Human personality is a product of cultural ideologies transmitted via institutions of socialisation – family, schools, religion, and the mass media. The school system is responsible for secondary socialisation of citizens after the family. The major obligation is the purposeful creation and strengthening of personality, to give the citizens proper formation so that they can integrate socially and take up responsibilities in the various facts of the society. The success or otherwise of this obligation depends on the values that dominate the learning environment of the citizens. Using the tenets of Skinner’s learning theory of personality, this study seeks to establish a relationship between the prevalent environment of learning and the high rate of value disorientation in Nigeria. The paper combines ethnographic observation and conceptual review methods. Some of the factors of value disorientation identified include, discordant religious doctrines in schools, marketing of schools with examination fraud, and environment of injustice and human rights abuse. The study recommends that government should separate religious education from formal education so that Nigerian schools will no longer be used as avenues of inculcating discordant religious beliefs and doctrines; and that the national and state houses of assembly should make legislations that will empower students to demand for justice when their rights are violated.
About the Author
Stephen Asombu Saa-aondo