Reconceptualising the Challenges in Free Primary Education: Freirian Contribution

Abstract

This study has its express purpose of bringing to light, a phenomenon of educational concern. That phenomenon is to reconceptualize challenges in Free Primary Education. Our interest is primarily drawn in the direction of arguing for an authentic and relevant philosophy for FPE. Since our focus is directed at reconceptualizing challenges in Free Primary Education, an initial question of primary concern arises. What conception of education do we adopt? In this study we adopt Freirian's concept of education whereby education is construed as the inter-subjective process of becoming critically aware of one's reality in a manner that leads to effective action upon it. This conception allows us to assert that education should be seen primarily, as a humanizing enterprise in which both student and teacher occur as subjects. Granted such a view, we are able to reject the teacher-centered perspective of education in which the student is reduced to the status of an object. We are also able to reject the student centered perspective of education which denies the inter-subjective nature of education by affirming the student's encounter with nature as primordial to this encounter with the teacher. In attempting-to execute the central task at our hands, the second chapter of this study bring to light the challenges that face FPE and various stakeholders' way forward. The third chapter attempts to capture the concept of man in his totality, a desire that leads us to adopt the existential phenomenological approach. With this approach, we are able to capture man as a contingent being as reflected in his existence, a being-of-transcendence, a being of concreteness and particularity and a being-of-relations. From this it follows that when one talks of man as a being, the same is viewed as a being-of-worth, as a being of trust. This view of man emanates from the dialogical encounter which 'speaks' to him in a critical way about reality. In understanding reality in dynamic terms as transformable, one comes to the realization of personal responsibility in the shaping and defining of his destiny. Chapter four deals with the existential dimension of handling the challenges facing FPE. It is in empowering the individual by use of education and proper methodology that one can face the challenges that face him/her in education"to shape hislher destiny. Here, education is emphasized as a humanizing enterprise. The education in Kenya should aim at producing authentically self-reliant individuals who have critical consciousness which is the fundamental hallmark of a person who is self reliant. A self reliant person is self motivated and makes authentically personal choices. He takes full responsibility for shaping his destiny in history. or (iv) If the education stakeholders in Kenya are such individuals, they will not wait for the government to sort the challenges facing FPE in Kenya. Each individual would be self motivated to solve those challenges authentically thus shaping their own destiny