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|Periodical article||Leiden University catalogue||WorldCat|
|Title:||Philosophy of education and the Africanization of secondary school curriculum in Kenya|
|Authors:||Mwinzi, Joe M.|
Higgs, Leonie G.
|Periodical:||Indilinga: African Journal of Indigenous Knowledge Systems|
|Abstract:||The essence of restructuring and Africanizing secondary school curriculum to accommodate the attributes of Kenyan philosophy of education together with African philosophical thinking is inevitable not only in Kenya, but also in the entire continent of Africa. This article explored the dynamics of how secondary schools can refocus attention towards Africanizing the curriculum and allying academic activities to match the fundamental elements of social cohesion, human development, and economic progress portrayed in the statement of philosophy of education. These crucial attributes explain the magnitude of philosophy of education as it is deliberated in a paper published by the Kenyan Ministry of Education Science and Technology (MoEST 2004: 21). The article emanated from interviews conducted in secondary schools in order to substantiate that philosophy of education and African perception should determine how secondary schools can cope with societal expectations in terms of social cohesion, human growth and economic progress in juxtaposition with the tenets of African philosophy. The article concludes that revision of material resources, altering teaching and learning tactics, restructuring evaluation strategies, and intensifying the value of knowledge transfer cannot be vilified if philosophy of education will recover the decisive African tenets of communalism, functionalism, perennialism, preparationism and holisticism (Mwinzi, 2006: 40) in secondary school curriculum in Kenya and outside. Bibliogr., notes, ref., sum. [Journal abstract, shortened]|