IMPLICATIONS OF ARISTOTLE’S THEORY OF EDUCATION TO TECHNICAL EDUCATION AND TRAINING IN KENYA

Authors

  • Khisa Alfred Simiyu Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya
  • Cherryl Atieno Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya
  • Beatrice Bagada Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya
  • Erick Kangu Buhuru Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya

DOI:

https://doi.org/10.46827/ejes.v8i2.3560

Keywords:

Aristotle’s theory, experiential learning, lifelong training

Abstract

Since ancient civilizations, education and training has been regarded as the tool for individual and societal development. All developing nation thus have embraced education and training as part of state agenda in realizing better citizenry and societal growth. In Kenya various efforts in reforming Technical education and training in order to reorient training to the countries developmental agenda and empowering the youth for employability have been undertaken from time to time in order to review the relevance of education and training in Kenya. This paper attempts to analyze Aristotle’s metaphysical, ethical and epistemological principles with the view to render salient ideas that contribute to the formulation of worthwhile theories of education in the context of Kenya’s 21st century realities. In addition, Aristotle’s views “experiential learning” and “lifelong learning” are analyzed. Consequently, it is evident that contemporary education in Kenya is inadequate in several ways. It is therefore recommended that education in Kenya should embrace a multidimensional orientation that ensures the physical development, mental development and moral development for realization of individual empowerment.

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Author Biographies

  • Khisa Alfred Simiyu, Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya
    Khisa Alfred Simiyu is a senior lecturer and Technical Education Trainer, Holder of BED (Building Construction), BA (Philosophy), Diploma (Project Management) and Diploma (Philosophy and Religious studies) with special interest in the study of “being qua being” interrogating, axiological, metaphysical and epistemological assumptions in educational theory and practices, religion, ethics in construction project, technical education and training and the search for self (authenticity). Also a post graduate student at the Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya.
  • Cherryl Atieno, Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya
    Cherryl Atieno, with special interest in philosophy, aesthetics, she discerns it in running beauty and fashion shop. Also, a post graduate student at the Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya.
  • Beatrice Bagada, Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya
    Beatrice Bagada, a senior principal employed by Teacher Service Commission with an objective of empowering the girl child in Kenya with special interest in philosophy of education. Also, a post graduate student at the Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya.
  • Erick Kangu Buhuru, Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya
    Erick Kangu Buhuru, a senior High school Science Teacher employed by Teacher Service Commission with a special interest in philosophy of education. Also, a post graduate student at the Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya.

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Published

2021-02-03

Issue

Vol. 8 No. 2 (2021)

Section

Articles

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