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Reviving the African Culture of ‘Omoluabi’ in the Yoruba Race as a means of adding value to education

  • September 20, 2021
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Abstract

This paper focuses on reviving the African culture of ‘Omoluabi’ in the Yoruba race as a means of adding value to education in Nigeria. It defines the concept of ‘Omoluabi’ as a morally sound and upright person, and also, ‘Omoluabi’ as the standard which determines the morality and the immorality of an act in Yoruba society in Africa. It examines how some of those virtues that make an ‘Omoluabi’ got gradually deemphasized as western education spread while other practically ‘strange’ ones are being emphasized especially as technology advances. Regrettably, this neglect, in part, is responsible for various challenges facing Africa, especially Nigeria; ethnic and religious violence, terrorism, kidnapping, rape, political mugging, corruption, and other social vices which are making education irrelevant in terms of moral values. This paper, therefore, advocates what ‘Omoluabi’ stands for as a leeway to restoring several virtues through Civics, History, Citizenship Education, and Social Studies in the school curriculum. This becomes necessary and should be emphasized in our educational policies and practices in the process of value-added education and value reorientation in Nigeria. The paper, therefore, recommended among others that the values held in high esteem as a Nation should be spelled out and encouraged to be internalized by students, and teachers should be role models. The need for man-making and character-making education as essential for the purpose of achieving material progress for the benefit of the citizens should be looked into.

Keywords: ‘Omoluabi’, Western Education, Yoruba Race, Culture, Civics, Social Studies, Citizenship Education

Akanbi, G. O. & Jekayinfa, A. A. (2016). Reviving the African Culture of  ‘Omoluabi’ in the Yoruba Race as a means of adding value to education in        Nigeria. International Journal of Modern Education Research, 3(3), 13-19. http://www.aasit.org/journal/ijmer)

Paper presented at the 37th Session of the International Standing for the History of Education (ISCHE), Istanbul University, Turkey.