EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals

International Research Journal of Finance and Economics – Volume 2, Number I (2006)
Making Peace through the Integrated Science Curruculum: A
Case Study of the Nigerian Junior Secondary School
Francisca Aladejana and Anthony Aladejana
Faculty of Education
Obafemi Awolowo University,
Ile-Ife, Nigeria.
Abstract
If peace is working and living together without violence, then there is the need to address
science, the knowledge that produces most of the instruments of violence. This study
examined the extent to which the integrated science curriculum of the junior secondary
school (JSS) can be training the mind of the emotions of peace and as a tool to address the
causes and impact of violence and conflicts. The curriculum content was analyzed using
nine questions for factors, which can in any way engender peace. Some identified factors
evident from the analysis are: nation wide cooperation among all the students; raising the
scientific level of all partners; providing answers to some issues that are potential causes of
conflict and violence; removal of disparity between the privileged and unprivileged; and
creating awareness of the damage that arms can do. The implications of these findings are
discussed in relation to the review of the philosophy, objectives and content of the JSS
curriculum.
Introduction
Peace has been variously described. According to Lasonen (2004), the term peace implies the absence
of conflict and quarrel, the enjoyment of security, well being and harmony. Thus, peace is not just the
absence of war or armed conflict. It is not a passive but an active concept that involves the promotion
of many activities that can create an environment in which peace is sustained and conflict that may
disturb peace is prevented. Such an environment is possible when not only the country is at peace, but
there is peace in the individual, in the family and in the local community (Chakrabarti and Bhargava,
2004).
Peace can indeed be achieved in a peaceful way. This way can encompass various activities
like: dialogue, ensuring that all categories of people are heard, recognising the diversity of people and
embracing unity in diversity; just distribution of resources and power, imbibing tolerance and equality
and generally by creating a culture of peace in our values, attitudes, traditions, and behaviour.
There are various factors that can lead to conflict and disturb peace. Aladejana and Aladejana
(2003) identified 19 factors amongst which are: differences in culture, unemployment, poverty,
intolerance, unequal opportunities, lack of education of the youths and communication gap/lack of
dialogue. Chakrabarti and Bhargava (2004) identified various factors that have led to conflict that has
distrusted peace in the past to include: monopoly over knowledge which has led to the exploitation of
the uneducated by the educated; technological disparities, dictatorship, existence of disparities in the
provision of basic requirements; selfishness and lack of cooperation, lack of scientific temper;
environmental considerations and genetic factors.
It is thus seen that justice and fairness are prior to peace, for without these there can be no lasting
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