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Bringing up the Young with Global Values / Poverty
Bringing up the Young with Global Values / Poverty
Contents
Chapter
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Page
1–8
Titelei/Inhaltsverzeichnis
1–8
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9–18
0. Introduction
9–18
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0.1 Exordium
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0.2 The Anthropological Facticity: Man enters the world as unfinished Being
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19–60
Part I: Images of the Child
19–60
19–34
1. The Dignity of the Child as Human Person
19–34
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1.1 The disparity between Rousseau and Kant
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1.2 Our Image of the Child
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35–48
2. Philosophical and Theological discussions on the Image and Dignity of the Human Person
35–48
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49–60
3. African Theosophical Image of man and its Influence on bringing up the Young
49–60
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61–150
Part II: Educational Psychology can wear African Clothes
61–150
61–100
4. The original Traditional African Education
61–100
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4.1 Methods of the original Traditional African Education
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4.1.1 The principle of general Participation and Learning by Doing
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4.1.2 The method of Story-telling (Akuko)
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4.1.3 The method of Story-singing (Akuko n’egwu)
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4.2 Objectives of the original Traditional African Education
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4.2.1 Development of Moral Character and Reputable Personality
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4.2.2 Promotion of Cultural Heritage and Values
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4.2.3 Community Participation
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4.2.4 Respect for Authority and Seniors
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4.2.5 Development of Physical Skills
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4.2.6 Intellectual Training
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4.2.7 Technological Training
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4.2.8 Vocational Training
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101–150
5. Impacts of modern Education on Societies: The case of Nigeria
101–150
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5.1 Advent and Establishment of modern Education
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5.1.1 Islam and the Arabic Education
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5.1.2 Christianity and Western Education
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5.2 Education in the amalgamated Northern and Southern Provinces
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5.3 Regional Reforms and the Universal Primary Education (U.P.E.)
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5.4 Modern Structural Educational Reforms in Nigeria
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5.4.1 Pre-School (Nursery) Education
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5.4.2 Primary Education
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5.4.3 Post-Primary (Secondary and Higher) Education
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5.5 Re-defined Goals of Education and the new National Curriculum
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5.6 The new adopted model: “6-3-3-4” Education Policy
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151–218
Part III: Adequate Development of the Young means Adequate Development of the Global Human Community
151–218
151–200
6. The Child: a Developing Identity
151–200
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6.0 Facets of Development
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6.1 Biological/Physical Development
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6.2 Mental/Intellectual/Linguistic Development
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6.3 Emotional Development
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6.4 Interactive/Social Development
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6.5 Moral Development
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201–218
7. Guaranteed Needs and Rights of the Child: prerequisites for Development
201–218
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7.1 Rights of the Child
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7.2 Needs of the Child
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219–372
Part IV: The challenges of today
219–372
219–276
8. Poverty
219–276
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8.1 The Actuality of this Phenomenon
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8.2 The Impact of Relative Poverty
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8.3 Why Absolute Poverty?
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8.4 Child Poverty has a Circle of Sustainable Shadow of Effects
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8.5 The Way Out of the Quagmire
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277–308
9. The Media
277–308
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9.1 The Media as an indispensable part of human life
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9.2 Associated Dangers
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9.3 Educating the Young towards a responsible use of the Media
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309–372
10. The Quest for Global Values: Today’s Intercultural Pedagogical Priority
309–372
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10.0 Towards globalizing the Human Family through Education
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10.1 Meaning of Globalization
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10.2 The Idea of a Global Community
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10.3 The Possibility of Global Values
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10.4 Sense of Sustainable Solidarity of Humanity
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10.5 Justice: the key and fair route to Sustainable Solidarity
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10.6 “Biri ka m biri”: Live and let Live – pedagogy of Recognition und Respect
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373–376
Conclusion: Think Twice and Ahead
373–376
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377–394
Bibliography
377–394
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395–396
Acknowledgment
395–396
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397–402
Appendix: Summary in German language (Zusammenfassung in Deutsch)
397–402
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Bringing up the Young with Global Values , page 219 - 276
Poverty
Autoren
Emeka Vernantius Ndukaihe
DOI
doi.org/10.5771/9783956505447-219
ISBN print: 978-3-95650-091-6
ISBN online: 978-3-95650-544-7
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doi.org/10.5771/9783956505447-219
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