Abstract
Human personality is a product of cultural ideologies transmitted via institutions of socialisation – family, schools, religion, and the mass media. The school system is responsible for secondary socialisation of citizens after the family. The major obligation is the purposeful creation and strengthening of personality, to give the citizens proper formation so that they can integrate socially and take up responsibilities in the various facts of the society. The success or otherwise of this obligation depends on the values that dominate the learning environment of the citizens. Using the tenets of Skinner’s learning theory of personality, this study seeks to establish a relationship between the prevalent environment of learning and the high rate of value disorientation in Nigeria. The paper combines ethnographic observation and conceptual review methods. Some of the factors of value disorientation identified include, discordant religious doctrines in schools, marketing of schools with examination fraud, and environment of injustice and human rights abuse. The study recommends that government should separate religious education from formal education so that Nigerian schools will no longer be used as avenues of inculcating discordant religious beliefs and doctrines; and that the national and state houses of assembly should make legislations that will empower students to demand for justice when their rights are violated.
Highlights
Human personality is a product of cultural ideologies transmitted via institutions of socialisation, the school being one of them
This study seeks to establish the linkage between the environment of formal education and the state of value disorientation in the Nigerian society, which is characterised by high rate of intolerance, injustice, violence, bribery and other forms of corruption
Various trade unions exist such as the Academic Staff Union of Universities (ASUU), Nigerian Union of Teachers, Academic Staff Union of Polytechnics (ASUP), etc who have been campaigning for improved standard of public schools, their demands are basically related to funding of facilities, equipment and staff welfare
Summary
Human personality is a product of cultural ideologies transmitted via institutions of socialisation, the school being one of them. Education is the foundation of society (common knowledge), and the foundation of human and national development, as evident in the global push for formal education of children, being part of world development policies such as the Millennium Development Goals (MDGs) and currently the Sustainable Development Goals (SDGs) [1]. It suffices to trace the failure of good value system in Nigerian society to education system. The study combines ethnographic observation and conceptual review methods, the observation being participant, based on personal and vicarious experiences of the author as a student and as a lecturer in private polytechnic
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