A Critique of the Pedagogies of Character Formation in Post-Independent Kenyan Schools

Abstract

After independence, the main pedagogical approach to character formation among Kenyan children was instruction. This was administered through formal schooling, with moral values being taught through disciplines such as Religious Education (RE), Social Education and Ethics (SEE), Life Skills Education (LSE), and also through spontaneous guidance and counseling, infusion and integration of moral values into other curricular areas. The study observed that there was little in terms of practical experiences, and very few teachers participated in the exercise mostly after being assigned the task. The said teachers mainly focused on producing high grades in examinations, at least in RE and SEE, as opposed to formation of good character among pupils. In the end, the objective of forming good character remained elusive. This paper used the Critical Theory to reflect upon the pedagogies so employed, and concluded that they were grossly deficient both in content and methods. Consequently, they could not lead to the realization of good character in the individuals subjected to the aforesaid educational experiences. The study therefore recommended a comprehensive programme that would be founded on sound pedagogical theories and practices.