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

International Research Journal of Finance and Economics – Volume 2, Number I (2006)
creating a culture of peace is based on the premise that consistently it is the children, the youth and
indeed women that are at the receiving end when there is war or conflict (Aladejana, 2004). There is
therefore the need for such activities that can build in peace into the individuals.
The Nigerian JSS curriculum has amongst its philosophy and objectives:
(i) Preparation for useful living within the society;
(ii) To raise a generation of people who can think for themselves, respect the views and feelings of
others, respect the dignity of labour and appreciate those values specified under our broad
national aims and live as good citizens;
(iii) That the quality of instruction should inculcate in the learner faith in man’s ability to make
rational decisions
(iv) To add a cultural dimension to science education. (Federal Ministry of Education, 1981).
If any curriculum is designed and implemented to attain these lofty ideals, there is no doubt that
students passing through the programme will cultivate a culture of peace.
This paper will therefore examine the Nigeria JSS Integrated Science curriculum to determine
the extent to which it can be used to train the mind in the emotions of peace and as a tool to address the
causes and impact of violence and conflicts.
Theoretical perspectives
This approach to the use of the integrated science to cultivate a culture of peace in learners can
be grounded on the theory of integrative education which argues that artificially compartmentalized
knowledge into subject disciplines fails to prepare students for a swiftly changing world. Rather, that
integrative education cuts across subject-matter lines, bringing together various aspects of the
curriculum into meaningful association to focus upon broad areas of study (Shoemaker, 1989; and
Walker, 1995). It reflects the interdependent real world and provides a holistic context for learning that
leads to a greater ability to make and remember connections, and to solve problems (Kovalik and
Olsen, 1994). According to Braunger Hart-Landsberg (1993), integrative curriculum attempts to make
learning more natural and links subjects together. Therefore, based on the adoption of this approach to
learning, the curriculum of a subject that can be reformed to include peace education is integrated
science.
Methodology
The analysis of the Nigerian JSS integrated Science curriculum content for factors which can in any
way engender peace, was carried out using nine self-designed questions. The questions were designed
based on reviewed literature (Chakrabarti and Bhargava, 2004) and previous works of the researchers
(Aladejana, 2000; 2003; 2004a; 2004b). The questions were validated by assessment by a science
educator, a curriculum expert and a researcher in peace studies. The philosophy and objectives of the
curriculum were assessed to determine if they address the issues relating to a culture of peace.
Results and discussion
The results were analyzed based on the research questions raised for the study.
Question 1: Does the curriculum provide answers to some of the issues that are potential causes of
conflict and violence?
The curriculum was found to address some of these issues. Such topics include:
Causes, symptoms and prevention of diseases many diseases
Many diseases like small pox and leprosy are by traditional belief attributed to deities, while some are
107