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ABSTRACT
Cultism is one of the problems that students face in
campus. This is because of non-challant attitude, poor orientation,
ideology and culture that youths get towards education. Many youths see
tertiary education as an avenue to assert their individuality through
wearing outlandish attire, giving money to lecturers for grades,
engaging illegal activities in order to seek protection and get wealth.
Pedagogical education has made many to toil in wasteful activities
without discovering their innate potentials. This study seek to address
the problem of cultism through learner centered Education.
CHAPTER ONE
1.0 INTRODUCTION
The
role of education in the development of a society has been vastly
documented in academic journals, and we do not intend to revisit it
here. This section will concentrate on the need for Nigerian leaders to
pay close attention to the needs of the educational sector, and treat it
as a public-health issue, because the sociopolitical and economic
development of a nation and (or her health) is, in many ways, determined
by the quality and level of educational attainment of the population.
Political leaders should take politics out of education, as the
continued neglect of this sector would lead to social paralysis.
The
youth should be given the appropriate quality academic training and an
environment that would enable them to reach their full
potential.Nigeria has toilet with some educational programs, which have
only served as conduits to transfer money to the corrupt political
leaders and their cronies. For instance, the nation launched the
Universal Primary Education (UPE) in 1976, but as noted, the program
failed due to lack of fund necessitated by corruption, among other
factors. Nigeria has again launched another mass-oriented education
program, this time branding it the Universal Basic Education (UBE).
The
President, Olusegun Obasanjo, declared during the launching of the
program in Sokoto that the nation ‘cannot afford to fail this time
around.” However, not long after that, the federal government reported
that the falling standard of education in Nigeria is caused by “acute
shortage of qualified teachers in the primary school level.” It is
reported that about 23 percent of the over 400,000 teachers employed in
the nation’s primary schools do is the minimum educational requirement
one should posses to teach in the nation’s primary schools (Ogbeifum and
Olisa; The Vanguard Online, July 1, 2001.
1.1 BACKGROUND OF THE STUDY
Education
has been traditionally thought of as the preparation, learning,
acquisition of certain things because they will be useful. It is a
preliminary to something more important to happen later on. Childhood is
only a preparation for adult life, and adult life for another life.
Also, the future, not the present has been the significant thing in
education. Education is thought of also as something needed by some
human being merely because of their interdependence on others. We are
borne ignorant, unversed, unskilled, immatured and consequently in a
state of social dependence. Instruction, training, and moral discipline
are processes by which the adult gradually raises the helpless to the
point where they can fend for themselves. The business of childhood is
to grow into independence of adulthood, through the guidance of those
who have already attained it.
1.2 STATEMENT OF THE PROBLEM
In
the late 40s, the higher institutions in Nigeria were not associated
with secret societies. The first secret cult in Nigeria came into
existence in 1952 when a group of seven students led by Professor Wole
Soyinka, Olumuyiwa Are, Ralph Opara, D,. Aig-Imokhuede, Tunji Tubi and
Olu Aguuloye founded the Seadogs Confraternity (a.k.a Pyrate) in the
University of Ibadan. The sole objective of founding the cult was to
fight colonialism, ensure the dignity of man and to rid the Nigerian
society of elitism and tribalism. Its members engaged in humanitarian
activities such as donation of blood to hospitals to save lives and
presentation of gifts to orphanages, to assist the helpless in the
society.
“Everything we did then was healthy, firm harmless and
above board” recalled Muyiwa Awe, one of the founding fathers. Although
they left school for different locations they remained members of the
organization.Twenty years later, the Pyrates Confraternity began to
change significantly. Rancours, feud, factions degenerated into
divisions and splitting of factions. It began with the breaking away of a
faction of the group known as the Buccaneers confraternity in the
campus scene in the year 1972. The rebellion of the Buccaneer was led by
a group of thirty led by Dr. Bolaji Carew whose cult name was “Rica
Ricardo”. He is presently the Supreme Eye and Spiritual Head of the
Association. The logo of the Buccaneer reads “A dog has a Master and the
Master is a Lord.” This is an open challenge to the Pyrates
confraternity.
Other slogans of the Buccaneer are “Blud for Blud”,
Odas is Odas”, No price no pay. On the 10th anniversary in 1982, the
Buccaneer confraternity became the Buccaneer Association of Nigeria. The
Buccaneers (a.k.a Sea Lords) was soon followed by the Vikings
confraternity. “There were general disenchantment with the activities of
the first two cults” a spokesman said, “Those who once claimed they
stood against oppression later resorted to it as a means of subduing
their fellow students who were civilians”.So came the three sailors
whose aims and objectives were almost the same, whose major difference
have remained their ‘modus operandi’ and their choice of camouflage and
logo. While the Sea Dogs took red as their color, the Buccaneers and the
Vikings chose yellow and black respectively.
Admission of new
members into the Sea Dogs was highly restricted at inception, the same
became true of the Buccaneers and the Vikings. As a result of this,
students who for one reason or the other wanted to “belong” started
gathering and in most cases ended up with a group of their own Needless
saying that as the group continued to split their objectives and aims
also metamorphosized from engaging in humanitarian services to
cannibalistic tendencies. Since the 80s, the rate of splitting and
disintegration had been rapid such that presently, we have over one
hundred different cult groups with fanciful names, in our higher
institutions. Some of the cult groups that later developed after the
monopolistic tendency of the sailors include Black-axe, Eiye, Mafia,
Maphite, Klansman Confraternity, Black Beret, Black Cat, Black Cross,
Jurist, Mgba Mgba, Thomas Sankara Boys, Black Brassier, etc. But one
thing that is common among them all is that they have lost the vision
and mission of the founding fathers and have all degenerated to
unnecessary rivalry and violence amongst themselves leading to
unnecessary carnage and hair-splitting bloodshed in our higher
institutions.
So many unsuspecting students have been lured into
joining secrete cult societies through deception. Such deception
include; becoming one of the untouchables once you are a member of a
secret cult, owing the most beautiful girl on campus, passing your exams
without study, etc.For those who are lured through such lies there is
no apology because it is only a highly mischievous, untrained, and
morally deficient students that would subscribe to such lies. For, what
manner of student are you, that membership of a secret cult will enable
you to short-circuit studies. The fact is that there is no student
without studies!Lie is a major characteristic of secret cult members.
These lies are quite misleading especially for those who have no idea
about their activities. We owe it a duty to lay before the youths the
facts about cult activities.
1.3 SIGNIFICANCE OF THE STUDY
The
study is very important because Parents will check their children’s
activities and friends.Academic and non-academic staff will go extra
miles by adding value to their job in order to prevent students from
joining cult.Academic researchers, government and all those involved in
curriculum planning will see the need to embrace education that touches
life or learner centred education in order to keep the students mind
into active reasoning.
1.4 PURPOSE OF STUDY
The study exposes the consequences of cultism and the damage it causes in our tertiary institutions.
1.5 RESEARCH QUESTIONS
1. Is cultism a healthy practice among Nigerian youths?
2. To what extent has pedagogy made dormant the minds of our youth?
3. To what extent has conventional method of teaching caused youth restiveness in the tertiary institutions?
4. What can be done to help Nigerian youths become morally, caring and responsible citizens?
5. Is given learner centred education, the rightful approach to youth enhancement in tertiary level of education?
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