By Eke Udochu
It has become pertinent to submit an opposing view with regards to the decision by framers of the Core Curriculum Minimum Academic Standard (CCMAS) document to prioritise “Nigerian People and Culture” over “Nigerian History” as a General Studies course. I doubt, that dons in historical craft were consulted with regards to framing appropriate course title for General Studies Education (GES) in this regard. My stand as aforementioned, stems from a deeper concern about the academic and intellectual consequences this shift could bring. While it is important to celebrate Nigeria’s rich cultural diversity, diminishing the centrality of history risks undermining the analytical depth and critical understanding necessary to engage with the complexities of Nigeria’s past and present.
First, Nigerian history provides a crucial foundation for understanding the country’s formation, its political evolution and its socio-economic challenges. Without a rigorous historical framework, students may lack the context needed to grasp why Nigeria is the way it is today. While a course on people and culture is valuable, it can often emphasise surface-level observations of traditions, norms and societal practices without interrogating the root causes and historical developments that shaped those cultural expressions. For instance, understanding Nigerian culture is incomplete without examining the colonial experience, the legacy of slavery and the post-independence struggles that forged modern Nigerian identities.
Second, history as a discipline fosters critical thinking and analytical skills that are essential for intellectual development. By tracing the patterns of Nigeria’s historical trajectory—its wars, political transitions, economic policies, and international relations—students are trained to think critically about cause and effect, continuity and change, and the complexity of human societies. “Nigerian People and Culture,” however, may lean towards an observational or descriptive mode of study, potentially lacking the rigour needed to develop these analytical competencies. Reducing Nigeria’s history to a mere backdrop for cultural practices risks breeding a generation less equipped to engage with Nigeria’s political and social challenges in an informed and critical manner.
Moreover, placing Nigerian history in the background runs the risk of distorting national consciousness. Culture, while fluid and important, can sometimes obscure difficult historical truths. Without a strong grounding in history, students may be less inclined to confront uncomfortable aspects of Nigeria’s past—such as ethnic tensions, the civil war or colonial exploitation—that continue to shape the present. Nigerian history should not be subsumed under culture but treated as its own distinct academic pursuit, enabling students to engage with the full spectrum of the Nigerian experience—both the positive and the painful.
Furthermore, an emphasis on people and culture could lead to the romanticisation of certain aspects of Nigerian identity while overlooking the structural and historical inequalities that have shaped its development. For example, studying pre-colonial cultures and indigenous practices is certainly important, but without historical context, students may not understand how colonialism reshaped these traditions or how the legacies of historical injustice continue to affect modern Nigeria. History provides the critical lens through which to analyse how power, economics and social forces have influenced cultural practices.
Also, the prioritisation of culture over history risks depoliticising academic discourse. Nigerian history is inherently political; it involves power struggles, economic exploitation, liberation movements and social transformations. Culture, on the other hand, when detached from its historical context, can be presented in a sanitised, apolitical manner, focusing on traditions and customs without addressing the structural forces that have shaped Nigerian society. By sidelining history, CCMAS may inadvertently promote a passive form of national identity, one that celebrates surface-level diversity while ignoring the deep political and historical forces that continue to shape Nigerian life.
Thus, while Nigerian people and culture are undoubtedly essential components of national identity, they should not eclipse the foundational importance of Nigerian history in the academic curriculum. History provides the critical tools necessary for understanding the complexities of Nigeria’s past and present, fostering the intellectual depth required to address its future challenges. A robust General historical education should not be compromised for the sake of cultural exploration but should instead be seen as the bedrock upon which a fuller understanding of Nigerian identity is built.
The decision of Nigeria University Commission with her CCMAS to prioritise “Nigerian People and Culture” over “Nigerian History” as a General Studies course also disregards the crucial role that history plays for students transitioning from secondary schools to universities, especially those in the sciences. This cohort, having focused largely on technical subjects such as mathematics, physics, biology and chemistry, often lacks exposure to humanities and social sciences. For these students, a robust general historical education is essential, as it provides context and understanding of the socio-political landscape in which they will practice their scientific and professional skills.
In this direction, Nigerian history enriches the interdisciplinary knowledge base of science students. It offers a much-needed perspective on the evolution of Nigerian society, economy and politics. Science students, who are often trained to think in purely technical or empirical terms, need the grounding that history provides to understand how scientific development and technological advancements have been shaped by historical events. For instance, Nigeria’s pre-colonial ancient civilizations and technological advancements, colonial past, post-colonial economic policies, and even global trade dynamics have had a profound influence on the country’s development in sectors such as agriculture, health, and industry—fields where scientific knowledge is applied. Without a solid grasp of history, these students may overlook the socio-political context necessary for addressing contemporary issues in their fields of study.
Furthermore, historical knowledge fosters civic consciousness, which is vital for students of all disciplines, including the sciences. In a country such as Nigeria, where political and social issues such as corruption, inequality and ethnic tensions remain pressing, students need a strong grounding in history to understand the roots of these problems. Nigerian history as a General Studies course will definitely help students appreciate the struggles for independence, democracy and nation-building, enabling them to become informed citizens who are aware of their role in shaping Nigeria’s future. A science student equipped with historical knowledge can apply their skills in ways that are socially and politically conscious, whether they are designing infrastructure, developing healthcare solutions or innovating in technology.
Moreover, the exclusion of Nigerian history from General Studies can alienate students from their national identity. History helps students connect with their heritage, understand their place in society and engage with national narratives. For science students, who may already feel distant from the humanities, eliminating history risks further marginalising their connection to Nigerian identity. Courses on “Nigerian People and Culture” may provide a glimpse into traditions and customs, but without the chronological and analytical framework that history offers, students miss out on understanding the deeper narratives of resistance, triumph, and transformation that define Nigeria’s story.
CCMAS’s move to sideline history in favour of culture also weakens students’ ability to engage with global trends and issues. In an increasingly interconnected world, scientific developments are not isolated from historical contexts, both local and global. For example, pandemics, environmental issues and technological advancements all have historical antecedents. Science students must understand how past events—such as colonial exploitation of resources or global health crises such as the Spanish Flu—have shaped today’s challenges. A grounding in Nigerian and global history equips them with the broader perspective necessary to innovate responsibly in a world that is both scientifically advanced and historically complex.
In conclusion, CCMAS’s decision to emphasise culture over history is a disservice to students, particularly those in the sciences, who need historical knowledge to complement their technical skills. History provides the intellectual foundation that allows students to critically engage with societal issues, understand the evolution of their nation and apply their scientific knowledge within a broader socio-political framework. Without a robust understanding of history, these students may be technically proficient but lack the civic consciousness and contextual understanding required to make meaningful contributions to Nigerian society. Therefore, history should be upheld as an essential component of General Studies, forming the bedrock upon which students of all disciplines can build a more informed, engaged and holistic view of their roles as future leaders and innovators.
Eke Udochu (Ph.D), is the Ag. Director, School of General Studies (SGS), Michael Okpara University of Agriculture Umudike (MOUAU).
