Karl Popper's philosophy and the possibility of an African approach to science

This thesis makes the philosophical case for an engaged and active African perspective in science studies. The African dimension has been largely absent in an actively increasing research area of science and society, an applied area where philosophy and other disciplinary interests intersect. To be able to do this demands the need to revisit what constitutes an African intellectual tradition. Indeed, a core aspect of the African identity whose epistemic worth and relevance have been denigrated, ignored and dismissed on the basis of ideal standards of reason and rationality set up by the privileging of Western intellectual tradition as typified by modern Western science. Efforts and interventions to advance science development in the African context (Nigeria) have not been successful as a result of the contextual inattention that characterises the approach prevalent today—one based on a justificationist epistemology and methodology. Therefore, I argue that a non-justificationist conceptualisation of reason and rationality—seen as being open to criticism and which takes seriously the results of critical exchanges as advanced in Karl Popper—is more appropriate to the science situation in Nigeria. This exploration helps not only to vitiate cultural tensions but also able to create a new basis for interaction between African and Western knowledge traditions.Of particular interest in Popper’s philosophy—but too often ignored in the literature—is the strong connection between his epistemology of science and his political thought. In pointing out key epistemic principles that flow from Popper’s epistemology to his politics, I aim to provide a more robust account of the problem of science advancement in Africa than other approaches. These may be characterized as ‘colonialist’, seeing the answer as lying in the imposition of Western science and its values, and ‘traditionalist’, that resist this by championing indigenous knowledge and value systems. Positioning my account between these alternatives, Popper’s philosophy is deployed as a framework within which a dialogue between two seemingly incompatible cultures becomes possible. Popper’s emphasis on epistemic virtues of openness and humility, underlined by fallibilism and critical rationalism, allows the development of a new model of rationality that is neither absolute nor relative but pluralistic. Thus, although the primary focus is the development of an African science culture, the thesis demands a reappraisal by Western science of its own dispositions and outlook.This Popperian way of reconceptualising rationality and accompanying epistemic attitudes makes decoupling the entrenched entanglement embodied by prevailing popular models of science less problematic and so makes way for a new approach to science in an African context, where ownership and responsibility can be initiated on a dialogical basis. Such a model does not exclude, devalue, denigrate, oppress, or disrespect. In this way, the global image of science can be recalibrated in a manner that is characteristically ecumenical, authentically pluriversal, truly open, and genuinely decolonised, with each knowledge tradition better disposed to offer its modest contributions to the common pot of science, as all of humanity strives to sort the challenges of development world over

An investigation into the effects of in-service training on (the knowledge, attitudes and understanding) of primary school teachers in the Kaduna State of Nigeria towards the integration of children with special educational needs in physical education

The education of children with various disabilities has attracted the attention of educational planners and curriculum developers in many countries of the world especially among the developed countries. Appropriate legislation, provision of facilities, and the training of specialist physical education teachers are some of the measures taken in some countries. In Nigeria as in most developing countries, the physical educational needs of children with disabilities has not received due attention, and the result is that Special Educational Needs children in schools are almost forgotten in the planning and implementation of school physical education programmes. The need to integrate them into school programmes is an important measure that should receive adequate consideration.The main purpose of this study is to evaluate forms of Inservice Education and Training (INSET) programmes for teachers and consider how these programmes can be improved to provide teachers with adequate knowledge and skills for the integration of children with physical disability into primary school physical education lessons.An experimental design was adopted for this study. In the design a sample of 100 teachers was drawn from the teachers' population in 5 primary schools in the Kaduna state of Nigeria. The same was divided into three groups of control (40), comparison (40) and experimental (20). All groups received the initial questionnaire, but the comparison and experimental groups received varying degrees of interventions by way of additional information on the practice of educational integration. The intervention for the comparison group was in the form of a booklet which contained an outline of SEN pupils' needs in physical education. Teachers in the experimental group received an intervention which included teaching demonstrations for children with physical disability in P. E. and the same booklets given to teachers in the comparison group. In addition, interviews and discussions with teachers were carried out as well as observation of physical education lessons in order to supplement data collection strategies. The purpose of these measures was to assess the impact of interventions introduced on attitudes, knowledge and skills of teachers regarding integration and to compare their opinions on these variables before and after the interventions.The questionnaire used for collecting information from teachers involved in the study was designed using a 5-point Likert type scale.Teachers' self-ratings on attitude, skills and knowledge of integration have been analysed using mean, standard deviation and student t- distribution test statistics using an SPSS PC computer analysis of data. Information gathered through observation and interviews have been analysed qualitatively.The main findings of the study related to the demographic characteristics of teachers working with SEN pupils in physical education who responded to the questionnaires, the attitude of the teachers to in-service training, their knowledge of the practice of integration, possession of relevant skills for working with Special Educational Needs children in a mainstream setting, awareness of the obstacles to mainstream education, and the need for collaborative efforts with parents and other professionals in order to achieve the objectives of programme of integration.Some of the conclusions reached were that there was an urgent need to recruit more qualified physical education teachers, and prepare them specifically for the role in catering for children with SEN so that, programmes of integration can be more effectively planned and implemented in Nigerian schools. Those responsible for teachers' education should be made aware of the need to provide further training to develop more knowledge and skills that may help them to cope with the new challenges of programmes of integration. Essentially, there is need to create a general awareness among educational planners, curriculum developers, policy makers, and physical education teachers of the importance of integrating children with physical disability into the mainstream physical education lessons so that educational provision in Nigeria can be seen to be fair and non-discriminatory to both able-bodied and disabled pupils.The focus of this study is also on providing teachers with the necessary knowledge and skills in order to enable them to cater for a wide range of children with special educational needs who may be attending ordinary schools in Nigeria and in the Kaduna state in particular. The term 'special educational needs' referred to in the thesis covers a wide range of children with disabilities including the amputees, moderate learning difficulties, movement difficulties, those with certain medical conditions(e. g. asthma, diabetes, epilepsy) and those with emotional and behavioural disorders. These are the types of children with special needs whom teachers in ordinary schools in the Kaduna state of Nigeria may have to provide for in their physical education lessons.Any reference to children with physical disability in particular is in relation to specific programmes of physical education designed specifically for those with physical handicaps or impairment. Reference to physical disability is therefore not used as an alternative term to special educational needs but when in particular referring to this specific form of special needs. Case studies of some of these children were carried out during the course of this study and reports shown in appendix S. Also, suggested programmes that would enable SEN children to participate in physical education lessons alongside their ablebodied peers have been provided in appendix 2

The Effects of Effluent Discharged from Bottling Companies on Algal Composition in Kakuri Stream Kaduna, Nigeria

This study determined the impact of soft drink effluent on algal composition in Kakuri stream, Kaduna South Local Government Area, Kaduna. Limnological studies of soft drink effluent were carried out for a period covering wet and dry seasons across three (3) sampling points code-named Stations A, B and C. Some physio-chemical parameters were analysed using standard methods. A total of 43 species were observed belonging to 5 families. Chlorophyceae and Cyanophyceae were the most abundant families across the three (3) stations. The total flora count was high during the dry season, 1965 cells than wet season, 1071 cells. The most dominant species were Euglena sp., Microcystis sp. and Oscillatoria sp. The pH of the three stations was more alkaline (pH 8.1) but reduces slightly at stations B and C during the months of May (pH 5.2) and August (pH 6.5). The biological oxygen demand (BOD) was relatively high across the stations, dissolved oxygen was generally low except for some months (December at station A and January at station B) that had its dissolved oxygen values above 5.00 mg/l. Euglenophyceae showed positive correlation to conductivity and BOD, Chlorophyceae was positively correlated with BOD, Cyanophyceae showed positive relationship with BOD and dissolved oxygen, Charophyceae was positively correlated with dissolved oxygen, Bacillariophyceae showed positive correlation with pH, temperature, phosphorus, BOD and dissolved oxygen. Effluent discharge and farmland run-off passed into the water body supports growth of dominant species indicating organic pollution, thus, poses a threat to the environment over a long period of time. Keywords: Algae, Effluent, Biological oxygen demand, Dissolved oxygen

Migrants in the Throes of Multiple Crises: Fragmented State Authority, Informal Networks and Forced (Im)mobilities in Libya

This article investigates the influence of non-state actors’ activities on migrants' journeys and the resulting phenomena of ‘stranded migrants’ and forced (im)mobilities in Libya. Due to the intense instability in Libya in the post-Gaddafi era and increasing restrictions on EU borders, return migration became a major plank of the EU's migration policy. The article examines the distinct nature of the European Union's externalization policies and practices regarding migration. Specifically, it explores how these policies, when implemented in politically unstable contexts such as Libya, involve armed actors (or militias) who enforce immigration control through the use of violence against migrants. As a result of these practices, distinct dynamics of multi-level governance (MLG) have emerged, in which informal non-state actors play leading roles in the complicated nexus between informality and formality, making migration to Europe and the return of stranded migrants to their home countries difficult

The Livelihood and Place-making of Nigerian Migrants in Madrid, Spain

Spain’s history is undoubtedly intertwined with migration. While it may serve as an opportunity of refuge for countless migrants, it also remains a transit country and even a place of refuge for numerous other foreigners who find their ways in and through the country. These mixed migration motivations have consequently made Spain a remarkable country for immigration within the European Union. Since the second half of the 1980s, Nigerian migrants in their thousands, like their counterparts from other countries and walks of life, also discovered the country as a favorable destination. This often led them to choose to relocate and explore the available livelihood opportunities Spain offers. The large population of Nigerian migrants, their livelihoods, and their social lifestyles have negligibly been reflected in the academic literature for nearly three decades. For many potential migrants, life is believed to be sweet in Europe, even as issues arise, such as low skilled migrants needing to rely mainly on commercial sex work for their own survival. Because women dominate the population of most migrants of Nigerian origin in Spain and are often school drop-outs, the popular discourses of life for Nigerian migrants in Spain are thus the main lenses to look at the socioeconomic lives of Nigerian migrants as the core of this thesis. The research undertaken reveals an increasing presence of highly educated and skilled Nigerian migrants in Madrid, the capital city of Spain. It also affirms that the majority of the migrant population are engaged in livelihood activities other than commercial sex work, going against the popular discourses of Nigerian immigration to Spain. This study adopted an ethnographic methodological research approach, a qualitative interview method, and secondary sources of archival materials for data gathering

Federalism and constitutional change in Nigeria

In comparison with established democracies Nigeria is a highly populated and ethnic fragmented state. Therefore after colonial rule and independence a federal constitutional structure was supposed to bring the processes for conflict resolution between the ethnic groups. In 1960 Nigeria started as a highly decentralised state and went through important changes until 1999 towards greater centralisation which found its culmination in regular military governments and open conflicts. Until 1999 each constitution promulgated by the military was considered as a step towards the transition to democracy. After the constitution making process, political actors aspired to constitutional reforms in a democratic way. Those attempts at mega constitutional change were not successful, which lead to military coups once again. This paper traces back mega-constitutional change in Nigeria between 1999 until 2007. After a brief introduction the paper proceeds with the foundations of federalism and constitution making in Nigeria. The following three paragraphs deal with the politics of constitutional change in Nigeria from 1999 until 2007. The final part of the paper compares the failure of Nigerian constitutional reforms with the case of Canada. As in the Canadian case, sub constitutional change in Nigeria is presented as a possible answer to demands of reform, instead of mega-constitutional reform

Communicating Corporate Social Responsibility Performance of Organisations: A Key to Winning Stakeholders’ Goodwill

Corporate social responsibility is an approach whereby a company considers the interests of all stakeholders, both within the organisation and in society and applies those interests while developing its strategy and during execution; it offers organisations various opportunities not only to differentiate themselves from competitors, but also, for reducing costs. However, organisations must endeavour to communicate their corporate social responsibility initiatives to the stakeholders. Therefore, this study is an examination of the importance of communicating CSR initiatives of organisations to the stakeholders. The analysis shows that it is important for organisations to communicate their CSR initiatives to the different  stakeholders so as to win their goodwill. A disconnect in communication between CSR initiatives and public awareness will impede any potential benefits to an organisation. Thus, it is important to intelligently and strategically communicate this to the public. Some of the channels for communicating CSR initiatives are: press releases, internal web portals, newsletters, emails, television commercials, print advertisements, billboard advertisements and Internet communications, which offer opportunities to engage and share information with vast audiences. The paper therefore recommends that it is imperative for every organisation to communicate its corporate social responsibility initiatives to the stakeholders through different channels of communication as it is one of the ways to win the goodwill of the stakeholders.Key words: Communication, corporate social responsibility, initiatives, stakeholders and goodwil

Effect of Collaborative Learning Strategy on Students’ Academic Achievement in Chemistry in Onitsha Education Zone, Anambra State

This study examined the effect of collaborative learning strategy on students’ academic achievement in Chemistry in Onitsha education zone, Anambra State. Two research questions were raised and three null hypotheses were tested. Quasi-experimental research design, specifically, pretest-posttest nonequivalent groups design was adopted for the study. Findings of the study revealed that collaborative learning strategy has a higher positive effect on students’ academic achievement in Chemistry than the conventional teaching method and the difference was significant. Also, the study disclosed that collaborative learning strategy had more effect on female students’ academic achievement in Chemistry than on male students and the difference was not statistically significant. The study concluded that the open communication and sharing of ideas embedded in collaborative learning strategy enhances students’ academic achievement in Chemistry than the conventional teaching method in secondary schools. The researchers recommended among others that, Chemistry teachers should use collaborative instructional strategy to teach the perceived difficult Chemistry topics in order to improve students’ understanding on the subject in secondary schools

Universities and Corporate Social Responsibility Performance: An Implosion of the Reality

The paper examines the need for universities to carry out corporate social responsibility programmes. Two theories were used as theoretical framework for the study (stakeholder’s theory and uncertainty reduction theory). The qualitative research method was used as the research method while personal interview was used to gather data from the respondents. The population was made up of members of Nigerian Institute of Public Relations (NIPR), Plateau State Chapter. Ten public relations practitioners were interviewed on the need for universities to carry out corporate social responsibility programmes. Responses from the interview show that universities ought to be socially responsible to their stakeholders. Findings further show that CSR helps organisations, including universities to improve on their image. Findings also show that there are various areas of CSR universities can pay attention to; these areas are: economic responsibility, philanthropic responsibility, environmental responsibility, employee wellness and health, employment of qualified lecturers and legal responsibility. The paper therefore concludes that universities in the world over need to always engage in corporate social responsibility so that they can win the goodwill of their stakeholders. Based on the conclusion therefore, the study recommends that universities should endeavour to be social responsible, if they want to win the goodwill of their stakeholders and should endeavour to communicate their corporate social responsibility programmes to the stakeholders so that the stakeholders will understand them.Key words: Universities, corporate social responsibility, performance and goodwil