Opinion
The Teacher We Need
It has become common
of late to hear people complain of fallen standard of education in our country. Their worries no doubt, may not be unconnected with the poor yearly output of our tertiary institutions of learning.
Surprisingly, these same (tertiary institutions) citadel of knowledge as were hitherto called had been the sole platform through which the nobility of our founding fathers were cooked, baked and sampled for societal good.
Then it was very difficult to fault any product of these noble institutions because, like gold, every product of the university or any equivalent institution of learning, was believed to have passed through fire, haven satisfied every requirement to be adjudged noble.
This I believe accounted for the euphoria that accompanied every graduation of students from the institution to the world, haven also been certified worthy in learning and in character by the institution.
Like the proverbial proof of the pudding that lies in the eating, every contact and encounter with any output (graduate) of these institutions of learning attested to the fact that the role of education and the teacher as being to imprint in the child a number of social and intellectual states required by society for stability and progress was achieved.
However, while the society is always in a hurry to blame her educational woes on the citadel of knowledge, is it really fair enough in its judgement? Could a child be well groomed at the foundational stage only to deviate without reservation at the tertiary level?
For me, blaming the universities for the fallen standard of education in Nigeria is like knocking the head for the sin of the anus, even though the universities do have their own portion of blame.
According to Professor Benjamin A. Eheazu of the Federal Normadic Education Centre, in a lecture presented at the first faculty-wide induction of first degrees and PGDE graduates of the faculty of education, University of Port Harcourt, going through various informed thoughts on child education and development, one would sure encounter the views of a renowned French Social Scientist, Emile Durkheim.
Emile Durkheim believes that a child is born into the world as a tabula- rasa which means blank- mind as it were, onto which society would have to engrave its values, norms, and culture.
For Durkheim, the role of education and the teacher is to imprint in the child, a number of social and intellectual states required by society for stability and progress. Hence, the child would have to remain docile and simply serve as a receptacle to planned curricular.
Amidst various theories and approaches to teaching and learning, what is paramount is the fact that it is the much that the teacher is endowed with that he impacts to the child who naturally wears a posture of naivety.
No doubt, the educational foundation of a child to a greater measure spells out how stable or feeble he turns out eventually and this makes it expedient that we define who teaches the child. The definition of the child’s teacher is imperative given the fact that while not all teachers would adopt Durkheim’s view on child education, many also do not see reason to apply the pedagogical methodology and instructional processes advocated by other theorists. They are neither here nor there.
If it be said that a poor teacher tells an average teacher informs, a good teacher teaches while a noble teacher inspires then there is indeed a need for noble teachers.
Professionally trained teachers who would make children internalize learning experiences by operating within the three domains of educational objectives (the cognitive, affective and psychomotor) as expounded by the American Educational Psychologist, Benjamin Bloom.
While we search for the teacher that we need, it is important we shop for the teacher who is abreast with the educational challenges of the 21st century which brings a lot of pedagogical burden to bear on the teacher.
In an era of progressive advancement in science and technology, with greater negative influence on the attitude and behavior of children towards education, the teacher is faced with serious challenges and so must be such that goes for more training and development in pedagogy to enable him respond positively to the use of Information and Communication Technology (ICT) in the teaching/learning process to meet curricular innovations.
Sylvia ThankGod-Amadi
Opinion
Wike VS Soldier’s Altercation: Matters Arising
The events that unfolded in Abuja on Tuesday November 11, 2025 between the Minister of the Federal Capital Territory, Chief Nyesom Wike and a detachment of soldiers guarding a disputed property, led by Adams Yerima, a commissioned Naval Officer, may go down as one of the defining images of Nigeria’s democratic contradictions. It was not merely a quarrel over land. It was a confrontation between civil authority and the military legacy that still hovers over our national life.
Nyesom Wike, fiery and fearless as always, was seen on video exchanging words with a uniformed officer who refused to grant him passage to inspect a parcel of land alleged to have been illegally acquired. The minister’s voice rose, his temper flared, and the soldier, too, stood his ground, insisting on his own authority. Around them, aides, security men, and bystanders watched, stunned, as two embodiments of the Nigerian state clashed in the open.
The images spread fast, igniting debates across drawing rooms, beer parlours, and social media platforms. Some hailed Wike for standing up to military arrogance; others scolded him for perceived disrespect to the armed forces. Yet beneath the noise lies a deeper question about what sort of society we are building and whether power in Nigeria truly understands the limits of its own reach.
It is tragic that, more than two decades into civil rule, the relationship between the civilian arm of government and the military remains fragile and poorly understood. The presence of soldiers in a land dispute between private individuals and the city administration is, by all civic standards, an aberration. It recalls a dark era when might was right, and uniforms conferred immunity against accountability.
Wike’s anger, even if fiery, was rooted in a legitimate concern: that no individual, however connected or retired, should deploy the military to protect personal interests. That sentiment echoes the fundamental democratic creed that the law is supreme, not personalities. If his passion overshot decorum, it was perhaps a reflection of a nation weary of impunity.
On the other hand, the soldier in question is a symbol of another truth: that discipline, respect for order, and duty to hierarchy are ingrained in our armed forces. He may have been caught between conflicting instructions one from his superiors, another from a civilian minister exercising his lawful authority. The confusion points not to personal failure but to institutional dysfunction.
It is, therefore, simplistic to turn the incident into a morality play of good versus evil.
*********”**** What happened was an institutional embarrassment. Both men represented facets of the same failing system a polity still learning how to reconcile authority with civility, law with loyalty, and service with restraint.
In fairness, Wike has shown himself as a man of uncommon courage. Whether in Rivers State or at the FCTA, he does not shy away from confrontation. Yet courage without composure often feeds misunderstanding. A public officer must always be the cooler head, even when provoked, because the power of example outweighs the satisfaction of winning an argument.
Conversely, soldiers, too, must be reminded that their uniforms do not place them above civilian oversight. The military exists to defend the nation, not to enforce property claims or intimidate lawful authorities. Their participation in purely civil matters corrodes the image of the institution and erodes public trust.
One cannot overlook the irony: in a country where kidnappers roam highways and bandits sack villages, armed men are posted to guard contested land in the capital. It reflects misplaced priorities and distorted values. The Nigerian soldier, trained to defend sovereignty, should not be drawn into private or bureaucratic tussles.
Sycophancy remains the greatest ailment of our political culture. Many of those who now cheer one side or the other do so not out of conviction but out of convenience. Tomorrow they will switch allegiance. True patriotism lies not in defending personalities but in defending principles. A people enslaved by flattery cannot nurture a culture of justice.
The Nigerian elite must learn to submit to the same laws that govern the poor. When big men fence off public land and use connections to shield their interests, they mock the very constitution they swore to uphold. The FCT, as the mirror of national order, must not become a jungle where only the powerful can build.
The lesson for Wike himself is also clear: power is best exercised with calmness. The weight of his office demands more than bravery; it demands statesmanship. To lead is not merely to command, but to persuade — even those who resist your authority.
Equally, the lesson for the armed forces is that professionalism shines brightest in restraint. Obedience to illegal orders is not loyalty; it is complicity. The soldier who stands on the side of justice protects both his honour and the dignity of his uniform.
The Presidency, too, must see this episode as a wake-up call to clarify institutional boundaries. If soldiers can be drawn into civil enforcement without authorization, then our democracy remains at risk of subtle militarization. The constitution must speak louder than confusion.
The Nigerian public deserves better than spectacles of ego. We crave leaders who rise above emotion and officers who respect civilian supremacy. Our children must not inherit a nation where authority means shouting matches and intimidation in public glare.
Every democracy matures through such tests. What matters is whether we learn the right lessons. The British once had generals who defied parliament; the Americans once fought over states’ rights; Nigeria, too, must pass through her own growing pains but with humility, not hubris.
If the confrontation has stirred discomfort, then perhaps it has done the nation some good. It forces a conversation long overdue: Who truly owns the state — the citizen or the powerful? Can we build a Nigeria where institutions, not individuals, define our destiny?
As the dust settles, both the FCTA and the military hierarchy must conduct impartial investigations. The truth must be established — not to shame anyone, but to restore order. Where laws were broken, consequences must follow. Where misunderstandings occurred, apologies must be offered.
Let the rule of law triumph over the rule of impulse. Let civility triumph over confrontation. Let governance return to the path of dialogue and procedure.
Nigeria cannot continue to oscillate between civilian bravado and military arrogance. Both impulses spring from the same insecurity — the fear of losing control. True leadership lies in the ability to trust institutions to do their work without coercion.
Those who witnessed the clash saw a drama of two gladiators. One in starched khaki, one in well-cut suit. Both proud, both unyielding. But a nation cannot be built on stubbornness; it must be built on understanding. Power, when it meets power, should produce order, not chaos.
We must resist the temptation to glorify temper. Governance is not warfare; it is stewardship. The citizen watches, the world observes, and history records. How we handle moments like this will define our collective maturity.
The confrontation may have ended without violence, but it left deep questions in the national conscience. When men of authority quarrel in the open, institutions tremble. The people, once again, become spectators in a theatre of misplaced pride.
It is time for all who hold office — civilian or military — to remember that they serve under the same flag. That flag is neither khaki nor political colour; it is green-white-green, and it demands humility.
No victor, no vanquish only a lesson for a nation still learning to govern itself with dignity.
By; King Onunwor
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