FREEDOM AND DEMOCRATIC CLASSROOM IN IMO STATE SECONDARY SCHOOLS: A PHILOSOPHICAL APPROACH

Abstract

The study examined freedom and democratic classroom in Imo State secondary schools: A Philosophical Approach. Three research objectives and questions were formulated to guide the study with an adoption of a philosophical approach and the utilization of speculative, prescriptive (also normative) and analytic modes of philosophy in the analysis of data; aimed at explaining clearly freedom and democratic classroom for simple application. As a democratic leader, the teacher provides students with appropriate opportunities to contribute to group decisions. These opportunities range from procedural to educational matters. In the democratic classroom, for instance, the teacher can involve students in devising classroom rules, perhaps in the form of writing and signing a classroom constitution which go a long way to improve their academic performance. It was argued that teachers are social change agents. They can play key roles in shaping and reshaping the society on democratic grounds. The study concluded that the practice of democratic classroom provides the students an opportunity to understand and analyze the interplay of social development, education and democracy and develop skills and commitments for serving and improving the society. Therefore, training is very vital for teachers to achieve the needed practice of democratic classroom. The researchers therefore recommended that the practice of democratic classroom be made mandatory among secondary school teachers, in order to give the students a sense of belonging. Also, teachers’ training and re-training should be made compulsory to enable teachers possess the needed skills in the practice of freedom and democratic classroom. Students should be allowed to share their opinions, ask questions when necessary and make valid contributions, as these can aid in improving their academic performance.