MAKURDI OWL JOURNAL OF PHILOSOPHY

The intersection of philosophy and education has remained pivotal in understanding how nations pursue meaningful development and social Ttransformation. In Nigeria's context and other developing countries, persistent issues of inequality, corruption, poor governance, and underdevelopment highlight the inadequacy of traditional knowledge transfer models of education. This paper critically examines how philosophy, through the lens of critical pedagogy, can reposition education as a transformative tool for national development. Specifically, it seeks to: (1) explore the philosophical foundations that connect education with social change; (2) assess the liberatory role of critical pedagogy in challenging passive acceptance of oppressive conditions; and (3) propose philosophy-driven pedagogical approaches capable of reorienting curricula toward equity, justice, and active citizenship. This paper employs an analytic and critical review of relevant literature, drawing insights from Paulo Freire, African philosophers of education, and contemporary scholarship linking philosophy, pedagogy, and development. The study argues that embedding philosophy into pedagogy empowers learners to think critically, resist systemic injustices, and actively contribute to nation-building. It concludes that philosophy-informed pedagogy is indispensable for sustainable development, as it cultivates reflective, responsible, and transformative citizens capable of shaping more just and progressive societies.

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