INQUIRY-BASED LEARNING: FROM PLATO’S THE REPUBLIC TO JOHN DEWEY’S EXPERIENCE AND EDUCATION TOWARD SUSTAINABLE PRODUCTIVITY AND ECONOMIC GROWTH IN NIGERIA

Abstract

This paper explores the evolution of educational philosophy from Plato's The Republic 
to John Dewey’s Experience and Education, analyzing their relevance to contemporary 
educational practices and their potential contributions to sustainable economic growth in 
Nigeria. By tracing the core principles of these philosophical texts, particularly in relation 
to inquiry-based learning, this study investigates the interplay between educational 
models, human capital development, and national productivity. It highlights the 
challenges faced by Nigeria’s educational system and examines how the application of 
inquiry-based learning approaches can foster economic development. Through an 
interdisciplinary lens, the paper underscores the importance of education in shaping a 
productive workforce and advancing sustainable growth, offering actionable 
recommendations for policymakers and educators in Nigeria.