Capacity Building for Inclusive Development in Humanities (Philosophy) (Published)
The purpose of this study is to comprehensively within the allowable space formulate a weighty discourse regarding capacity building as it relates to inclusive development in Humanities, particularly in philosophy. This will include making conceptual clarifications in Philosophy, capacity building, and Inclusive development, as well as showing the inter-connectedness amongst the concept in line with the topic of this study. This study in order to attain the highlighted purposes above will apply a non-empirical methodology which will allow the research to flow from the angle of peer review of journals and gathering of data and information from existing works of literature wherein the concepts in this study have been discussed. This study finds that the inclusive development in humanities with specific attention to philosophy touches on all facets of life and particularly the wholeness of man. When one speaks of inclusive development concerning philosophy, there are factors which are brought to limelight, the issue being whether there is a capacity building for such factors to thrive if there is no capacity building, how there be a capacity building for inclusive development in humanities (philosophy). The study also found the co-existence amongst philosophy, inclusive development and capacity building. This study is not an outcome of coincidence; the study is well thought, which therefore means that the study has a unique contribution to theory, practice and policy. In this regard the study makes the extra-ordinary effort to research and form a discourse concerning the capacity building for inclusive development in humanities (philosophy); which is a new area in research studies, as there are few or no existing works of literature holistically capturing the concepts in this study in a single study
Keywords: Capacity building, Philosophy, humanities, inclusive development
Constructivism Philosophical Paradigm: Implication for Research, Teaching and Learning (Published)
The constructivism philosophical paradigm is an efficient tool that can yield many benefits when implemented in the carrying out of research in diverse field of study as well as in undertaking teaching and learning activities at any educational level. There was the need to adopt the qualitative research’s powerful tool thus, document analysis to present a literature review on the subject to enlighten researchers and teachers of the great imports, rich and useful information that they can glean from this vibrant paradigm of philosophy. The paper projects, how researchers can be coached with this philosophical paradigm in their selection of research design, instrumentation, theoretical framework and data analysis procedures. It recommends viable instructional strategies that teachers can employ for instructing learners in the constructivist approach. The paper contends strongly that the constructivism philosophical paradigm provides a firm foundation for researches, especially in humanities, education and other behavioral researches while maximizing students’ learning outcomes when employed in teaching and learning activities.
Keywords: Constructivism, Education, Instructional Strategies, Philosophy, Research