Kantian Perspective in Mitigating Radicalisation in Kenyan Secondary Schools
Abstract
This study investigates the role that education can play in mitigating radicalisation of
students. The violent acts of radicalisation have caused diverse effects in education
sector in Kenya. The research uses Kant’s philosophy of categorical imperative as its
theoretical framework. The theory states that we should always treat people as an end
rather than means to an end. The research reveals that the focus on training of highly
skilled labour at the expense of instilling values in learners, makes it possible for radical
elements to target them and use them as means for their political end. As a result of this
their dignity is denied. To sort out the problem, the research proposes pedagogical
reorientation, a pedagogy that will instill a critical mind to the learners and make them
autonomous rather than heteronymous.The study also recommends that Kant’s
categorical imperative be adopted as a philosophical base for education in Kenya,
whereby the curriculum be readjusted to embrace peace education and finally integration
of different religions in Kenya so as to be taught as single subject which is to be renamed
Religious Studies.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5980]
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