KIJHUS Volume. 5, Issue 2 (2024)

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Contributor(s)

Adewale Peter Sanjo, Kola-Olusanya Anthony, Yusuf Florence Adeoti, Oladejo Ifáshade & Kiaribee Luqman Abisola
 

Keywords

Ifá wisdom Environmental Education (EE) Yorùbá Community Cultural Relevance Sustainable Behaviour Environmental Stewardship
 

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‘Ifá jìngìn-jíngín’: Harnessing ifá principles for developing sustainable environmental behaviour in South-west Nigeria

Abstract: Environmental degradation is an emergent issue globally, normal Environmental Education (EE) programme often lacks cultural relevance and may not resonate deeply within the Yorùbá community. Therefore, this study examined how Ifá wisdoms can be applied to develop EE programme in southwest Nigeria. Purposive random sampling technique was used to select 504 respondents. Interviews, observation and online surveys (Ifá Wisdom for Environmental Education (IWEE) Questionnaire) were used for data collection. Quantitative data were analysed using means, SD and t-tests. Result shows the majority of the respondents agreed that Ifá principles could connect learners in Yorùbá communities with environmental issues and make EE more engaging. While one-fourth of the respondents expressed concerns about disrespecting tradition, others disagreed with EE solely focusing on science and excluding the religious beliefs of the Yorùbás. Half of the respondents were comfortable with their children learning about the environment from Ifá's perspective. Furthe r analysis (t-test) showed strong support with no significant difference found in the perception of respondents based on gender for using Ifá stories art artwork and proverbs to teach environmental concepts. Designated sacred trees, hills, forests and rivers; existing taboos against littering and appeasing Iyemoja and Ọ̀ṣun with offerings for the cleanliness of water bodies were identified as current traditional practices supporting EE in Yorùbá communities. Therefore, for a more holistic approach and promotion of sustainable behaviour among learners Ifá principles and scientific perspectives should be complementary in teaching and learning. EE programme should be culturally relevant, connecting real-world issues and engaging community leaders.
 
 
 

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