Abstract

Education as an academic discipline is concerned with the various approaches which can be employed in the forma school system in enhancing the intellectual as well as personality development of beneficiaries of the educational system (Mabekoje, 2009). Generally, researches are therefore geared towards finding new ways in which the approaches used in the formal system can be improved upon, or in developing new approaches in order to further enhance the development of both intellect and personality of the learners. While global economic, social and political developments or necessities have caused shifts in focus and emphasis, and demanded changes in educational perspectives and goals, the results of these changes dictate the need to emphasize hitherto, the retention of the humanities. To maintain its crucial position in the world civilization, national cohesion and cultural renewal, humanities education needs to be infused with critical evaluation, vigorous analysis, creative rejuvenation and refreshing openness (Lawal, 2009). What then is the meaning of the term ‘humanities’? ‘humanities’ is a term used to describe learning that has primarily a cultural character. It encompasses languages, literature, history, religion, mathematics and philosophy. It is a valuable aspect of the culture of a society. It exposes the human mind to the individual and general problems of the human sufferings and failures’ (Mabakoje). It is also one of the antidotes against the negative effects of science and technology. One of the numerous ways in which humanities, as a discipline of human endeavour could be enhanced, is to dissipate our energy in researching deeply into many areas of it in order to find solutions into many problems confronting it. It is in this light that this paper is constrained to examine critically how researches in the field of humanities should be properly carried out.