wesley osemwegie

This work takes a critical and cursory look at the term ‘education’ as well as the challenges of higher education in Nigeria. The paper explicates these issues from Hegel’s model of development. It argues that education is imperative for the development of any nation and underscores the relevance of man to his social-cultural milieu. It insists that the current problems or challenges bedeviling higher education in Nigeria is a systemic one, especially given the long, total neglect by the Nigerian political institution. The article concludes that Hegel’s view of society as containing intrinsic or inner contradictions; exemplified by the dialectic of history—portrayed by the triadic movement could not be sustained when x-rayed vis-à-vis the enormous problems plaguing higher education in Nigeria. However, the view of the paper is that though the challenges are not insurmountable, determined and pragmatic efforts must be made by all stalk-holders to address the ills bedeviling Nigerian education sector.

.It is apt and usual to cogitate and ratiocinate man and human rights; it is less so about or with (other) animal rights; and much more less and lesser so with/about “plant rights” and (possibly) the rights of cloned/the artificially intelligent agents’. This condition is unfair and not ideal because man, other animals, plants, and other human manipulations (AI) from nature constitute varying levels of being; therefore, they possess varying levels of rights. Hence there is need to espouse the nature/levels of being, on the one hand, and to adumbrate the nature/types of rights and as related to being as such—which is the imperative of this article. Dwelling on the cornucopia of literature/and common biological (and other) features in nature as basis for analysis, this article, first, seeks to establish that man, other animals, plants, and other human manipulations from nature constitute varying levels of being; and second, argues that each level of being as such possesses some rights associated with it. It argues further that either all beings have rights, or they don’t. The work concludes that if one accepts that all the levels of being possess rights (accordingly including plant, cloned and AI agents), then one has certain obligation to all levels of being; but accepting either poses the most existential and ontological threat to humanity and all of nature.

Over the centuries, beginning with the classic Greeks through the trends of the mid-20th century, philosophical enterprise has been intricately and seemingly irretrievably rooted in the theory of the given—an edification of philosophy as that giant mirror and standard for measuring what counts as knowledge; but is it thus synonymous with or reducible to epistemology? How or why? There are two answers to both of these questions. The attempt in this work is to delineate those separate concerns, their areas of convergence and disparity, but also indicated the genesis of edifying philosophy rooted in epistemology but which has been discredited in the works of some post-modernist reformers—Wittgenstein, Heidegger, Dewey, Quine, and Rorty. Against theirs, this piece shows that historically, philosophizing has had a methodology and some perceptual axioms; that it is not easy to abdicate it from this mode, no matter the will and zeal—for success is not a matter of will alone; that the post-modernists revolution is nothing new with its swollen nerves and arteries (as others before it, it soon wanes). It concludes that the urge for philosophic understanding shows no sign of abating and so the philosophical journey will probably go on and on, each stage building on and rewriting its past and ruminating specific but perennial problematic; that while some of the issues seemingly do appear resolved, others may have endured and eloped any final solution; and finally that the philosophical method and basic assumptions have seriously remained firmly even beyond post-modernist restructurers.