A phenomenological approach to teaching moral topics in the Christian Religious Education (CRE) syllabus in public secondary schools in Kakamega Central, Kenya

Samuel Odipo; Joseph W. Nasongo; Juma Injendi

doi:10.51867/ajernet.6.3.91

Auteurs

Samuel Odipo Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-7526-5693
Joseph W. Nasongo Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-6517-8158
Juma Injendi Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0002-1335-5383

DOI :

https://doi.org/10.51867/ajernet.6.3.91

Mots-clés :

Christian Religious Education, Critical Pedagogy, Moral Pedagogy, Phenomenology, Values Education

Résumé

Teaching children morals is beneficial in helping them to become responsible and act ethically. In Kenya, Christian Religious Education (CRE) has traditionally been the primary subject for imparting moral values in secondary schools. However, there is increasing questioning about the effectiveness of CRE in addressing ethical issues among youth, such as school unrest, substance abuse, and corruption. This current article examines the methods employed to teach morals in CRE, with a focus on a phenomenological approach and Paulo Freire's critical pedagogy. The study targeted public secondary schools in Kakamega Central, Kenya, with a sample of five teachers with over five years of experience in teaching CRE. Data were collected through unstructured interviews, which were then transcribed and analyzed using the thematic analysis approach. Key outcomes indicated that the predominant teaching methods are teacher-centered, heavily reliant on thinking skills, and focused on testing, leaving little room for students to engage, reflect, or internalize moral values. The study recommended combining dialogical, experiential, and culturally responsive teaching techniques, which can be supported by changes in policy and targeted professional development for teachers.

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