Knowledge, Power and the State of University Education (original) (raw)

2013, The Idea of a Nigerian University: A Revisit

Francis Isichei (chapter 1) begins with a survey of the two classical models that have dominated university orientation for two centuries: the Humboldt model, emphasizing research and its communication to students, and the Newman model, emphasizing a liberal exposure to the universe of knowledge. He tells of the reshuffling these models went through, particularly at the University of Chicago, before they were exported to Nigeria. He touches on the decline of standards in universities, the reasons for this, and moves to remedy the situation. Josephat Obi Oguejiofor (chapter 2) then tackles the central problem of this book, how to structure a university in Africa, and Nigeria in particular. He examines the university system brought by the British, and finds that, like the economy, it was aimed principally at British, not Nigerian development. It also alienated students from their own traditions and identity. Kolawole Owolabi (chapter 3) continues where Oguejiofor left off, facing squarely the issue of universality or parochiality of a university, whether in content or personnel. He rejects both the Europe orientated model exported to Africa and the neo-Afro model, which wishes to purge everything European. With the same option for universality, he rejects the exclusive choice between liberal and technical education. The two should go together, and address the aspirations of their host communities. Part II: Historical and Political Factors Anthony Akinwale (chapter 6) makes an in-depth examination of the conflict between raw power and reason. He argues that central government regulation, instead of enhancing standards, is stifling initiative and the blossoming of academic life. Ṣegun Odunuga (chapter 7) continues the problem of autonomy, showing how it has eroded over the years, and what must be done to restore it. Francis Egbokhare (chapter 8) takes up the grave shortfall of supply versus demand for quality university education in Nigeria. He traces the response to this demand to the foundation of new universities, especially private ones, and their extension by distance learning. At the same time, he shows the problems this educational explosion faces, and recommends solutions. Oyewo and Olawale (chapter 9), as mentioned above, discuss the use of Internet, as a partial solution to the problems Egbokhare raises. Afis Oladosu (chapter 10) surveys Islamic education, calling attention particularly to the informal sector, whereby students sought not an institution, but a noteworthy teacher. Part III: The Moral Dimension Jude Mbukanma (chapter 11) makes use of the Greek tradition to argue for moral education, consisting in formal courses, but more importantly in the attitude and example of the lecturers. Olatunji Oyeshile (chapter 12) examines the same issue, focusing on the situation of Nigerian universities, where a moral crisis is rampant at every level: students, lecturers and administrators. He likewise asks who should be responsible for moral education, observing that no one in the university is totally exempt from this responsibility. Chinyere Ukpokolo (chapter 13) examines the particular problem of sexual harassment, which constitutes a major manifestation of the moral crisis.