Kantianism as a determinant of discipline in secondary schools in kenya

Abstract

Discipline problem has been an issue of concern in the Kenyan secondary school due to an increase in the cases of school unrests in the recent past. Guidance and counseling as discipline strategies in the schools have failed to conclusively deal with the issues of discipline in schools. The purpose of this study was to conduct an assessment of the utility of Kantianism as a discipline strategy in Kenyan secondary schools. The study was guided by three objectives namely; to analyze the relevance of current strategies of discipline in secondary schools in Kenya, to examine the role of education stakeholders such as teachers, parents, and ministry of education in enhancing discipline in secondary schools in Kenya, and to attempt a proposal of Kantianism as a discipline strategy for secondary schools in Kenya. The study employed a critical method. Despite the fact that Kantianism as a discipline strategy is not currently being implemented in Kenyan secondary school, Kantianism has come out strongly as an alternative method to other conventional discipline strategies like guidance and counseling that have failed to tame the discipline problem. Kantianism advocates for autonomy, respecting of students as rational beings and the involvement of students in determining the discipline agenda in schools. Furthermore, the research can be done on the usage of other ethical theories like Utilitarianism and Platonism in determining the school discipline