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

groups. Moreover, philosophical analysis assesses criteria in order to understand its effectiveness and propose any needed adjustments. There is an apparent lack of philosophical ideologies that underpin the main areas of the CBC, right from its aims and goals, content, pedagogical approaches and assessment criterion. The above observations have been supported by other scholars such as Murira (2019). VI. H ow can M oral E ducation in K enya be I mplemented? For any educational system to effectively implement its goals of any kind, a clear guideline (criteria) has to be articulated. In this paper, fourfold Criteria are suggested that are thought necessary and sufficient for effective implementation of ME in Kenya, namely; E udamotive criterion, the Normative criterion, the Evaluative criterion and the Pedagogical Criterion. Before an explication of these four criteria, it is imperative to illuminate what is meant by necessary and sufficient conditions, and provide reasons why the suggested criteria are reflected as necessary and sufficient in implementation of ME in Kenya. The concept ‘ necessary condition’ has been defined by Swartz (1997) as that condition that makes an event possible, that is, a condition A is necessary iff (if and only if) it makes another event B possible. For instance, ‘Air is necessary for human life’ (Swartz, 1997). This statement means that human being need air if they have to survive or without air human beings would die. Necessary conditions are by themselves not sufficient conditions, that is, do not - suffice for - or guarantee , other conditions (Stanford Encyclopedia of philosophy, 2017). On the other hand, a sufficient condition is that that which guarantees the occurrence of an event, call it B. For example, while having four sides is a necessary condition for a square, it is not a sufficient condition alone for ‘ squareness’. Other than the four sides, a square must have other ( sufficient conditions) including, the sides being straight, the sides (line) must be equal and joined in a closed manner at right angles in a plane (Swartz, 1997). There are challenges to the application of the concepts necessary and sufficient conditions. Shaffer (2015) posits that these terms are used in as far as philosophical analysis is concerned to clarify the meaning of concepts and provide some given definitions. In essence the definitions used to provide meaning to concepts should themselves be clarified (Stanford Encyclopedia of philosophy, 2015). Shaffer (2015) notes that conceptual analysis is the operation of analyzing concepts through proposing definitions while recognizing that definitions involved have ‘meaning analysis’. Setting a criteria in most instances involve providing meanings of concepts by the application of either stipulative , lexical , explicative , or descriptive definitions (dictionary) (Stanford Encyclopedia of philosophy, 2015). In setting a criteria for ME in the Kenyan context, this article proposes to apply the stipulative definitions because they involve no commitment that the meanings provided by no means would agree with prior uses of the terms involved. In reality, the stipulative manner in which the criteria of ME were arrived at were epistemologically special in that they yielded judgments with epistemological characteristics in response to how best ME would be implemented in light of the concerns of immorality that has been a puzzle for a long time. The setting of a criteria for ME is in itself a prescription. In prescribing criteria, an explication is inevitable, and thus the need to use explicative definitions in the process. Explicative definitions are applicable to not only explicate the concepts of criteria of ME but also offer an improvement of what has already been existing in the implementation process, though in an imperfect manner. Similarly, explication is used to provide what is reflected as the best approach to implement ME in the Kenyan context. Moreover, some of the approaches suggested in the criteria are merely descriptive, so that the meaning are made clearer. This is what is referred to as the descriptive definitions . In describing the criteria of ME, this paper seeks to explain the terms so that they are made extensionally, intentionally and sensibly adequate so that the epistemic condition of description is attained. The four criteria are explicated below by way of expressing what each entails in terms of it being individually necessary and jointly sufficient for the implementation of ME in Kenya. a) Eudamotive Criterion Before reflections on the how eudaimonia would be a criterion for implementation of ME in Kenya, it was important to revisit this concept and purse it further to underpin its tenets. Analyzing Aristotelian concept of happiness reveals that it implies the expression ‘good life’. It is apparent that when someone talks of a ‘good life’, they intuitively imply a life of happiness. Life as human beings know it is not an instantaneous occurrence, but an event determined by time and space. Life means occupancy and duration. When someone asks what the life of person Y been like; usually, an appropriate response should include the milestone events of person Y’s journey in this world up to the time the question is posed. From this understanding, it must be refuted that happiness is a momentous event such as an emotional feeling of joy; pleasure and laughter, for these emotions are just passing cloud lasting only for a moment. Aristotle deduced that a proper understanding of happiness should include criteria for what is being sought, identifying the correct field for such a search, examining the field and then applying the criteria (Pakaluk, 2005). Volume XXII Issue IV Version I 34 ( ) 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