Values---the individual’s or group’s general tastes regarding results or courses of actions deemed appropriate or otherwise, have a synergetic relationship with educational growth. Ordinarily, the values espoused by individuals or groups engender specific types of attitudes that elicit precise sorts of behaviours that open the horizon for definite sorts of educational growth. Conversely, the quality and quantity of educational growth of a nation influence the behaviours of the citizens which generate attitudes that ultimately create values. This rectangular-like bidirectional correlation has (...) a very strong causational angle to it: right values lead to positive educational growth; wrong ones elicit growth deficits in education, and vice versa. This essay establishes the correlation between values and educational growth using Nigeria as a case study. Through textual criticisms, it highlights the causative influence of bad values on the poor educational outcomes in the country and recommends value reorientation to reverse the ugly tide. (shrink)

The aim of this article is to critically build on Justin Biddle and Anna Leuschner’s characterization of epistemologically detrimental dissent in the context of science. We argue that the presence of nonepistemic agendas and severe nonepistemic consequences offers neither necessary nor sufficient conditions for EDD to obtain. We clarify their role by arguing that they are contingent enabling factors, not stable difference-makers, in the production of EDD. We maintain that two stable difference-makers are core to the production of EDD: production (...) of skewed science and effective public dissemination. (shrink)

This paper examines Heidegger’s concept of “facticity” in his writings from the 1920s. Heidegger’s focus on this concept, the author suggests, is keyed to Heidegger’s own rethinking of existence in terms of Luther’s and Paul’s interpretations of early Christianity. In this context, then, we gain new insight into Heidegger’s notions of temporality, of Jeweiligkeit, and also his critical appropriation of Aristotle.

This chapter contains sections titled: Metaphysics and Epistemology Ethics and Politics Aesthetic Worldviews References Further Reading.

This chapter contains section titled: Acknowledgments References and Further Reading.