THE IMPORTANCE OF THE COMMUNITY OF INQUIRY PHILOSOPHY IN THE CHILDREN’S EDUCATION SYSTEM
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THE IMPORTANCE OF THE COMMUNITY OF INQUIRY PHILOSOPHY IN THE CHILDREN’S EDUCATION SYSTEM
ABSTRACT
The importance of the Community of Inquiry Philosophy for Children (COPI4C) education system in primary schools gives rise to a whole set of higher order thinking and the appearances of a magnificent transition from a failing classroom to a dynamic faith. As a result of the importance of COIP4C, analytical spirit, critical spirit, and creative initiatives, we can develop democratic habits of taking turns thinking together, community information, and the entire worth of instruction for thinking.
The study is centred on the importance of the Community of Inquiry Philosophy for Children (COPI4C) system of teaching at our primary school in Udi Local Government Area. Thirty teachers were chosen at random from 10 primary schools in Udi L.G.A. Furthermore, some research questions were raised, such as -There are low academic performance levels among primary school students.
Finally, the major findings from the study demonstrated the importance of the Community of Inquiry Philosophy for Children (COPI4C) system of education, which emphasises self-correction, tolerance, and an inquiry-oriented system.
CHAPITRE ONE
INTRODUCTION
1.1 BACKGROUND OF TH STUDY
The importance of the community of inquiry philosophy for children (COIP4C) educational system is the strategic life planning and management that puts the components of a system into action to produce an output that is mutually and cumulatively beneficial to all parts.
The values centre on the vision that will guide our actions to improve education in society. As a result, good environmental scanning and improvement will assure the realisation of our dream education-education supported by reasoning and empowered by critical, creative, and caring thinking.
Only the values of the Community of Inquiry Philosophy for Children (COIP4C) educational system will ensure that primary schools in Udi L.G.A create a generation that values conversation, nonviolence, tolerance, selflessness, and self realisation.
The importance of community of inquiry philosophy for children (COIP4C) in our schools is to provide a forum for observing and responding to environmental changes in order to ensure that there are no external hurdles to the establishment of our utopian ideal educational system in Udi L.G.A.
Furthermore, the principles of the community of Inquiry philosophy for children focus on the formation of an enabling environment for our mind pattern to accept that nobody knows everything, but is as an internal part of a learning process that forms a healthy society.
1.2 POINT OF INQUIRY
In fact, a lack of community of inquiry philosophy for children adds to our students’ low school performance.
Because of the lack of a community of inquiry philosophy for children (COIP4C) education system, our goods from schools are educated but not accredited.
1.3 THE IMPORTANCE OF THE STUDY
The unifying thread in all activities is thinking; young people’s destiny and fortunes will be inextricably linked to their ability and desire to think well. The method encourages all participants to seek comprehensive knowledge in order to eliminate violence and gossip in our primary schools.
The method encourages students to consider new possibilities and alternatives, as well as to use their imaginations in cooperative behavioural patterns of living that will be required for success in the third millennium, when global citizenship will be the norm.
Active engagement in a community of inquiry philosophy for children enables us to create big changes in what we think, say, and do.
Furthermore, the collaborative dimension of community of inquiry causes an unexpected empowerment of individual human beings, who begin to play communal roles more easily and frequently; this means that community of inquiry strengthens the ego perspective and enriches the participants’ poorer egograms.
And participants in the community of inquiry notice that the activities address communication skills such as active listening, turn-taking, verbal confidence, and competent group processing and concelebration skills, as well as the development of a correct sense of trust, mutual respect, empathy, and, most importantly, the development of a most delicate social safeguard: the almighty value of tolerance in a problem-ridden situation.
As a result of the value of community of inquiry philosophy for children (COIP4C), we can develop the democratic habit of taking turns, thinking together, community building, and the overall value of teaching for thinking.
Furthermore, community of inquiry philosophy for children (COIP4C) teaches students to make balanced judgements and wise decisions, as well as to give and expect good justifications for their opinions, to ask probing questions that get to the heart of a subject, and to engage in dialogue with life.
Anih also claims that students constantly endeavour to make sense of their own experiences rather than relying on interpretations passed down to them, and that the opposite side of the coin is never taken for granted. Pupils are especially sensitive to the notion of fallibilistic flexibility, and they constantly assess the quality of their own thinking to determine when self-correction is required.
The critical and creative dimension of (P4C) in the community of inquiry (COI) has a huge implication of vivifying the dry curriculum into a life-wire and currents of values that necessarily transform for the better the personal lives of the participants; purifies the social tilt of the citizenry and causes; and accentuates pyre sensitivity of an ethical development in the members to be opportune to grapple with the big problems and questions of life and think for them.
According to Anih (2007), in the community of Inquiry philosophy for children (COIP4C) educational system, students emphasise on reasonableness, that is, rationality tempered by good judgement.
Furthermore, the Community of Inquiry Philosophy for Children (COIP4C) is based primarily on change, progress, dynamic, and organic interaction, which will assist students in subjecting all knowledge to the spirit of critical, creative, and analytic inquiry, as only inquiry can give rise to an ecumenical self-correcting process of fallibilistic flexibility.
As a result of this communitarian spirit of inquiry, the very young participants in the community of Inquiry mysteriously achieve mastery of the existential-community’s cognitive and social qualitative reasonable assessments.
As we endeavour to see all sides of the coin, we will begin to take great pleasure in evaluating others. The strongest weapon against frustration and intellectual suicide is the Community of Inquiry Philosophy for Children (COIP4C).
Finally, young generations who participate in the community of inquiry philosophy for children (COIP4C) educational system:
– They give strong arguments for their personal opinions and frequently demand good reasons for their actions from themselves.
– Pupils study the art and practise of new ideas in the community of inquiry.
– Making sound judgements and decisions in their daily lives
1.4 SCOPE OR DELIMITATION
The researcher is a holistic person who does not want to say that the knowledge gathered was complete.
In fact, the barriers were on the target audience; some of them in the selected schools had little or no knowledge of the values of the community of inquiry philosophy for children (COIP4C) system of education; and there was little or no information collected in some of the schools.
Another impediment is financial; there was no money for travelling. In addition, weather conditions will disrupt some days of visitation.
As a result of the study’s scope, the researcher limited the locations to visit to 10 elementary schools in Udi L.G.A. These were the schools:
Nachi Community Primary School
Udi Premier Primary School
Abinagu Community Primary School
Umuabi Central Primary School
Amokwe Southwest Primary School
Agbudu Community Primary School
Udi Community Primary School
Amokwe Central High School
Umuaga Community Primary School
Obinagu Central School is located in Obinagu, Nigeria.
In addition, thirty teachers and a few students were utilised to collect information on the values of the community of inquiry philosophy for children (COIP4C) method of education in elementary schools in Enugu State’s Udi Local Government Area.
ASSUMPTIONS
In actuality, due to the lack of a community of inquiry philosophy for children (COIP4C) educational system, the researcher assumed the following:
a. Our schools will have low performance levels.
As a result, in order to improve the situation in our academic sector, the researcher developed the following study questions:
– The government should implement the Community of Inquiry Philosophy for Children (COIP4C) educational system in our schools.
– There is examination fraud in our basic schools.
– There are poor academic performances among students.
– Both teachers and students are involved in tardiness to school.
– Students attend school on a regular basis.
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