Full Project - THE ROLE OF CHRISTIAN RELIGION EDUCATION IN PROMOTING PEACEFUL CO-EXISTENCE AMONG STUDENTS IN BARKIN LADI LGA PLATEAU STATE, NIGERIA - Christian Theology Research Project Topics

Full Project – THE ROLE OF CHRISTIAN RELIGION EDUCATION IN PROMOTING PEACEFUL CO-EXISTENCE AMONG STUDENTS IN BARKIN LADI LGA PLATEAU STATE, NIGERIA

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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Peaceful co-existence is an indispensable ingredient that helps in the promotion of growth and development in a society. Peace is very essential for the progress of every society. Abindu (2002) underlined that the need of peaceful co-existence and conflict prevention movement in the society, start from the home with the examination of how children socialize and how they are indoctrinated. Peace is the actions that build bridges across social barrier, create harmony and promote peaceful co-existence and development. Peace promote social; and economic stability and so development will follow naturally, and that peaceful co-existence promotes freedom of worship of different religious groups, and creates room for the spread of one’s faith.

Daudu (2005), added that where there is peaceful co-existence, there is integration among people of different religions and tribal backgrounds. Peace in the society bring about good management which help in doing efficient work and promote the best use of resources.

Barkin Ladi has been a peaceful local area in the state and it has many ethnic communities spread across its districts for commercial purposes, it has attracted both, Hausa, Fulani, Yoruba an Igbos. Unfortunately, the 2001 crises, both indigenes, residents, national and international communities where disappointed when the peaceful co-existence in the local area was taken over by massive killings and unwanted destruction of properties. These experiences led to mutual suspicion, lack of trust for each other to the extent that settlement in the area is now along religious lines.

The persistent conflict in the area has affected all spheres of lives, education, economic, social and otherwise. School children and the teachers are massacred, school buildings were burnt down, churches and Mosques were also set a blaze. The generation of children are growing up in an environment that is characterized with extreme violence and fear. Tank (2008), described the present situation in the area as an uneasy calm, or negative peace where the youths have become a depot from which to recruit merchants who unleash mayhem in the society. Hence the need to catch them young through Christian religion education and mould their character positively.

For the sake of peaceful co-existence diverse approaches have been adopted at various levels. Such efforts have been inspired by the different governments or their agencies NGOs, Civil society groups, individuals, as well as the school to promote the culture of peace in the local area. Peace is a state of harmony between people or groups, freedom from strife, peace is something that individuals need to adopt in the society to build a healthy nation. It is important to deeply understand the dynamic of student’s peaceful engagement from the international, national, state down to local levels. Omotayo (2005), observed that Geneva women gathered for five (5) days in October, 2002 to discuss new initiatives aimed at promoting world peace and eliminating the causes of conflicts. In line with the efforts to promote peace and its sustainability, the United Nations declared the year 2000-2010 as international declaration for a culture of peace and non-violence for schools and children of the society.

However, in Nigeria Ukeje (2004), examined the non-violent protest by students from different ethnic groups in the Niger Delta Area of Nigeria over ecological degradation as it affects their fishing among others.

Furthermore, he asserted that, students carried out peaceful protest as a way of improving the environment in which they carry out their productive activities. Similarly, when state of emergency was to be imposed in Plateau State, Nigeria, he noted that Christian students took to the streets to protest. Their protest was not violent, but effective and point to how the intellect and energy of students can be harnessed for peace in the state. As part of strategies for peace in the local area conferences, seminars and workshops were organized with a vision of peace. To reduce the rate of orphans, dropout students and economic instability in the society. Christian students in Barkin Ladi teamed up to promote peace, since students and schools are more affected during crises.

Therefore, to instill discipline and enhance peaceful co-existence, Christian Religion Education is not only to impact content of the Bible in schools but to impact moral lessons and instructions. Religion provides the moral foundation of every society. Religion teaches that certain things are good and certain things are bad. Without a sound or strong moral foundation every society or nation eventually collapses. Hughes (1999), observed that Christian Religion Education that convey the message of peaceful co-existence is concerned with the improvement of mind. Central to the development of the mind is the growth of knowledge.

Obilom (2004:3) observes that; good Christian Religious Education (CRE) that is based on sound Biblical principles brings social happenings, change situations from worst to best and provide means and answers to questions which science alone cannot provide. It provides in no small measures the patterns of life and behaviour in society. CRE is a useful instrument for social control by making the individual conform to the rules and norms of the society.

Similarly, Robinson (2005:56) noted that, the

Teaching of Christian Religion Education gives the child the right ideas about God. His will and the idea of good and evil. To produce good citizens who will be useful to God, their nation and their neighbours. Christian Religion Education also lead children to respect laws and orders and make them be good followers. Christian values such as honesty, truthfulness, loyalty, obedience, selflessness, kindness to others, and co-operation at work are all encouraged by Christian Religion Education.

Christian Religion Education be it primary, secondary, tertiary institutions, seminaries and theological colleges exposes students to principles of dialogue. Imo (1995) added that, apart from teaching, courses that deal with dialogue, students study Islam and other world religions as part of their syllabi. This would help them respect other people’s faith hence live in peace with one another

However, the teachings of Christian Religion Education has been given the bearest minimum of time allocation on the school time table. Also, very little emphasis has been placed on teachers professional training in Christian Religion education, largely as a result of them is guided belief that anyone can teach Christian religion Education, (Ishaya, 2007). Illori (2004) said the possession of training specifically in Religion education is a first priority in the mind of appointing authorities. As a result religion education has been taught in secondary schools over the years largely by teachers who have been either untrained or only partially trained in the subject.

Ilori further added that the teaching of Religion education amount to nothing less than an exercise in sheer indoctrination, the teaching of tradition and practice as if they were facts. Mamam (2007), in his view, explains that the need for peace cuts across tribal, ethnic, political and cultural lines. Therefore Christian religion education often is the bridge that connects peace to people from different backgrounds and orientations. It is the source of unity for uniting and bringing people together to form a good community of believers.

Christian Religion education teaches peace and tolerance, and its promote the virtue of peaceful co-existence such as, forgiveness, reconciliation, love, respect for life and other values that promote non-violence leading to progress and lasting peace in the school. Christian Religion education has always been a tool for peace building, because we all believe in the existence of God.

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RESEARCH PROJECT CONTENTS
CHAPTER ONE - INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPETR TWO – LITERATURE REVIEW
2.1. Introduction
2.2. Conceptual Framework
2.3. Theoretical Framework
2.4 Empirical Review
CHAPETR THREE - RESEARCH METHODOLOGY
3.1 Research Design
3.2 Study Area
3.3 Population of the Study
3.4 Sample Size and Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method of Data Collection
3.9 Method of Data Analysis
3.9 Method of Data Analysis
3.10 Ethical Considerations
CHAPTER FOUR - DATA PRESENTATION AND ANALYSIS
4.1. Introduction
4.2 Demographic Profiles of Respondents
4.2 Research Questions
4.3. Testing of Research Hypothesis
4.4 Discussion of Findings
CHAPTER FIVE – SUMMARY, CONCLUSION & RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
REFERENCES
APPENDIX

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