Global Journal of Human Social Science, G: Linguistics and Education, Volume 22 Issue 4

the truth in them. It is characterised by reflective thinking. It engages the mind in finding sufficient reasons for believing in one thing instead of another, while taking nothing for granted. It is a method nourished by scepticism and curiosity; purposely to clear confusion (Monanda, 2015). This method proceeds by raising questions using the Socratic approach, with an open mind that pays no attention to ones’ prejudices and biases. It is also guided by the rules of logical reasoning (Krishnananda, 1992). The critical method in philosophy of education involves problem solving. It makes educational stakeholders be aware of the existence of the problem, then look for a variety of solutions that are explored with the sole aim of arriving at the best of the solutions. This method is used in this study to inquire on how CBC is prepared to implement ME in Kenya, in the context of sprouting immorality. a) Prescriptive Method This method in philosophy attempted to establish criteria for assessment of values, norms, judging conduct and appraising art. It is a common method in ethics where a critical examination of such terms as good or bad, right or wrong are analyzed. In giving the meaning and usage of a concept, the prescriptive method examines whether the concept has been defined subjectively or objectively. This way, clarity is brought in specifying the ends that an activity ought to achieve, and the means of achieving it (Adelstein, 1971). Moreover, the prescriptive methodology is a philosophical reflection on values especially when human beings are ‘no longer certain about important, worthwhile or valuable for their lives. For instance in cases where there are existing conflicting moral standards or opposed ideologies (Oduor, 2010). Thus, the prescriptive method involves the use of reflection to recommend on how people ought to conduct certain aspect of their life, such as the problem of implementing MGE in this case. This method was important in this paper in explaining reality in implementation of ME in totality; holistically, comprehensibly and coherently in the realm of thought and experience. This way, the method offered better alternatives to problems and challenges that have bedeviled implementation of ME in Kenya. This method was important in proposing possible Criteria necessary and sufficient in implementation of moral education in Kenya. III. T he N otion of M orality and M oral E ducation The word ‘morality’ is traced from a Latin word ‘ mores’ meaning customs or ways of conduct in a society. Originally, the concept connotes manners that can endure the test for acceptability in any society. Furthermore, the term morality could also mean ‘moral goodness’ as opposed to immorality that can loosely means ‘moral badness’ (Bansikiza, 2001). In the former case, the concept of morality is associated with purification of human beings in their conduct, while in the latter case, the concept of immorality connotes the sense of corruption with the activities that make human conduct barbaric. The concept of morality has come, therefore, to entail specific beliefs human beings have concerning the notions of ‘right and wrong’, ‘good and bad’ culminating in the beliefs which often include human judgments on acceptable human behaviour, values, principles and theories about such judgments (Ross, 1930/2002; Vaughn , 2008). The notion of morality and its cognate expression like ‘moral conduct’ rest on the assumption that free will exists in human attitudes and actions. In the course of interaction, human beings do accustom themselves with human activities that result in the creation of human values. Some of these values are what constitute what is called morals that are responsible for the appropriate and acceptable human relationships. The term ‘morality’ is at times confused with the term Ethics though the two terms are actually distinct. In essence, Ethics is a branch of philosophy that systematically analyses and distinguishes the notions of ‘right’ and ‘wrong’, ‘good’ and ‘bad’ and ‘admirable’ and ‘deplorable’ in as much as they relate to the well-being of sentient beings (Pence, 2000). Furthermore, the term Ethics is derived from the Greek word ethos or ethikos which means character. Its Latin equivalent is mores which means customs or habits of a person . Thus Ethics is a concern for continuous process of examining theories, approaches and codes of conduct with the purpose of finding reasons advanced in support of such theories or approaches. The task of Ethics also involves a critical examination of theories thereby evaluates the weaknesses in them for their continuous reconstruction. Ethics in this case is closer to moral philosophy rather than to morality (Ross, 1930/2002). From the concept of morality, six fundamental tenets can be identified. They include: (i) moral decisions and the subsequent actions affect other people’s lives, (ii) morality is a public affair (there is no such thing as private morality) since other people get involved with one’s moral decisions, (iii) moral debates are unending discourse since moral issues and problems are dynamic and evolutionary,(iv) moral reasoning are necessity for moral judgments, (v) morality is an existent entity in the presence of freedom of choice and conscience, and (vi) moral decisions are obligatory undertaking since human beings can never live in solitude but rather in social connections with others (Billington, 2003). The tenets identified above serve three functions in this article. One, the arguments that moral decisions affect other people and that morality is a Volume XXII Issue IV Version I 30 ( ) Global Journal of Human Social Science - Year 2022 © 2022 Global Journals G Implementation of Moral Education in Kenyan Schools: A Possibility or an Illusion? Some Critical Reflections