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European Journal of Social Sciences - Volume 2, Number 1 (2006) developed. Technological development will assist in solving a lot of other problems that can lead to conflicts. It will also place the nation in a better standing with other technologically advanced countries without any fear of oppression. While it is true that science and technology have been used by the unscrupulous and the greedy for the development of arms and other weapons of war, it is science and technology that have created the awareness of the damage that new arms can do (Charkrabarti and Bhargava, 2004). The JSS curriculum does not contain any topic on the ethics of science and engineering. It must be recognized that scientists have social responsibilities for the information they have and the results of their researches. The government and the general public must be aware of precautions to be taken. When students have this awareness at this level, many future possible conflicts may be averted. Question 8: can the instructional methods recommended in the curriculum train the mind of the students for intelligent inquiry? Many of the topics in the curriculum can train the mind for intelligent enquiry. Such topics have activities which require the students to count, observe, perform, examine and compare. Activities of this nature can train the mind. According to Aladejana (2000), 90% of the recommended activities in the curriculum have the potential to develop the scientific mind. When an individual has the scientific mind, rumours, false accusations, superstitions and many other ills which often cause conflicts will no longer be a source of conflict and peace will reign. Question 9: is the curriculum suitable for the local culture? Most of the examples used in the curriculum are of local origin which the students are quite familiar with. The examples used for the topics are better learnt when they are chosen from the local environment .The JSS curriculum has many of such examples : use of yam for the test for starch, examples of food in a balanced diet, plants and animals used in the food chain and pollutants. This makes the curriculum to be real to the students and they can identify with the content. They do not see it as foreign or that their background is inferior to that of others. When feelings of inferiority and nonbelongingness exist, then conflicts can thrive easily. There are two factors deducible from the analysis of the various questions of study as to how the JSS integrated science curriculum can be used as a tool for making peace. First is that the curriculum development and review process is important to the use of the curriculum. Second is that the successful use depends to a very large extent on the ingenuity of the teacher in the implementation process. The curriculum development and review process will ensure that the philosophy, objectives and content are adequate to meet the desired needs. The philosophy and objectives in the current curriculum can meet the purpose of building a culture of peace in the students. Qualities of useful living; respecting the views and feelings of others, having cultural dimension of science education, and making rational decisions advocated for in the curriculum can build in an individual a culture of peace. The content has been seen to include a whole range of topics that can serve this purpose. Such topics include inheritance patterns, diseases, and appliance in the home. It is desirable that the curriculum content be subjected to review process as the need arises such that topics can be added or removed, for this JSS curriculum, topics like the roles of the scientist, ethics of science and engineering can then be included. The instructional methods recommended in the curriculum are adequate in training the mind in the culture of peace. These methods include dialogue/discussion method, demonstration, experimentation /scientific method. However, how effectively the philosophy and objectives of the curriculum are achieved and the proper implementation depends largely on the quality of the teacher. It must be reiterated that no educational system can rise beyond the level of its teachers. To realize the goal of making the JSS integrated science curriculum an instrument of building a culture of peace, a lot 110
International Research Journal of Finance and Economics – Volume 2, Number I (2006) of responsibility is placed on the teacher. Merely teaching a topic without going on to its practical applications to the student’ life and community will not achieve this objective. Teachers need to ensure that there is just distribution of resources and equipment especially in developing nations like Nigeria where such teaching resources are inadequate. The classroom will be in a state of confusion and conflict if some students feel that they will not be provided with their classroom needs because of any reason-finance, intelligence and so on. To let the pupils know that there is fairness in distribution and that this should be portrayed in every aspect of their lives will be building in the students a culture of peace. The teacher should ensure that no one or a few students become too powerful or domineering in the class demonstrations, experimentation and discussion so as to put other students at a disadvantage. If any student starts behaving in this way, he /she should be put right, such that students will not imbibe this attitude that can cause conflict in the class. The implications of this attitude should be openly discussed in class. Allied to this is tolerance by the teacher and the students. A lot of responsibility is therefore placed on the teacher to ensure that the set philosophy and objectives of the curriculum are achieved. Also that at the end of the course, students would have imbibed a culture of peace. Conclusion The Nigerian JSS Integrated science curriculum is used in all the junior secondary schools in the country. It has well stated philosophy and objectives including those that can lead learners to building a culture of peace. The content of the curriculum is suitable for local culture and provides answers to some issues that are potential causes of conflict. It includes topics related to the control of the environment, topics that can raise the scientific level of the students, and topics highlighting the role of the scientist. The stipulated mode of use can encourage nation wide cooperation amongst students and also help to remove disparity between the privileged and unprivileged. The instructional methods recommended like discussion and inquiry method can train the minds of the students in the use of dialogue and intelligent enquiry. This curriculum can be described as an integrated curriculum which will not only lead to learning science effectively but can also help learners to cultivate a culture of peace. The teacher is recognized as an important factor in all of these issues. Although there are areas that require review, with these various identified factors of the curriculum, it can through integrative education be effectively used to engender peace and imbibe in the students a culture of peace. Recommendations 1). The teacher should relate some of his classroom instructional activities to the culture of peace. For example, while using teaching strategies like discussion or demonstration, he /she should go on to point out that even in conflicts, solutions can be obtained through these ways. Teachers must specify to the students the values they want to promote in the classroom. In teaching some of the topics especially those that address issues of conflict in the society, it is important for the teacher to refer specifically to these issues and correct any possible misconceptions. Students should be guided to identify the practical applications of these topics to their life and society. 2). The philosophy and objectives of the curriculum should be clearly stated to specify the peace values it should promote. It should be clearly stated in the lesson objectives in the curriculum the need to explain the practical applications of some of the instructional methods (e.g. discussion, demonstration, cooperative learning and field work) to ways of achieving a culture of peace. Let the students realize that just as they cannot move forward using these methods to achieve results without peace, so also peace in our individual, family, local national and international settings are unachievable without embracing dialogue and cooperative attitude. 111
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References [1] Abiodun J.O. (1981)
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