Integrating Philosophical Teaching into Kenya’s Educational Curriculum

Integrating Philosophical Teaching into Kenya’s Educational Curriculum

Joseph Owuondo

Doctor of Education & PhD Candidate,

National University, San Diego California & Maseno University, Kenya

DOI: https://dx.doi.org/10.47772/IJRISS.2023.7012020

Received: 15 November 2023; Accepted: 27 November 2023; Published: 30 December 2023

ABSTRACT

This research explores the integration of philosophy into Kenya’s educational curriculum, aiming to discern its potential benefits, and impact on critical thinking and problem-solving skills, and provide actionable recommendations for policy changes and curriculum development. Employing the Literature Review method, the study conducts a thorough examination of scholarly works by esteemed philosophers, educators, and researchers in the field. The findings underscore the multifaceted advantages, including the development of critical thinking skills, enhancement of ethical reasoning, cultural awareness, and tolerance among the students. The paper offers recommendations that encompass the integration of an inclusive curriculum design, teachers’ professional development, an assessment and evaluation framework, and collaboration with philosophical institutions. These recommendations are collectively used to develop a comprehensive strategy for successful philosophy integration into the education curriculum in Kenya. In conclusion, this research asserts that embedding philosophy into the educational fabric can foster a generation of critically thinking, ethically conscious individuals, contributing to a more enlightened and harmonious society. The paper serves as a valuable resource for policymakers, educators, and researchers committed to advancing the discourse on the transformative power of philosophy in education.

Integrating Philosophical Teaching into Kenya’s Educational Curriculum

INTRODUCTION

Education is a widely known dynamic concept that is constantly evolving to meet the demands of an ever-changing world. The educational system in Kenya, currently lies at a crossroads in the sense that the incorporation of innovative teaching methods holds immense potential. In recent years, there has been a growing interest in the integration of philosophy into educational systems worldwide. Kenya, like many other countries, is at a pivotal juncture, where it must deeply consider the inclusion of philosophical teaching in its curriculum. According to Sahu (2002), philosophical education is the systematic study and exploration of fundamental questions about existence, knowledge, values, ethics, and reasoning. It goes beyond imparting factual knowledge and engages individuals in critical thinking and reasoning processes (Sahu, 2002). This research paper aims to shed light on the potential benefits, impacts, and recommendations for incorporating philosophy into Kenya’s educational system. The basis of this study is the desire to provide an opportunity to impart critical thinking skills and ethical awareness to future generations.

Background of the Study

Kenya’s educational system, like many other systems around the world, has traditionally been focused on giving students knowledge and practical skills to perform well in the job market (Muricho & Chang’ach, 2013). According to Kinuthia (20029), Kenya has always placed education as a priority at all levels, promoting it as a key indicator for social and economic development. According to Buchmann (1999), at independence, fewer than 900,000 Kenyan children were attending primary school but by 1992, the number had grown to 5.53 million (UNESCO,2008). Today, over 17 million children attend school in Kenya (UNICEF). The goal of the Kenyan government is to provide quality education, training, and research that guarantees Kenya’s sustainable development (Kinuthia, 2009). Education in the country is directly influenced by government policies and is therefore constantly changing according to socioeconomic and political trends.

The modern technological advancements and the evolution of skills required have shown that education should be more than the teaching of known facts and the application of those facts. It has become increasingly clear that education in Kenya should be a transformative experience that nurtures well-rounded individuals capable of discerning, reflective, and ethically informed decision-making (Khairani, Handayani, Effendi & Puspita,2023. While Lipman was teaching philosophy at Columbia University, he claimed that the educational system failed to help students become independent thinkers and he envisaged programs for teaching critical thinking and informal logic (Wu, 2021). To be competitive globally in business, education, science, and technology, Kenya continues to emphasize the development of critical thinking skills among students rather than simply imparting knowledge and fulfilling exam requirements. The study conducted by Ongesa, Mbugua, and Maweu (2023) showed that critical thinking still needs to be developed in Kenya’s basic education curriculum for learners in primary and secondary schools. It is against this backdrop that this study seeks to understand the educational implications of incorporating philosophical teaching within the Kenyan context.

Study Objectives

This study aims to achieve the following objectives:

1. Identifying the potential benefits of incorporating philosophy into the educational system: This objective addresses the core rationale for the research and explores the advantages of integrating philosophy into the curriculum.
2. Evaluating the impact of philosophical education on students’ critical thinking and problem-solving skills: This objective focuses on the practical outcomes and assesses how philosophy education can enhance crucial skills in students.
3. Providing recommendations for policy changes and curriculum development based on the research findings: This objective ensures that the research has real-world applications by offering actionable suggestions for improving the educational system in Kenya.

The integration of philosophy into Kenya’s educational curriculum can foster critical thinking, ethical development, and a more culturally aware citizenry, thereby enhancing the country’s educational landscape.

LITERATURE REVIEW

Philosophical education holds a prominent place in the evolution of educational systems worldwide. The incorporation of philosophical teaching into Kenya’s educational curriculum is a topic that is becoming increasingly significant. The review of past literature examined by this study aims to explore the potential benefits and impact on student’s ability to exercise critical thinking and problem-solving skills. Additionally, the review will also explore curriculum development concerning the integration of philosophy into Kenya’s educational system. The overarching goal is to provide practical recommendations for incorporating philosophy into the Kenyan education curriculum.

Incorporation of Philosophical Teaching into the Educational System

The inclusion of philosophy in the educational curriculum brings forth several potential benefits to the learners and by extension the entire society. As Brookfield(2011)notes, philosophical teaching fosters reflective and critical thinking, encouraging students to question, analyze, and articulate their ideas more ably. Such skills are extremely valuable in enhancing personal growth and they are transferrable to various situations throughout the lifecycle of an individual. Importantly, philosophical education promotes open-mindedness and the ability to consider multiple perspectives (Ndofirepi, 2012). A study by Austin (2020) reveals that the benefit of this is that it enhances the ability of students to show empathy and understanding for others. The students are therefore able to engage in constructive dialogues, contribute to civil discourse, and ultimately build a more inclusive society.

Quite importantly, philosophy cultivates critical thinking skills by encouraging students to critically analyze various perspectives, arguments, and the available evidence (Austin, 2020). This analytical approach trains students to question assumptions, identify logical fallacies, and develop well-structured arguments (Kurfiss, 1988). In addition to that, philosophy enhances moral reasoning and ethical decision-making abilities by exploring complex ethical dilemmas and promoting reflection on personal values (Edwards, Delany, Higgs, Jones & Loftus 2008). This in turn fosters empathy, compassion, and social responsibility among students. Furthermore, philosophical inquiry facilitates the development of metacognitive skills such as self-reflection and awareness of one’s thought processes. By engaging in philosophical discussions and debates, students learn to articulate their ideas clearly while actively listening to others’ viewpoints (Harasym, Tsai& Munshi, 2013). According to the National Academies of Sciences, Engineering, and Medicine(2018), the integration of philosophy into the curriculum contributes to a well-rounded education system that embraces both STEM subjects and humanities. This in turn leads to the nurturing of well-rounded individuals who can function effectively in an increasingly complex world.

Critical Thinking and Problem-Solving Skills

Empirical evidence and other studies show that philosophical education does significantly equip students with the tools to identify underlying assumptions and biases in their thinking, thereby enhancing their ability to make informed decisions. In a study conducted in Yunan province in China, it was discovered that 89% of teachers believed that philosophical teaching could promote students’ thinking and 83% of teachers believed that their dialogic skills improved (Liam, 2012). The findings of a study conducted by Yan, Walters, Wang & Wang (2018) on the impact of philosophical teaching showed a moderate, positive influence on cognitive outcomes and an apparent positive effect on the reasoning skills of students. Suffice to say, philosophical teaching gives the students critical thinking by equipping students with the ability to develop and evaluate different arguments. As Lipman, Sharp & Oscanyan (1980) argue, through understanding of philosophy, students can analyze and recognize assumptions, and identify fallacies in reasoning. This skill set equips them to approach issues with a critical and discerning eye, leading to more rational and well-founded judgments. By continuously engaging with philosophical questions, students become proficient in constructing coherent, well-structured arguments, improving their ability to articulate and defend their ideas effectively.

Another notable impact of philosophical education is that it encourages students to explore multiple perspectives and interpretations thereby gaining a deeper understanding of complex issues (Harasym, Tsai& Munshi, 2013). Through the examination of various philosophical concepts and ethical dilemmas, students learn to appreciate the nuances and intricacies of different viewpoints (Bialystok, Norris & Pinto, 2019). This fosters open-mindedness and a willingness to engage with alternative ideas and solutions, thereby enriching their problem-solving abilities. Such skills are invaluable in addressing multifaceted challenges in various domains, including ethics, science, and public policy.

Moreover, philosophy places a strong emphasis on reflection and self-awareness. As students grapple with profound philosophical questions about the meaning of life, morality, and the nature of knowledge, they gain insight into their own beliefs and values (Karamad, Fallah & Salimi, 2020). This self-awareness enables them to approach problem-solving with a greater degree of introspection, enabling them to recognize their own biases and preconceptions (Beatty, Leigh & Dean, 2009). This recognition and retrospection amongst the students cultivate the capacity for abstract and conceptual thinking (Lipman, Sharp & Oscanyan, 1980). According to Blenkinsop and Beeman (2018), when students engage with abstract concepts and thought experiments, they learn to manipulate ideas and concepts. This helps them to foster their creative ideas and become more adaptable in their approach to problem-solving. The development of these abstract thinking skills equips students to tackle challenges that may not have straightforward solutions, making them more versatile and resourceful thinkers (Bialystok, Norris & Pinto, 2019). By acknowledging and challenging these biases, students can arrive at more objective and well-informed solutions to complex problems.

RESEARCH METHODOLOGY

The research methodology employed in this research is the Literature Review method. This is a comprehensive and systematic examination of existing literature on works relevant to the integration of philosophical teaching into Kenya’s educational curriculum. The selection of this methodology aligns with the study’s objectives, as it necessitates a thorough exploration of empirical findings and expert insights in the field of philosophical teaching and its incorporation into the education curriculum. Such past literature includes books, research papers, academic journals, and reports. Through an extensive review of academic literature, the research synthesizes key themes and critically evaluates the existing body of knowledge and the contributions of such works to the research being conducted. The methodological approach ensures a comprehensive understanding of the subject matter, drawing on the perspectives of the information deduced from such literature to substantiate the study’s assertions. The Literature Review method allows for the synthesis of diverse viewpoints, enriching the narrative with a better understanding of the potential benefits associated with integrating philosophy into the educational system and the impact it can have on the critical thinking and problem-solving skills of Kenyan students. This approach positions the research and offers a solid foundation for the subsequent analysis and recommendations presented in the paper.

FINDINGS

Philosophical Skills and Critical Thinking

The integration of philosophical teaching into the educational system of a country presents a profound avenue for the development of critical thinking skills. As argued by philosophical researchers like Brookfield (2011), this approach compels individuals to think more profoundly deeper, ask essential questions, and as emphasized by Austin (2020), critically evaluate certain arguments. This multifaceted skill set transcends the academic environment and extends into various aspects of life. The ability to think critically catalyzes improved decision-making and effective problem-solving. By nurturing a habit of analytical inquiry, philosophical education equips individuals with the tools to navigate the complexities of the contemporary world, fostering a generation capable of approaching challenges with depth and discernment.

Ethical and Moral Development

Philosophical education emerges as a powerful catalyst for the enhancement of ethical and moral development in students. Scholars such as Harasym, Tsai, and Munshi (2013) underscore the significance of philosophical teaching in providing students with opportunities to explore complex moral dilemmas. Through these explorations, students not only cultivate a deeper understanding of ethical principles but also develop the capacity for nuanced moral reasoning. Beyond mere theoretical understanding, this process prepares individuals for real-world ethical decision-making. Austin (2020) suggests that the integration of philosophy into education is the cornerstone for fostering empathy and instilling a sense of moral responsibility among students. The incorporation of philosophy into the country’s education system promotes the cultivation of ethically conscious and socially responsible individuals.

Cultural Awareness and Tolerance

The integration of philosophical teaching into the educational system in a country serves as a gateway to cultural awareness and tolerance, a pivotal aspect of the society as demonstrated by Smith (2009). By enabling students to interact with diverse philosophical traditions, they not only encounter different perspectives but also cultivate a broader understanding of different worldviews (Karamad, Fallah&Salimi, 2020). This exposure becomes instrumental in fostering cultural awareness and tolerance, critical attributes for navigating the complexities of a multicultural society like Kenya. Through philosophical education, students will not only gain insights into their cultural backgrounds but also develop the capacity to appreciate and respect the richness of Kenya’s diversity. This, in turn, has the potential to contribute significantly to social cohesion and the reduction of prejudice, promoting a harmonious coexistence within the broader community.

Cognitive Development

Engaging with philosophical questions is intricately linked to cognitive development, and this is supported by the study conducted by Yan, Walters, Wang, and Wang (2018). As explained by Mulnix (2012), the dynamic process of interacting with complex philosophical concepts within a social context enhances critical thinking and problem-solving skills. The social interaction and dialogue inherent in philosophy classes act as catalysts for intellectual growth, nurturing cognitive abilities essential for success in academic, professional, and personal spheres (Yan, Walters, Wang & Wang, 2018). As students participate in the collective exploration of these ideas, they not only enhance their analytical skills but also develop a heightened capacity for abstract thinking and nuanced problem-solving (Lipman, Sharp &Oscanyan, 1980). Consequently, the integration of philosophy into education in Kenya would contribute to shaping individuals with advanced cognitive capabilities, well-prepared to confront the challenges of an ever-evolving world.

RECOMMENDATIONS

1. Integration of the Curriculum Design

To effectively incorporate philosophical teaching into the curriculum, Kenya must adopt an inclusive approach to curriculum design. This involves developing interdisciplinary connections between philosophy and other subjects taught in Kenyan schools to foster a holistic educational experience. By integrating philosophical concepts into subjects such as literature, history, and science, students can see the practical applications of philosophical thinking across various domains. Additionally, an inclusive curriculum design ensures that the benefits of philosophical education permeate different facets of learning, promoting a more comprehensive and interconnected educational experience.

2. Teacher Professional Development Programs:

A critical component of successful curriculum implementation is the continuous professional development of educators. Establishing targeted training programs for teachers to enhance their proficiency in delivering philosophical content is paramount. Workshops, seminars, and collaborative forums can be designed to equip teachers and tutors with effective teaching strategies specific to philosophical education. This investment in teacher development not only ensures that they are well-prepared to facilitate philosophical discussions but also creates a supportive community where they can share best practices and address challenges collectively. Teacher empowerment is fundamental to the sustained success of philosophical teaching, fostering a cadre of educators capable of inspiring critical thinking and ethical reasoning in their students.

3. Assessment and Evaluation Framework

The government through the Ministry of Education, Science and Technology should implement a robust assessment and evaluation framework. This evaluation framework should be tailored to philosophical education to gauge the effectiveness of the curriculum once it is introduced. Traditional examination methods may not adequately capture the nuanced skills developed through philosophical teaching, such as critical thinking and ethical reasoning. A new innovative assessment strategy must therefore be developed,such as essays and structured discussions. The framework must be aligned to ensure that students are not only acquiring knowledge but also developing the desired cognitive and ethical skills. Regular evaluations will provide valuable insights into the impact of the new curriculum on the student’s intellectual and moral growth, informing future curriculum adjustments and improvements.

4. Collaboration with Philosophical Institutions and Scholars

The government should formulate policies that foster collaborative approaches between educational institutions and established philosophical institutions and scholars. Engaging with renowned philosophers and philosophical organizations brings together expertise, resources, and diverse perspectives that improve the education ecosystem. Collaborative initiatives can include guest lectures, workshops, and joint research projects. This not only enhances the quality of philosophical education but also creates a vibrant intellectual community within the educational system. Additionally, partnerships with external entities can facilitate the development of updated and culturally relevant curricular content, ensuring that the integration of philosophical teaching in schools remains dynamic and responsive to evolving societal needs. Establishing such collaborations strengthens the overall impact of philosophical education and promotes a culture of continuous improvement within the educational ecosystem.

CONCLUSION

In conclusion, this research underscores the multifaceted benefits of integrating philosophical teaching into Kenya’s educational curriculum. The potential advantages, ranging from the development of critical thinking skills to the enhancement of ethical reasoning and cultural awareness, highlight the transformative impact that philosophical education can have on students(Sahu, 2002). The findings of the paper resonate with the globally accepted position on the role of philosophy in education. The paper emphasizes the relevance of philosophical teaching in nurturing well-rounded individuals capable of navigating the complexities of an ever-changing world (Khairani, Handayani, Effendi & Puspita,2023). Furthermore, the recommendations put forth, encompassing the integration of an inclusive curriculum design, the professional development of the educators, the development of an assessment and evaluation framework, and collaboration with philosophical institutions. These play a huge role in providing a comprehensive roadmap for policymakers and educators. By embracing these recommendations, Kenya has the potential to cultivate a generation of critical thinkers, ethically conscious individuals, and culturally aware citizens, thus fostering a more enlightened and harmonious society. This research contributes to the ongoing dialogue on the transformative power of philosophy in education and serves as a call to action for stakeholders committed to shaping the future of Kenya’s educational landscape.

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