The Philosophy of Education and Its Implications for Curriculum Reform in Secondary Schools in Kano State

This study examines the philosophy of education as a framework for critiquing and reforming secondary school curricula in Kano State, located in Nigeria's North West geopolitical zone. The philosophy of education addresses foundational questions about the purpose of schooling, the nature of knowledge, and the values that should guide pedagogical practice, yet these questions are rarely engaged systematically in Nigerian curriculum policy debates. Using a descriptive philosophical design, the study reviews the educational philosophies of John Dewey, Paulo Freire, and Ibn Khaldun, whose ideas on experiential learning, critical consciousness, and Islamic scholarly tradition are particularly relevant to the Kano educational context. Documentary analysis of Kano State secondary school curricula and structured interviews with 20 school principals and philosophy of education lecturers from Bayero University Kano supplement the theoretical review. Secondary literature published between 2020 and 2024 informs the analytical framework. Findings reveal that existing curricula in Kano State prioritise rote memorisation over critical thinking, reflecting an implicit behaviourist philosophy of education that contradicts the state's stated developmental goals. The study argues that a pragmatist and dialogical philosophy of education would better equip students for civic and economic participation. Recommendations include curriculum review processes that formally incorporate philosophical analysis of educational purpose. Keywords: philosophy of education, curriculum reform, Kano State, Dewey, critical pedagogy.