PATRISTIC EDUCATION AS A CATALYST FOR HARNESSING CATHOLIC PHILOSOPHY OF INCLUSIVE LEARNING IN NIGERIA

Abstract

As Catholic schools struggle with the demands of inclusive education in a pluralistic society, there is a growing need to leverage theological heritage to reinforce identity and inclusivity. This study explores the influence of Patristic education, rooted in the teachings of the Early Church Fathers, on harnessing Catholic culture and practice to promote inclusive learning in Catholic secondary schools in Nigeria. A descriptive survey design was employed, targeting 625 teachers across 25 Catholic secondary schools in the Federal Capital Territory (FCT), Abuja. A sample of 112 teachers was selected using cluster sampling. Data were gathered using a structured 10-item questionnaire, with established validity (index = 0.74) and reliability (Cronbach’s α = 0.77). Findings revealed that both traditional and modern forms of Patristic education significantly contribute to embedding Catholic values into inclusive educational practices. The study concludes that Patristic education remains a relevant tool for fostering inclusivity, unity in diversity, and holistic faith-based education. Recommendations include integrating Patristic education across curricula through both classical and digital platforms to promote inclusive learning aligned with Catholic identity