There have been so many controversies in the meaning of concept and particularly its place in the cognitive process of perception. The conceptualists, particularly, John McDowell, D. W. Hamlyn, Bill Brewer and Sonia Sedivy, argue that the content of perceptual experience is always in a kind of relation with propositional attitude such that beliefs, judgments, hopes and aspirations are instantaneously captured in perception. If this is granted, then, it becomes difficult to admit the possibility of non-conceptuality in perception. But, on a critical look at the conceptualists' arguments and deductions, we discover that the conceptualists conflate sensation with perception and concept formation. In view of this, this paper examines and does a critical analysis of the meaning of concept with the belief that if its place in the cognitive process of perception is determined and ascertained, the long standing problem about the nature and characterization of the content of human perceptual experience will automatically dissolve. Whilst distinguishing and separating sensation from perception, the paper establishes that concept-formation is not generic to perception and that there is a place for non-conceptuality in perception. This paper employs conceptual analytical tools to explain the place of concept, sensation and perceptual experience in the cognitive process of perception and thus establishes the truism of non-conceptuality in perception.

This paper is a hermeneutic exposition of the problem of illusion in sense perception, using the methods of critical and content analysis as tool of engagement. For decades, post-modern epistemology was steeped in the murky waters of the brilliant, sceptic argument from illusion, according to which the senses could not be relied upon for knowledge of the external world of reality, due to problems believed to be inherent in sensory perception. Why was the argument from illusion so important to epistemologists as to elicit enormous interest for such a long time? What are the implications of the argument for science? Did the argument from illusion portend any real danger for the foundations of empirical knowledge claims, as supposed by many frontline epistemologists? Exploring the concept and science of perceptual illusion, and the implications of the argument from illusion for science and epistemology, the paper found that the argument failed as a refutation of direct realism because it views illusion as the norm rather than an exception, and portrays human knowing process as an automatic, rather than a procedural, gradual phenomenon.

Digital technology has become an indispensable communication tool for students and educators in the past two decades. Currently, academic institutions view digital technologies as essential instructional content delivery media for both pedagogical and research purposes. This study assesses the extent of improvement of students’ learning through the use of Web 2.0 as an instructional tool in large classes using Analysis of Variance (ANOVA). It juxtaposes this with the overall performance of students after the use of traditional lecture delivery method on some selected courses at the Federal University of Agriculture, Abeokuta (FUNAAB), Nigeria. These experiments were carried out at the end of the 2014/2015 academic session. Within this period, out of the selected courses, two courses (GNS 103 and GNS 204) were taught without the use of ICT technology while the others (HSM 207 and AAD 507) were taught using Web 2.0. The study revealed that there was a significant difference in the evaluation of the academic performance of the students taught with Web 2.0 technology, compared with those taught without it: 95.4% of the students taught with Web 2.0 technology in class were able to make evaluative comments and contributions to t

Is the idea of ‘evolutionary philosophy’ well taken? If it is, how does evolutionary biology bear on philosophy? The incursion of biological science into ethics towards the end of the 19th century elicited a widespread reaction from twentieth century philosophers, who instantly began to question the relevance of Darwin’s work to philosophy. The doctrine of natural selection may not have comprehensively resolved the age-old problems of philosophy, for example, in the area of human morality and ethical thinking; in fact, it may not be able to replace philosophical inquiry in the absolute sense advocated by most evolutionary theorists. But it has made some remarkable contributions towards a better appreciation of philosophical problems. To this end, this paper explored the various areas of mutual interest between evolutionary science and philosophical inquiry. It highlights the tacit affinities between the two, and thus, finds that even from inception evolutionary biology has tended to follow philosophical inquiry rather closely in the different issues that have been of interest to the latter since its early beginnings in ancient Greece. Some of the areas of mutual concern  and interest between the two fields of inquiry include the discourse on God, human nature, the universe, life, ethics, and politics. The paper, therefore, concluded with the submission that evolutionary biology and philosophy complement, rather than oppose, each other. Ultimately, such complementation suggests that both disciplines have a future together; among other things, it makes possible the idea of ‘evolutionary philosophy’.

One of the social ills in contemporary Nigeria state is the abusive condition of the girl child. She has been abandoned, starved, beaten, enslaved and sexually molested by the society that ought to care about her but instead tames and guides her. Hence the paper attempts a social re-engineering process through philosophy for children dimension in higher education with a view to minimising, if not curbing, this ugly tragedy. The study employed both philosophical analysis and descriptive survey type. Philosophy for children is not an effort at teaching children the philosophical jargons but rather towards enablement of philosophical skills and its applications to questions of personal significance to the student. Findings revealed that the girl child abuse, though on the rise recently, but could be reversed where she is well trained in philosophical mindset at early age. Also, justice prevails when the abuse is timely reported to the law enforcement agents. Further, the establishment of victim-friendly court system would go a long way in facilitating quick dispensation of justice. Nevertheless, the vigorous pursue of ethical genuine poverty alleviation programmes would undoubtedly reduce the trend of the abuse in the society. The paper concluded that society should endeavour to nip the problem in the bud through conscientious philosophical guidance of Nigerian girl child at all time by all stakeholders. It is stated that the involvement of higher educational system will assist the parents, guardian, girl child, law enforcement agents, the law makers, the clinicians, the theoretician, the researcher and all other concerned with children’s welfare in such a way to shed light on a path of progress in decreasing and preventing this affront on our girl child in particular and children in general.