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Kenyatta University (2016)

A Philosophical Examination of the Nature of Indigenous Knowledge and Implications for Education with Reference to Maasai Community of Kenya

Wabwire, Daniel

Titre : A Philosophical Examination of the Nature of Indigenous Knowledge and Implications for Education with Reference to Maasai Community of Kenya

Auteur : Wabwire, Daniel

Université de soutenance : Kenyatta University

Grade : Master of Education 2016

Présentation
One of the aims of education in Kenya is to promote respect for and development of Kenya’s varied cultures. Underlying these cultures is indigenous knowledge that has not sufficiently been integrated within the Kenyan education system which remains skewed towards western values and knowledge. In such circumstances, this study argues that formal education seems to alienate people from their own culture instead of facilitating preservation and development of relevant aspects of indigenous cultures as also observed with indigenous people of North America. This is the problem that this study sought to address. Specifically, an examination of the indigenous knowledge with reference to the Maasai community was found to provide useful lessons on how best traditional values can be blended with modern values in order to achieve an inclusive and effective approach to contemporary needs and challenges. The study therefore used cultural synergism as embodied in Hegel’s dialectics as its preferred theoretical framework. This framework admits that all cultures have their unique identities but none is perfect in isolation. Consequently, cultures need to enrich and refine each other. This is especially relevant to the contemporary globalised context where interaction of peoples and cultures is inevitable. The study sought to examine the western conception of knowledge, analyse the indigenous knowledge with reference to the Maasai community, and identify a strategic approach for achieving harmony of indigenous and western knowledge systems.

Présentation

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Page publiée le 11 décembre 2016, mise à jour le 5 février 2018