22. July 2025
Admin
Should Politics Be Taught in Secondary School?
Arguments in Favor
Teaching politics in secondary school empowers students with the knowledge to become informed and active citizens. In many democratic societies, young people are expected to vote as early as 18. Without foundational knowledge about governance, political ideologies, parties, and policy-making, these future voters may lack the critical thinking skills needed to make sound decisions. Introducing politics early helps them understand their rights and responsibilities within a nation.
It also helps demystify political processes. Many students grow up hearing about politics from biased sources or social media. A structured, factual curriculum can provide clarity and objectivity, equipping students to analyze issues without falling for propaganda or political manipulation. This promotes independent thinking, civic awareness, and national consciousness.
Additionally, teaching politics can inspire leadership. Some students may develop an interest in public service, community advocacy, or even run for office in future. Early exposure can cultivate a generation of leaders who are better prepared, more ethical, and well-informed.
Arguments Against
Critics argue that teaching politics at the secondary level could become a platform for indoctrination. In politically polarized societies like Nigeria, there's a real risk that educators may teach politics from a biased or partisan perspective, thereby influencing impressionable students unfairly. Instead of fostering open-mindedness, it could lead to division and hostility among students.
Moreover, some believe secondary school students may not yet have the emotional maturity to engage constructively with sensitive political debates. Topics such as corruption, ethnic tensions, and controversial national policies could cause anxiety or foster negative attitudes at an early age.
Others argue that schools should prioritize core subjects like mathematics, science, and literacy at the secondary level, especially in systems already struggling with underperformance. Adding politics could overburden the curriculum and detract from academic focus, especially in schools lacking trained civic educators.
Conclusion
While the idea of teaching politics in secondary schools carries potential risks, it also offers great rewards. If handled with neutrality, care, and professionalism, political education can play a vital role in building a responsible, informed, and democratic youth population. Rather than avoiding it altogether, the focus should be on designing a curriculum that encourages open dialogue, critical thinking, and balanced civic engagement.
