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<https://discovery.ucl.ac.uk/id/eprint/10019786> <http://purl.org/dc/terms/title> "Values education in Kenya :Christianity and African tradition : a study of contrasts and continuities in education"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10019786> <http://purl.org/ontology/bibo/abstract> "This thesis addresses the perceived need for a justifiable and coherent values education\nparadigm in Kenya's Education. It focuses on contrasts in education policy with\nimplications for values education. The first two post colonial education reports: the\nOminde Commission (OC) 1964/65 and the National Committee on Educational\nObjectives and Policies (NCEOP) 1976 agree that education should promote socioeconomic\nand political development. However, they disagree over the role of religion,\nparticularly, Christianity and African Socialism in underpinning values within this\ndevelopment. This thesis attempts to present an argument that in contemporary Kenya's\nsecondary educational context, there is a need for a holistic values education paradigm. If\na Christian curriculum is to be viable, in order to be relevant both to the lives of young\npeople and to the developing context of Kenya, Christian related values education must\nconnect with the whole human environment to make Christianity meaningful, relevant,\nimplicit and applicable to life. The OC recommends Judeo-Christianity to underpin the\nvalues, but later contradicts this stance. It consigns ethics to the 'Hidden Curriculum',\ndoubting whether values education can be part of a formal school curriculum. The\nNCEOP radically reverses the order, rejecting religion particularly Christianity. It\nparadoxically recommends African traditional values, which are of course, themselves,\nimplicitly religious. These contrasting views concerning the theory of knowledge in this\neducational context are problematic. Through documentary, discourse, and theoretical\nanalysis of and commentary on relevant documents and literature together with a\nsupportive descriptive questionnaire, this thesis argues for the possibility of applying\ncontextualisation, a theological construct which involves a number of concepts, to\neducation; a philosophical framework which relates religion to the context of the learner\nand could provide a coherent values education paradigm. Part one of the thesis establishes\nthe contrasting views and elaborates key points of tension. Part two analyses the\nphilosophical issues involved. Part three presents and analyses research findings. Part four\ninvestigates the contextualisation continuum to draw some conclusions at the level of general principles and make some tentative proposals at the level of Curriculum. Part five\nsummarises the study with recommendations and conclusions. My vision is that a Judeo-\nChristian based values education paradigm within the contextualisation continuum will\ncoherently underpin the holistic development of Kenyans for their own good and that of\nthe society."^^<http://www.w3.org/2001/XMLSchema#string> .
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