Friedrich Froebel’s Philosophy of Education and its Implications for Secondary School Education in Nigeria

Abstract

This study analysed Friedrich Froebel’s philosophy of education and its implications for secondary school education in Nigeria. The objectives of the study were to analyse Friedrich Froebel’s philosophy of education and its implications to secondary school education in Nigeria. Data were collected through the use of philosophical literature and interview schedule. The study sample was made up of executive selected from two associations namely; Nigerian Union of Teachers (NUT) and All Nigerian Conference of Principals of Secondary Schools (ANCOPSS). The data were analysed using philosophical analysis. The findings of the study revealed that Friedrich Froebel’s philosophy of education emphasises self-realisation, child’s natural abilities, child-centred approach, motivation for learning and discovery; Furthermore, Friedrich Froebel’s philosophy of education is relevant to Nigerian secondary education in policy and in practice; The implications of Friedrich Froebel’s philosophy of education on the Nigerian secondary education places emphasis on moral, social and spiritual developments, self-realisation, motivation for learning, education for unity of man and its relation with God. The study concluded that certain amount of emphasis on Friedrich Froebel’s philosophy of education is essential for secondary education and societal development in Nigeria. It is therefore recommended that Nigerian secondary education should pursue to a greater extent child-centered education that focuses on moral, social, spiritual developments and education for unity of man and its relationship with God.