A Critique of the Lecture as a Dominant Pedagogical Approach in Kenyan universities in the Light of Existential Phenomenology

Abstract

The purpose of this phenomenological investigation was to examine the efficacy of lecture method as applied in Kenyan higher learning institutions with two aims:1) formulating a reawakened understanding of man’s ontological being in teaching and learning and 2) proposing a pedagogical design that harmonizes dominant pedagogical strategies into a working whole. It was, therefore, concerned with lived experiences of learners and sought to disclose the essences and meanings of learners’ experiences. Following a criterion that was met by all,that is, a student from any Kenyan university either public or private, twelve students were purposively selected. Their courses and year of study was not considered because our literature review made us assume that the lecture is the dominant teaching approach in higher education globally and Kenya in particular. These students we refer to them as co-researchers in the entire study and the names used to identify them are not real. By way of describing, the co-researchers filled an open-ended questionnaire that contained twelve items. Phenomenological hermeneutic method, was used to interpret the coresearchers’ subjective experiences that were captured in the questionnaire. The findings of this phenomenological investigation were presented under six themes, namely, identity, authenticity, independence, freedom, rationality, concern for others, and open-mindedness during a lecture; aspects that make students more human, and knowledge phenomenological. It was realized that the lived experiences of learners that make up the subjective knowledge are not captured in the lecture. The lecture method only transmits objective knowledge. The study advocated for phenomenological knowledge, wherein both objective and subjective knowledge is incorporated, for such knowledge would be relevant to the students and the society at large. The study, therefore, did not lean on either teachercentered or learner-centered instructional models, but a merger. Consequently, a phenomenological yet humanizing approach to teaching was proposed.