Introduction

The realm of education is profoundly shaped by philosophical thought, which provides the foundational ethos and guiding principles for educational systems worldwide. In Ghana, a rich tapestry of educational practices and policies has been woven, significantly influenced by diverse philosophical schools of thought. This paper explores the impact of four distinct philosophies – Naturalism, Idealism, Realism, and Existentialism – on the Ghanaian educational system. 

Naturalism, with its emphasis on learning through experience and the senses, advocates for an education system that aligns with the natural development of the child (Ashu et al., 2023). It promotes a curriculum that is grounded in the physical environment and real-life experiences (Ashu et al., 2023). Idealism, on the other hand, focuses on the development of the mind and spirit, championing the teaching of moral and spiritual values, and the study of classical literature and philosophy (Tubbs, 2023). Realism, with its roots in the observable and measurable world, advocates for an education grounded in the sciences and practical knowledge, preparing students for the realities of the world (Kato et al., 2021). Finally, Existentialism, centring on individual choice and personal responsibility, encourages an education system that fosters personal growth and self-awareness (Kato et al., 2021). These philosophical perspectives have each played a pivotal role in shaping the educational landscape in Ghana, influencing curriculum design, teaching methodologies, and the overarching aims of education. This paper aims to delve into each of these philosophies, examining their specific influences and contributions to the Ghanaian education system, and thereby offering a comprehensive understanding of the philosophical underpinnings that guide educational practices in Ghana.

The Ghanaian Educational System

The Ghanaian educational system serves as the backdrop against which the influences of Naturalism, Idealism, Realism, and Existentialism come to fruition (Obeng, 2019). This system has evolved over the years, reflecting a blend of these philosophical perspectives and their unique contributions. In Ghana, education is highly valued, and the government has made significant investments in ensuring access to quality education for its citizens (Naami et al., 2023). The education system comprises various levels, from early childhood to tertiary education, with each level designed to provide a holistic learning experience. Primary education in Ghana is compulsory and lays the foundation for students’ educational journey (Obeng, 2019). Here, the principles of Naturalism are evident, as young learners are encouraged to explore their immediate environment and engage in hands-on learning experiences. The curriculum emphasises basic subjects such as mathematics, science, and languages, aligning with Realism’s focus on practical knowledge (Takyi et al., 2019).

As students progress to secondary education, the influence of Idealism becomes more apparent. Moral and spiritual education is integrated into the curriculum, emphasising character development alongside academic learning (Donkoh et al., 2023). The study of literature, history, and philosophy aligns with Idealism’s pursuit of intellectual and moral ideals.

At the tertiary level, the influence of Existentialism takes centre stage. Students have greater autonomy in choosing their courses of study, reflecting Existentialism’s emphasis on personal choice and individual development. This phase of education is not just about acquiring knowledge but also about self-discovery and the exploration of personal values and interests (Obeng, 2019).

Naturalism in Ghanaian Education

Naturalism, as a philosophical school of thought, posits that education should be grounded in the natural development of the child and the understanding of the natural world (Ashu et al., 2023). This perspective prioritises experiential learning, asserting that knowledge is gained primarily through the senses and experiences rather than through abstract reasoning. In Ghana’s educational system, the influence of Naturalism can be observed in various aspects, ranging from curriculum design to pedagogical approaches (Addai-Mununkum et al., 2023).

One of the key principles of Naturalism is the emphasis on learning through direct experiences and interaction with the environment (Ashu et al., 2023). In Ghana, this is reflected in educational practices that encourage outdoor activities, field trips, and practical experiments, especially in the early years of schooling. These activities aim to more……….

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