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

acting against one’s religion would mean being immoral and the converse may be implied true. But is this what CBC intends to achieve in moral development of learners? Obvious not. Furthermore, numerous religions and denominations among the same religion may not necessarily hold the same opinion on moral values. How would such a contradiction be solved within the CBC? Accordingly, the moral values that have been identified elsewhere in this thesis such as honesty, love and care would be impossible to teach from a universal perspective since different religions may hold divergent opinions on these matters. This kind of contradiction is plausibly cured by Kantian Categorical Imperatives which are devoid of any religious undertones. Besides the above critical comments, it is unthinkable that Religious Education in the conception of CBC is dictated by only three religions, namely; Christianity, Islam and Hinduism. Did the curriculum developers of CBC ignore the fact that there are many more religious orientations in Kenya beyond these three? Even if one were to imagine of the three religions as being the dominant ones in Kenya, does that guarantee the negation of the many other minor religions that exist in Kenya? Moreover, since independence, moral education has been taught using the same religious subjects (CRE, IRE, and HRE) without much success, what guarantee does CBC have that MGE would be successfully implemented using the same subjects? An analysis of moral values as opposed to religious values reveals that it is possible to be morally developed without the religious component. Human reason has the capacity to discern what may constitute bad behaviour as opposed to good behaviour. This essentially means that human action, which is under the dictates of free will, proceeds from knowledge for the acquisition of moral values. The sources of human knowledge are known and religion is only a part of the whole. Thus limiting moral values to religious knowledge as envisioned in CBC is a misnomer. Morality examined from a religious perspective reveals the presence of moral codes that are followed ritualistically. In this case, moral values are practiced by a community of believers based on faith, and not necessarily through reason. Immoral behaviour examined from a religious perspective is viewed as evil. Sometimes, the reasons averred for errant behaviour are bewildering. For example, in Christianity and most Abrahamic Religions, Satan has always been portrayed as a universal liar (deceiver) capable of all manner deceptions to human beings. This is somewhat the kind of meditations provided by Rene Descartes in his First Meditation (Ariew, 2000). To be morally good is thus a war between two metaphysical forces of good and evil, each determined to win. This kind of religious dimensions would imply that teaching MGE is an exercise in futility unless God wills that human beings act morally right. Further, contemplation of such sort in time and space is beyond human realities as conceived in our three-dimensional (3-D) world. The realities of any other existent morality in any other worlds beyond this 3-D world can only be imagined and any conclusions arrived at are imaginary and contemplative. Competency Based Curriculum has identified seven competencies that learners should achieve, namely, (i) Communication and Collaboration (ii) Self- efficacy (iii) Critical and Problem Solving (iv) Creativity and Imagination (v) Citizenship (vi) Digital Literacy and (vii) Learning to learn. An observation on these competencies indicates that morality is given a wide berth. Since moral development is not an anticipated competency within the framework of CBC, will teachers find a reason to labour in teaching MGE? Concerning the evaluation mechanism of level of achieved competencies in MGE, CBC has suggested two modes of evaluation mechanism, namely; formative evaluation and summative evaluation. The importance of assessment is underscored under the CBC thus; the extent the competencies have been achieved, a means of diagnosing any difficulties in achievement of pre-set objectives, and guidance for educational and career advancement (GoK, 2017). The formative assessment proposed by CBC is expected to provide for immediate feedback. Regarding the summative evaluation, CBC has recommended a competency based summative evaluation at the end each learning cycle. Analysing the mode of assessment proposed by CBC in regard to the achievement of MGE, this study made several observations. To start with, the MGE have not been given the attention they deserve in terms of assessment. It appears that moral values are to be inculcated at each level are not candidly explained. This thesis has provided a plausible evaluation criterion in the next chapter. Secondly, learning is a step by step process as demonstrated Piaget and Kohlberg. It would have been incumbent upon CBC to identify the moral values for inculcation at each level of the curriculum. In regard to the philosophy underpinning CBC, this study observed that CBC does not seem to be grounded on a clear philosophical ideology. Whereas the important concepts envisioned in the CBC such as moral values, attitudes and competencies require a thorough understanding for effective implementation, the role of philosophy in this respect cannot be overemphasised. Philosophical principles play a pivotal role in evaluation of ideals, clarification of concepts, interrogations of assumptions, and interpretation of policies for effective implementation. In the educational context, philosophy plays a role in interrogation of the effectiveness of pedagogical approaches to teaching, analysis of educational aims, objectives and goals, and evaluation of the curriculum content to find out its suitability in terms of the age/maturity of the targeted © 2022 Global Journals Volume XXII Issue IV Version I 33 ( ) Global Journal of Human Social Science - Year 2022 G Implementation of Moral Education in Kenyan Schools: A Possibility or an Illusion? Some Critical Reflections