TY  - JOUR
T1  - Advancing ‘Nurturing Pedagogy paradigm’ for Democratic and Economic Growth in Nigeria
AU - Okechukwu Ugwuozor, Felix 
JO  - The Social Sciences
VL  - 15
IS  - 4
SP  - 172
EP  - 185
PY  - 2020
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2020.172.185
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2020.172.185
KW  - Nurturing pedagogy
KW  -education
KW  -democracy
KW  -dialogue
KW  -dialogic classroom
KW  -indigenous education
AB  - This study discusses the place of 	‘nurturing
education model as a form of indigenous educational
paradigm in Nigerian classrooms and the ways in which
this approach could help to produce politically-aware
students who will become committed citizens and
promote democracy. Firstly, the paper begins by defining
the concept of democracy and analyzing its minimal and
maximal formulations to distinguish the form most
suitable for Nigeria from its more autocratic or “illiberal”
forms. It then discusses the concept of education as well
as the three competing educational agendas to show why
the agenda of democratic equality is superior to other,
now counterproductive forms. A review of the four
elements of nurturing education defined as the actions of
teachers and curricula most likely to foster the
intellectual, social, political and spiritual lives of all
students shows how this model can best promote the
ideals of a well-functioning democracy. The paper moves
on to discuss the crucial role of classroom dialogue in
affirming student’s humanity, solving problems and
sharing experiences in a constructive atmosphere. This
concept harmonizes with the closing discussion on how
indigenous African educational practices which
emphasize development of the individual to inculcate
communal obligation complement the goals of nurturing
education and make it an inherently better way for
Nigerian schools to develop democracy-minded students
than the colonially imposed, paternalistic educational
system now in place.
ER  -