Kantianism as a determinant of discipline in secondary schools in kenya
Abstract
Discipline problem has been an issue of concern in the Kenyan secondary school due to
an increase in the cases of school unrests in the recent past. Guidance and counseling as
discipline strategies in the schools have failed to conclusively deal with the issues of
discipline in schools. The purpose of this study was to conduct an assessment of the utility
of Kantianism as a discipline strategy in Kenyan secondary schools. The study was
guided by three objectives namely; to analyze the relevance of current strategies of
discipline in secondary schools in Kenya, to examine the role of education stakeholders
such as teachers, parents, and ministry of education in enhancing discipline in secondary
schools in Kenya, and to attempt a proposal of Kantianism as a discipline strategy for
secondary schools in Kenya. The study employed a critical method. Despite the fact that
Kantianism as a discipline strategy is not currently being implemented in Kenyan
secondary school, Kantianism has come out strongly as an alternative method to other
conventional discipline strategies like guidance and counseling that have failed to tame
the discipline problem. Kantianism advocates for autonomy, respecting of students as
rational beings and the involvement of students in determining the discipline agenda in
schools. Furthermore, the research can be done on the usage of other ethical theories
like Utilitarianism and Platonism in determining the school discipline
Publisher
Univeraity of Nairobi
Subject
Discipline in Secondary SchoolsRights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5980]
The following license files are associated with this item: