By By Ebor, Lawrence Motim, Prof. Enoh A. Owan & Dr. Ebuta, Erasmus Eyang
Abstract
This study explores the implications of John Dewey’s concept of experience on Nigeria’s quest for scientific and technological progress. Dewey’s philosophical framework emphasizes experiential learning, active engagement, and problem-solving, aligning with the country’s need for innovative and entrepreneurial mindsets. Nigeria faces significant scientific and technological development challenges, including inadequate infrastructure, limited access to quality education, and a shortage of skilled professionals. Dewey’s concept of experience offers a compelling solution, prioritizing hands-on learning, critical thinking, and creativity. Using a qualitative research approach grounded in philosophical inquiry, this study draws on Dewey’s pragmatist philosophy and Nigerian educational context. The findings highlight the potential of Dewey’s concept to transform Nigeria’s education system and drive scientific and technological progress. Dewey’s concept of experience has significant implications for Nigeria’s education system, including revitalized education through experiential learning, enhanced critical thinking and creativity, and improved STEM education and scientific literacy. The study’s findings have implications for educational policy, curriculum development, and teacher education. Dewey’s concept of experience offers a valuable framework for addressing Nigeria’s scientific and technological development challenges.
