| dc.description.abstract | This thesis examines some philosophical assumptions underlying Kenya's formal system of education and their links to social and educational policies. It therefore also deals with the purposes and objectives of education.
Education as a social process involving the transmission of culture is universal, and its purpose both to the individual and the society at large is basically utilitarian. However, the manner in which an individual is educated and what is inculcated into him may depend or vary according to the prevailing circumstances. For this reason, educational ends do, or vary from one society to another. If a society has developed or inherited a formal system of education, and if the same society uses the educational system as a means to individual success and overall development, the subject of education acquires socio-economic ramifications. And to begin to, or to continue looking at education as a panacea for the society's socio-economic ills and problems as is happening in Kenya, is as good as overlooking or disregarding most relevant issues to a problem and expecting to arrive at a meaningful or relevant solution.
Chapter one of this thesis consists of the introduction.
Here, the hypotheses earlier formulated before the study was
carried out are re-stated,
In chapter two the historical background to and philosophical foundations of the formal system of education are examined, The formal system of education in Kenya was established late nineteenth century by the British. It was basically vocational. Its present overbearing academic bias has, however done little to show that it has ceased to be vocational.
Chapter three examines the stated purposes and objectives of education in Kenya in the light of the society. In the same chapter, some important philosophical assumptions underlying the country's system of education are identified and stated.
The fourth chapter analyses three of the stated underlying philosophical assumptions. These can be referred to as representing approaches to philosophy of education in Kenya.
And finally, the fifth chapter mainly deals with conclusions and suggestions. | |
