Scholars in Kenya are advocating for the introduction of philosophy in the country’s primary and higher education curriculum to enhance critical thinking, emotional intelligence, and ethical reasoning among students. This call was made during a high-level roundtable conference at Zetech University, where members of the Philosophical Association of Kenya, alongside scholars from various institutions, deliberated on the subject.
The scholars emphasized that philosophy is essential for equipping students with life skills beyond traditional academic knowledge. They argue that by integrating philosophical thought from early childhood education, students will develop better problem-solving abilities and a deeper understanding of social and emotional complexities.
According to Professor Oyier Nyaruath from the University of Nairobi’s Department of Philosophy and Religious Studies, the inclusion of philosophy in the curriculum would significantly benefit young learners. He highlighted how philosophical education fosters emotional resilience, sharpens analytical skills, and encourages students to engage in deep reflection on issues affecting their lives.
“When students engage in philosophical thought, they learn to analyze issues deeply and connect them to their own lives,” Professor Nyaruath stated.
He further stressed that theological studies should also be incorporated into the education system, arguing that the values necessary for shaping better human beings stem more from philosophy than from technical or academic skills alone.
Other scholars, including Dr. Theopillas Kiondo from the Technical University of Kenya and Dr. Stephen Onyango from Consolata International University, echoed these sentiments. They noted that early exposure to philosophy nurtures rational discourse and enhances students’ ability to think independently and reason ethically.
The Vice-Chancellor of Zetech University, Professor Njenga Munene, also underscored the importance of philosophy in academic institutions. Welcoming the scholars to the university, he reaffirmed that philosophy is an integral part of any credible institution of learning.
“Any university worth its salt requires philosophical knowledge,” he asserted.
The push for philosophical education comes at a time when Kenya’s education system is undergoing reforms aimed at producing more holistic learners. The Competency-Based Curriculum (CBC), which emphasizes skill development, could benefit from integrating philosophical principles to further enhance students’ cognitive and emotional growth.
The scholars are now urging policymakers to acknowledge the transformative potential of philosophy in developing well-rounded individuals capable of independent thought, ethical reasoning, and emotional intelligence. As discussions progress, education stakeholders will need to consider how best to incorporate philosophical studies into the curriculum to ensure Kenyan students are better prepared for the complexities of modern society.
