PHILOSOPHICAL PERCEPTION OF ABORTION AMONGST SECONDARY SCHOOL STUDENTS IN AGO-IWOYE, OGUN STATE.

INTRODUCTION 1.1 Statement of the Problem The ethical debate surrounding abortion has remained one of the most contentious moral and philosophical issues of the modern era, invoking a clash of perspectives between the sanctity of life, autonomy, and societal values (Marquis, 1989:183). While much of the existing literature focuses on adult perceptions of abortion, little attention has been paid to how younger individuals, particularly secondary school students, perceive the ethical dimensions of abortion, especially within cultural and religious contexts such as Ogun State, Nigeria. Ancient philosophers also provided foundational perspectives on the ethics of life and abortion, which remain relevant in contemporary discussions. Aristotle, for instance, argued that the moral status of the fetus depends on its developmental stage, distinguishing between "potential" and "actual" life. He believed abortion could be justified early in pregnancy before the fetus develops a rational soul, aligning his view with the concept of ensoulment (Aristotle, Politics, Bk vii, 1335b). Plato, similarly, addressed population control and the broader social good in his works, suggesting that abortion might be permissible when it serves the harmony of the state (Plato, The Republic, Bk v: 460). These ancient philosophical positions provide a critical lens through which to evaluate modern attitudes, particularly among youths who may unknowingly echo or reject these early moral frameworks. Exploring such perspectives can help uncover how secondary school students in Ogun State navigate ethical reasoning in light of both traditional and philosophical values. Nigeria, as a highly religious and culturally diverse nation, holds deep-seated moral and traditional views that often inform attitudes toward abortion (Adebayo, 2014:45). Ogun State, located in southwestern Nigeria, serves as a microcosm of this cultural diversity, where Christian, Muslim, and indigenous belief systems coexist and shape ethical reasoning among youths (Falola & Heaton, 2008:112). Secondary school students, at a critical stage of intellectual and moral development, are often exposed to conflicting messages about abortion from their families, religious institutions, peers, and media (Kohlberg, 1981:67). This intersection of