The Place of Philosophy in the Teaching of Citizenship Education: An Outlook

Abstract

This study not only explains but argues for a purposeful re-introduction of philosophical enquiry to the process and pedagogy of citizenship education. We suggest the development of philosophy and critical thinking skills may usefully improve social and political awareness in young people. Moving beyond the boundary of the formal curriculum, we encourage the development of synergy between the international movement of philosophy for children and the expanding tradition of community philosophy as a means to promote more open and democratic enquiry. We suggest this will produce important benefits for young people, helping to promote responsible judgments on social affairs, develop intergenerational relationships and enhance freedom for the young to think rationally and autonomously as critically informed citizens. The concept of philosophy and citizenship education explained the term philosophy as a rational search for answers to the questions that arise in the mind when we reflect on human experience. In like manner, the study posited citizenship education as an educational concept that foster the transmission and inculcation of citizenship values, skills and knowledge to the individual citizenry so as to re-orient, re-organize and revolve the individual citizenry who in one form or the other or for one reason or the other deviated from who they should become. The expectations of every citizen are to possess a positive mind characterized with patriotism and nationalism that aid them contribute meaningfully to the country's growth and development.