THE ROLE OF MORAL EDUCATION IN MITIGATING RADICALISATION IN KENYAN SECONDARY SCHOOLS

Mwenesi Jephthar

Abstract


The purpose of this research is to philosophically investigate the role that education can play in mitigating radicalisation of school going children. The violent acts of radicalisation have caused diverse effects in education sector in Kenya. The research is guided by Kant’s philosophy of categorical imperative as its theoretical framework. This theory states that we should always treat people as an end rather than means to an end. The research found out 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. The research proposes the need of an education for an end that instills a sense of duty to learners. This will help them value themselves and others. There is also need for education to instill the sense of autonomy in learners so that they cannot be easily indoctrinated by the radical ideologies. The study recommends that there is need to embrace moral education in schools as a way of mitigating radicalism in Kenyan secondary schools.

 

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autonomy, dignity, categorical imperative

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DOI: http://dx.doi.org/10.46827/ejae.v0i0.1583

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