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The Impact of CRS in the Moral Development of the Nigerian Child

Chapter one

Introduction

1.1Background of the study

Christian religious is generally regarded as one of the most vital subject in Nigeria today; it is evident that the study of Christian religious studies is the subject that plays a significant role in the morals development of pupils in most of the Nigeria societies. The subject gains its root into Nigeria education system through the European Missionaries who introduced the subject as a means of converting Nigerians into white man religion (Christianity). Ajere, G. (2006)

The introduction of Christian religious studies as one of the subjects in arts came into being with the introduction of other categories like science and technological subjects when the federal government of Nigeria takeover most of the schools in Nigeria. It is believed that the introduction of CRS will help in the moral teaching and development of pupils in Nigeria especially the youths (Falade, D.A. (2007)

Morals define the kind of behaviour that the society wants from the people. Certain behaviours are considered to be unacceptable in the society. For most societies, however, morals are not written in stone, or proclaimed by God above, but instead reflect local sensibilities. Many societies have different ideas about what is acceptable and not acceptable.

According to (Dombeck and Wells-moran, 2008) which stated that there are only a relative few behaviors (usually including murder, and various forms of abuse, including incest and adult-child sexual contact of any sort) that are university despised by stable societies. However, People are not born knowing their society’s morals. Instead, these understandings grow and mature over time.

According to (Kohlberg, 2009) stated that children have very little or no moral sense, because they are not born with an understanding of the nature of human relationships. As children reach elementary school age, they enter into the first major stage of moral comprehension, known as the pre conventional stage. Pre-conventional children are importantly selfish in orientation. They do not think about what behaviours will serve the greater good, but rather think in terms of what will most benefit them. They respond primarily and think of morality as a matter of following principles so as to avoid punishment. As children grow into adulthood, they typically enter into the stage of conventional moral understanding. Some children will be developmentally delayed in this regard and becomes adults who have the moral understanding of children; we call them sociopaths, narcissists, and anti-social personalities. The majority of people that do make it to the conventional moral understanding start thinking in terms of responsibility; a duty to promote the greater good. The study in this regard wishes to examine the impact of Christian religious studies on the morals development of pupils using Apapa local government Lagos State as the case study.

 STATEMENT OF RESEARCH PROBLEM

What really instigated the study was due the high level of immorality in most of the Nigeria societies especially in the Apapa Local Government Area of Lagos state. One of the major problems observed in this area is as a result of large number of immorality committing by young people in most areas of Apapa Local Government Area of Lagos state. The study of CRS was taught in fewer areas in Apapa local government; some of the students tend to leave the class during CRS classes. Most of the pupils that were opportune to have knowledge on the impact of CRS on the morals development of pupils tend to forget the moral teachings of CRS as a result of family background and belief. To reduce the non-adherence to morality in the society to manageable level, a vital constituent of an effective moral learning experience need to be developed for schools and homes (Ajere, 2006). It is also believed that the government has a role to play in the effective teaching of CRS in schools, families and other social gatherings.

According to scholars like Njoku (2012) attributed the breakdown in moral behaviour of the school pupils to teachers’ attitude and government lack of commitment to the teaching of CRS as some that are committed do not handle the subject well, which has made it almost impossible for learners to attain the set goals.

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