities, the institutions of learning became hotbeds of violence. Indeed, Gimba (2000) refers to cult activities in universities as providing a B.SC in violence and a “MA” in cultism.
Eneji (1996) observed that almost every day, new stories of devilish acts committed by secret cults on campuses emerge. Eneji (1996) asserts that stories of violence emerge from universities, polytechnics, colleges of education, and other tertiary institutions, as well as some secondary schools, when describing the situation of cultism.
According to the Oxford Concise Dictionary of Sociology (1996), a cult is an anthropological definition of a group's practices and beliefs in relation to a local god. It is also defined sociologically as a small group of religious activities whose beliefs are typically secret, esoteric, and individualistic.
Ogumbameru (1997) defines a secret cult as an organization whose activities are hidden from the public eye. These activities are essentially disguises, designed and usually performed behind closed doors. Cults, now commonly known as confraternities, have taken on monstrous characteristics in our institution of higher learning based on this definition. As a result, our various campuses, which were previously a mode of intellectual quest and social uplift, have become citadels of violence and terrorism.
The pertinent question is, is the phenomenon of cults only now entering our institutions of higher learning? The answer is unequivocally no. This is due to the fact that international figures have been known to be members of the Pirates confraternity during their college or university days.
Furthermore, when the Eiye confraternity and the Buccaneers clashed at Ibadan's universities in 1989, some notable professors and doctors at the institution were close to the patrons and bankers of these cults. The implication is that these professors and doctors were once members of these cults. We have noticed a disturbing trend in the proliferation of campus cults in our institutions of higher learning. These cults include Vikings, the black axe, morphine, buccaneers, pirates, and the black arrow, to name a few.
However, what has piqued the government's and society's interest is the introduction of violence, savagery, and terrorism into today's cult, which is diametrically opposed to what has occurred in the past. It is now common on or campuses for members of naval cults to clash violently even in broad daylight and defend themselves with dangerous weapons such as guns and daggers,
nocturnal initiation ceremonies in which initiates are animalized and some of them die in the process making blood covenants and performing other occultic rituals, organized opposition to any kind of oppression, real or imagined, liberal consumption of alcohol, use of drugs, intimidation, and use of force Recent examples include the University of Ile-Ife, benin Ekpoma, Ibadan, and, of course, the College of Education, Ekiadolor, to name a few. This is what has prompted the public to speak out against the societal evil, calling for its abolition.
1.2 STATEMENT OF PROBLEMS
The fundamental problems of cultism are the uncertain and unsafe environment in or on campuses, as well as the activities of secret cult members. Their method of operation is both sinister and bizarre, with a frail of wants destruction lurking behind them. The most upsetting issue is the recent spate of killings on our campuses, in which many lives have been permanently ended.
Despite the measures put in place by various branches of government and school administrators to combat the ugly trend of cultism, the phenomenon appears to be gaining popularity and prominence on our campuses.
Thus, the researcher intends to conduct an in-depth investigation into the factors that foster the growth and spread of cultism in our institutions of higher learning in order to propose solutions to the problems.
1.3 QUESTIONS FOR RESEARCH
Is it true that power, security, and wealth are some of the factors influencing the growth of cultism in schools? Do parents and peer groups have an impact on the spread of cultism? It is claimed that affluent students are the most involved in cultism. Students whose parents are secret cult members are more likely to be secret cult members? Power, ego affection, and the threat of cultism sanction can all contribute to the spread of cultism in schools.
1.4 STUDY OBJECTIVE
The goal of this research is to look into the factors that promote the growth of cultism in our institution of higher learning in order to educate the public about the scope of the social problems.
1.5 THE IMPORTANCE OF THE STUDY
This research will provide expository factors that promote the growth and spread of cultism in our university. As a result, policymakers and implementers will have a better understanding of the factors that influence cultism in schools. When they understand this, they will be able to fight cultism head on and help eradicate the problems that have become a canker worm in our institutions of higher learning.
1.6 STUDY OBJECTIVES
This study will include the entire student and staff population of Ekiadolor College of Education.
1.8 TERMS AND CONDITIONS
Cult: A religious worship system, particularly one expressed through rituals.
Cultism: A state or phenomenon in which people are united by shared beliefs.
Hitherto: This means until now or until a specific date.
The act of seeking or a long search to find.
Noron: Newly initiated members of the cult
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