Exploration of Aristotle’s Theory of Hylomorphism: Implications for Nigerian Education System

Abstract

In view of the dualistic nature of human being which has made it necessary for all levels of education to develop both the physical (matter) and metaphysical (form) aspects of the individual, this research speculates how Aristotle’s theory of hylomorphism can be properly harnessed to remodel the Nigerian education system in order to produce men and women who can transform the Nigerian society. Without equivocation, this responsibility is necessary, considering the fact that our present education appears to have wandered and faltered, and have not completely refined most of its comers especially, with balanced knowledge of human personality. The problem remained that many products of education in Nigeria are bankrupt of sound knowledge of their hylomorphic reality necessary to live a balance life and transform the Nigerian society. Education in any society ought to address the hylomorphic nature of individuals in that society as recommended in Aristotle’s theory of hylomorphism. Hence, the study used four main philosophical methods – speculative, prescriptive, analytic and critical methods to examine several Aristotelian concepts of education, especially as it relates to educational practices in Nigeria. Some of the findings are that, education should lead to comprehension of human nature, teachers or educators at all levels must be seekers of true knowledge of the form, educational engagements should take cognizance of the hylomorphic aspects of the individual, education must lead to physical and spiritual growth and balance of its comers. Teachers should ensure relative balance between practical and theoretical aspects of the content of instruction. Consequently, the study recommended among others, the emphasis on school rules, uniforms and discipline as an all-round practice at all levels of education in the country. More so, Nigerian curriculum development should ensure that academic concepts are grounded in practical reality. Finally, educational institutions in Nigeria should adopt and encourage integrated learning. This approach should be central to the realization of the goals of the 9-3-4 system of education in Nigeria as well as the proposed 12-4 system of education.