PHILOSOPHICAL FOUNDATIONS OF EDUCATION AND THEIR INFLUENCE ON TEACHING AND LEARNING PRACTICES IN NIGERIAN SECONDARY SCHOOLS

Abstract

Nigerian secondary school teachers often adopt teaching methods that conflict with their 
stated educational philosophy, creating a gap between theory and classroom practices that 
undermines learning outcomes. Philosophical foundations like pragmatism, and 
existentialism shape curriculum goals in Nigeria, their actual influence on daily teaching 
practices in secondary schools remain poorly documented. This paperhas discussed the 
impact of the philosophical underpinnings of education on teaching and learning in Nigerian 
secondary schools and the poor connection between philosophy and classroom practice that 
leads to poor learning outcomes. The study discovered through qualitative study with content 
analysis that idealism and realism dominate teaching in the Nigerian secondary school 
classrooms, and therefore the teaching method is teacher-centered and focuses on factual 
knowledge; pragmatism and existentialism, which promote experiential and learner-centered 
learning, are seldom practiced. Findings indicate that teachers’ philosophical orientation 
significantly shapes instructional methods, with pragmatists favoring group work and 
problem-solving activities among students, while existentialists favoring student choice, self
expression, and reflective dialogue.it is therefore recommended that the integration of these 
philosophical contents with practical learner-centered pedagogical skills, which is 
accomplished by improving teacher education, curriculum development, and training should 
be improved to enhance educational outcomes