Education and Ethics: A Deconstruction and Reconstruction of Kenyan Education System

Abstract

One of the objectives of education is to promote ethical behaviour among learners. The African educational system inculcated ethics among members of society and produced ethically upright individuals for generations. With the introduction of formal education, the responsibility of inculcating ethics to children was taken up by schools. Efforts through reforms have been instituted to help develop ethics among learners. Despite the enormous investment in education over the years and the high academic qualification of graduates leaving the school, the level of impunity, corruption, negative ethnicity and intolerance has remained a major concern among educationists and stakeholders. This study sought to determine the influence of deconstruction and reconstruction of Kenyan education system on ethics among learners through integration of indigenous knowledges. The study adopted Utilitarianism and Post-colonial theories. The study was carried out in universities and communities of Kenya. Cross sectional descriptive survey and correlational research designs were utilized in the study. The target population for the study comprised of 537,211 subjects. A sample size of 384 respondents comprising of 324 students and 60 academic staff participated in the study. Data collection was done using questionnaires and interviews. Validity of research instruments was ascertained through expert judgement by supervisors from the Faculty of Education and Resources Development. Reliability of instruments was estimated by use of Cronbach alpha method where a reliability coefficient of 0.859 was obtained. Descriptive and inferential statistics were used to analyze the data with the aid of Scientific Package for Social Sciences version 25.0. Research hypotheses were tested using regression and correlation analysis at a significance level of α = 0.05. The analyzed data was presented by use of tables and figures. The findings of the study indicated that contemporary curriculum was too broad, theoretical and exam oriented hindering the development of ethics. The study established that, deconstruction and reconstruction of curriculum with inclusion of practical-oriented activities in classroom, community based approaches and co-curricular activities would help influence ethics. On pedagogical approaches, the study established that, deconstruction of teacher centred methods and theoretical approach with reconstruction of learner centred approaches, role modelling and resource persons would influence ethics. On philosophical foundations the study found the need to have foundations anchored on holistic development of learners. The study established that, integrated modes of discipline would encourage participatory approach in inculcating ethics among learners. The study concluded that deconstruction and reconstruction of contemporary curriculum, pedagogical approaches, philosophical foundations and modes of discipline had a significant influence on ethics among learners. Based on the study, the researcher recommends the curriculum, pedagogical approaches, philosophical foundations and modes of discipline to be deconstructed and reconstructed to embrace the African indigenous education and knowledges that would help promote ethical behaviour among learners. It is hoped that the findings of this study will provide useful information to curriculum developers, implementers, planners, policy makers and other stakeholders on ways of integrating African indigenous education into contemporary education to influence ethical values. It is also hoped that the findings of this study will provide a basis for further research on integration of indigenous knowledges into contemporary education to promote ethics.