Integrating Philosophical Teaching into Kenya’s Educational Curriculum

Abstract

This research explores the integration of philosophy into Kenya’s educational curriculum, aiming to discern its potential benefits, and impact on critical thinking and problem-solving skills, and provide actionable recommendations for policy changes and curriculum development. Employing the Literature Review method, the study conducts a thorough examination of scholarly works by esteemed philosophers, educators, and researchers in the field. The findings underscore the multifaceted advantages, including the development of critical thinking skills, enhancement of ethical reasoning, cultural awareness, and tolerance among the students. The paper offers recommendations that encompass the integration of an inclusive curriculum design, teachers’ professional development, an assessment and evaluation framework, and collaboration with philosophical institutions. These recommendations are collectively used to develop a comprehensive strategy for successful philosophy integration into the education curriculum in Kenya. In conclusion, this research asserts that embedding philosophy into the educational fabric can foster a generation of critically thinking, ethically conscious individuals, contributing to a more enlightened and harmonious society. The paper serves as a valuable resource for policymakers, educators, and researchers committed to advancing the discourse on the transformative power of philosophy in education.