1.0 Introduction
1.1 Background of Study
Religious education, particularly Christian Religious Education (CRE), has long been regarded as a key factor in shaping the social and moral frameworks of individuals, especially in societies characterized by diverse religious and ethnic groups. In Nigeria, where Christianity is one of the major religions, the educational system has historically incorporated religious teachings to guide students in moral and ethical development. In regions such as Plateau State, where religious and ethnic diversity often leads to inter-group tensions, the role of Christian Religious Education in fostering peaceful co-existence among students becomes especially significant.
Barkin Ladi Local Government Area (LGA), located in the central part of Plateau State, is home to a diverse population, consisting of various ethnic groups and religions, predominantly Christianity and Islam. Over the years, the region has experienced its fair share of inter-religious conflicts, often fueled by ethnic and religious tensions. Such conflicts have left a lasting impact on social cohesion and have posed challenges to peaceful living within communities. Consequently, the need for effective peace-building strategies, especially through education, has become crucial.
Christian Religious Education (CRE) provides an avenue to teach students about core Christian values, such as love, forgiveness, tolerance, and unity. According to Akinyemi (2015), religious education can promote peace by instilling in students the moral virtues necessary for fostering harmonious relationships among people of different backgrounds. Furthermore, CRE, as part of the formal school curriculum, offers a structured approach to introducing these values from an early age, helping to shape students' worldview and behavior in positive ways.
The significance of CRE in promoting peace is further emphasized by the works of Okwori (2017), who notes that Christian teachings on reconciliation and forgiveness can play a transformative role in reducing conflicts. In the context of Barkin Ladi, where social divisions are often marked by religious identity, CRE offers a platform for encouraging students to transcend these divisions and promote mutual respect and understanding. However, despite its potential, the full impact of Christian Religion Education in fostering peaceful co-existence remains underexplored, particularly in rural and semi-rural areas like Barkin Ladi.
The role of Christian Religious Education (CRE) in promoting peaceful co-existence among students has become increasingly important in today's multi-ethnic and multi-religious societies. In Nigeria, a country characterized by its diversity, religious tensions have occasionally posed a threat to social harmony and national development. In this context, Christian Religious Education plays a vital role in shaping the moral and ethical values of students, equipping them with the knowledge necessary to foster mutual respect and peaceful interactions. Specifically, in Barkin Ladi Local Government Area (LGA), Plateau State, Nigeria, where diverse religious and ethnic groups coexist, CRE has the potential to serve as a unifying force among students.
The significance of religious education in promoting peace cannot be overstated. According to Okeke (2013), religious education has the capacity to influence students' perspectives, attitudes, and behaviors toward peaceful co-existence by promoting values such as love, tolerance, and understanding. As schools are key platforms for socializing the younger generation, the integration of Christian teachings, such as forgiveness, peace, and reconciliation, into the educational curriculum can contribute to reducing conflicts and enhancing social cohesion (Ajayi, 2016).
Barkin Ladi, with its complex social dynamics, presents a unique environment for investigating how Christian Religious Education can positively impact students' attitudes towards peace. This study aims to explore the role of Christian Religious Education in promoting peaceful co-existence among students in Barkin Ladi LGA.
1.2 Statement of Problems
In many parts of Nigeria, including Plateau State, religious and ethnic tensions have resulted in conflicts that have negatively impacted social cohesion. Barkin Ladi LGA, a region with a diverse population of Christians and Muslims, has not been immune to these challenges. Despite the historical role of religious education in promoting moral values, the growing incidents of inter-religious and ethnic strife in the area suggest that the potential of Christian Religious Education (CRE) in fostering peaceful co-existence among students has not been fully realized.
CRE is meant to instill values such as tolerance, forgiveness, and unity, yet the reality on the ground indicates that religious intolerance and divisions persist among students. This raises critical questions about the effectiveness of the CRE curriculum in addressing issues of religious and social conflict, particularly in areas where ethnic and religious differences are deeply embedded. Given the importance of education in shaping young minds, it becomes necessary to assess the impact of CRE in promoting peace among students in Barkin Ladi LGA. While the integration of peace-building elements into the CRE curriculum is an attempt to respond to these challenges, there is a lack of comprehensive research on how these teachings translate into practical attitudes and behaviors among students. The issue is compounded by the fact that despite the historical presence of Christian religious education in the region, its role in directly mitigating religious conflicts remains underexplored.
1.3 Aim and Objectives of Study
The aim of this study is to explore the role of Christian Religious Education (CRE) in promoting peaceful co-existence among students in Barkin Ladi LGA, Plateau State, Nigeria. The specific objectives of the study are:
- To examine how the Christian Religious Education curriculum in Barkin Ladi addresses values of peace, tolerance, and reconciliation.
- To evaluate the effectiveness of CRE in influencing students' attitudes towards religious and ethnic diversity.
- To assess the impact of Christian teachings on students' behavior, particularly in terms of promoting peaceful interactions among students of different religious backgrounds.
- To identify any gaps or challenges in the current implementation of CRE in fostering peaceful co-existence within the school environment.
- To recommend strategies for enhancing the role of Christian Religious Education in promoting long-term peace and unity among students in Barkin Ladi LGA.
1.4 Research Questions
The research questions for this study, based on the stated objectives, are:
- How does the Christian Religious Education curriculum in Barkin Ladi LGA address values of peace, tolerance, and reconciliation?
- To what extent does Christian Religious Education influence students' attitudes towards religious and ethnic diversity in Barkin Ladi LGA?
- What impact does Christian Religious Education have on students' behavior in promoting peaceful interactions among students of different religious backgrounds?
- What are the gaps or challenges in the current implementation of Christian Religious Education in fostering peaceful co-existence among students in Barkin Ladi LGA?
- What strategies can be recommended to enhance the role of Christian Religious Education in promoting peace and unity among students in Barkin Ladi LGA?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H0: Christian Religious Education does not have a significant impact on students' attitudes towards religious and ethnic diversity in Barkin Ladi LGA, and does not promote peaceful co-existence among students.
- H1: Christian Religious Education has a significant positive impact on students' attitudes towards religious and ethnic diversity in Barkin Ladi LGA, promoting peaceful co-existence among students.
1.6 Significance of Study
The findings will be of great importance in suggesting practical strategies to enhance the teaching of peace, unity, and reconciliation within the curriculum, which will ultimately contribute to reducing religious intolerance among students.
Furthermore, the findings of this study will contribute to the broader discourse on the role of religious education in promoting social harmony, offering a model that other regions facing similar challenges might adopt.
1.7 Scope of Study
The scope of this study is limited to examining the role of Christian Religious Education (CRE) in promoting peaceful co-existence among students in Barkin Ladi Local Government Area (LGA), Plateau State, Nigeria.
The study will focus on secondary schools within the LGA that incorporate CRE as part of their curriculum. It will assess how the CRE curriculum influences students' attitudes and behaviors towards religious and ethnic diversity, with particular emphasis on fostering values such as tolerance, respect, and unity.
1.8 Limitations of the Study
The limitations of this study were primarily centered around time and resource constraints, which restricted the depth of the data collection process. Due to the limited timeframe, the study was unable to involve a larger number of schools across Plateau State, focusing only on secondary schools within Barkin Ladi LGA. This geographical limitation may have affected the generalizability of the findings to other regions of Nigeria with different social and religious dynamics.
Additionally, access to participants, including students, teachers, and religious educators, was constrained by scheduling conflicts and institutional restrictions. This limited the sample size and diversity of perspectives on the role of Christian Religious Education (CRE) in promoting peaceful co-existence. The study also faced challenges related to the reliability of self-reported data, as participants may have provided socially desirable responses rather than honest opinions about the effectiveness of CRE.
Furthermore, the study was unable to account for other external factors influencing students' attitudes and behaviors towards religious tolerance, such as family, community, and media influence, which might have offered a more holistic view of the factors shaping students' views on peace and unity.
Lastly, due to language and cultural barriers, some aspects of the study's findings were constrained by the participants' ability to fully express their views in the survey instruments, which could have impacted the accuracy of the data collected.
1.9 Definition of Terms
Christian Religious Education (CRE): Christian Religious Education refers to the formal instruction or teaching of Christian beliefs, values, and practices, typically within a school setting. It aims to instill moral and ethical principles rooted in Christian teachings, such as love, tolerance, peace, and respect for others (Adedeji, 2017). In the context of this study, CRE is considered a tool for promoting peaceful co-existence by fostering a sense of unity and understanding among students from diverse religious and cultural backgrounds.
Peaceful Co-Existence: Peaceful co-existence refers to the harmonious living together of individuals or groups from different ethnic, religious, or cultural backgrounds, without conflict or violence. It involves mutual respect, understanding, tolerance, and cooperation (Okoro, 2018).
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