Metaphysical Accord in the Educational Realm: a Critique of the Aim for ‘education for National Unity’ in Kenya

Abstract

Since the attainment of independence from the colonialists in 1963, Kenyans have employed all resources available to keep the nation from disintegrating along ethnic lines. This has seen national unity being accorded priority in the process of education. However, the efforts to entrench national unity have had several challenges ranging from ethnic tensions to ethnic clashes and pogroms. This study initiated a critique of education theories and practices in Kenya to discern if at all they are effective enough to warrant attainment of the aim for national unity in Kenya. The study argues from the perspective that for national unity to be attained there must be metaphysical accord in the educational realm where metaphysical accord is the state of knowledge, skills, and values in education being undergirded by truth, goodness, and unity. Premised on Ubuntu as an educational theoretical framework, the study notes that the elements of Ubuntu namely: dialogue, consensus building, and religiosity are vital ingredients in the attainment of national unity in a multi-ethnic nation like Kenya. Further, the study asserts that for national unity to be achieved in a multi-cultural nation like Kenya, then besides being bounded by a common geographical boundary, the people must have similar historical continuity and a common language that unites them. That language must be emanating from the people’s metaphysical realities such that it propagates their existential realities. This study finds education theories and practices in Kenya to be bare of metaphysical accord as they propagate metaphysical perspectives divergent from African metaphysical perspectives. Pragmatism, humanism, and existentialism being the dominant theories that ordain practices in education in Kenya, are identified to be propagating an ontological perspective that subjugates collective well-being but elevates individual well-being. Such a situation has led to widespread negative ethnicity in the country and the ramification of such ethnicity is dire because, in most instances, it has brought about ethnic conflicts that often lead to loss of lives and properties. The study proposes Kenyanism as a philosophy in education that will lead to the attainment of national unity in Kenya. Kenyanism is a philosophy underpinned by African metaphysical perspectives of interconnectedness and continuity, God as the first course, hierarchical continuum, and existential experiences. The philosophy of Kenyanism seeks to reinforce a common way of life that has been created by the people of Kenya for the period of time they have accepted to be identified as members of one nation despite their ethnic affiliations. It is argued that for a multi-ethnic nation to attain national unity, the nation must be conditioned to tend towards mono-ethnicity by the process of education. Therefore, national unity will be equivalent to metaphysical accord in educational realm minus negative ethnicity. The study recommends Kenyanism as a philosophy in the Kenyan education system, introduction of African religious education in the Kenyan education curriculum and making Kiswahili the language of instruction in primary education.