Browsing by Author "Amukowa, Wycliffe"

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    The 21st Century Educated African Person and the Loss of Africans’ Educational Identity: Towards an Afro Education Model
    (Academic Journal of Interdisciplinary Studies, 2013-03) Amukowa, Wycliffe; Ayuya, Caroline
    Africa like other parts of the world strongly believes in the axiom of education per excellence, that is, African nations share in the vision of education as a pivot for social change and integrated development. However review of literature shows a discontent from some African scholars over the practice of Western formal education on the Continent of Africa. This discontent stems from the belief that Western formal education destroys Africa; resulting into the loss of Africans’ educational identity, underdevelopment, moral decadence and cultural erosion. Several concerns emerge in the light of this discontent: 1).What is Education? 2).Who is an educated person? 3) Who is responsible for Africans loss of educational identity? This paper engages a critical appraisal and review of this discontent with the intentions of arriving at an understanding of the 21st Key Words: Africa, Colonialism, Culture, Development, Education, European, Schooling Century educated African Person and proposes an educational model for Africa in this regard.
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    A Dialectical Justification of Inclusion of Ignorance in the Definition of Education
    (Academic Journal of Interdisciplinary Studies, 2013-10) Amukowa, Wycliffe; Ayuya, Caroline
    This paper entertains the notion that without their opposites, things, and by extension, human thought would not exist. Without its opposite aspect, each thing or thought loses the condition for its existence. Without life, there would be no death; without death, there would be no life. Without "above", there would be no "below" without "below", there would be no "above". Without misfortune, there would be no fortune; without fortune, there would be no misfortune. Without facility, there would be no difficulty, without difficulty, there would be no facility. Without landlords, there would be no tenants; without tenants, there would be no landlords. A definition of a thing, entity or a concept necessarily implies its opposite. Reflected alongside this contradiction, education in which its definition bears transmission of knowledge cannot exclude ignorance, which implies the absence of knowledge. Without ignorance, there would be no knowledge, without knowledge, there would be no ignorance. It is the object of this paper to qualify ignorance as a dimension of education, hence its inclusion in the definition of education.
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    Can Education System be Repaired? Ideological Dearth in Kenya’s Educational Practice and its Implications for Reforms in the Education Sector
    (Journal of Educational and Social Research, 2013-05) Amukowa, Wycliffe; Gunga, O. Samson; Ayuya, Caroline
    This paper confronts two issues; reforms (repairs) and ideology in education. Machines can be repaired any time they breakdown or develop defects. Educational reforms have been carried out any time an emerging need has to be confronted. Can these education reforms be seen as repairing an education system? Ideology on the other is a coherent system of ideas; relying upon a few basic assumptions about reality that may or may not have any factual basis, but are subjective choices that serve as the seed around which further thought grows. When traditional societies began to undergo changes, the ritualistic legitimization of education gave way to a new type of legitimization - the ideological legitimization of education. The latter has two attributes: one involves the appearance of people’s recognition of their right to choose the type of education that suits their tastes, values, aims and understanding. In view of this new realization, they no longer feel obliged to the accepted education only because it is the accepted type. The second attribute requires the simultaneous existence of several conceptions of education, from which one may choose the type of education suitable to one's needs. This paper searches into the possibility that there are no longer ideologies necessary to guide educational practice in Kenya, thereby raising concerns over education relevance.
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    Leveraging Science, Technology and Innovation for National Development in the Light of the Emerging Universities of Science and Technology in Kenya
    (Mediterranean Journal of Social Sciences, 2013-05) Amukowa, Wycliffe; Ayuya, Caroline
    It is recognized that effective leveraging of science, technology and innovation is essential for wealth creation in all nations. Science, Technology and Innovation is also a key component of social integration, sustainable development and poverty eradication based on equity, freedom, justice, governance, peace and prosperity. At the international level, science, technology and innovation act as a tool of international co-operation and solidarity. It is useful for provision of knowledge and information as well as facilitating globalization with human development while concomitantly strengthening national governance and acting as a vector of common heritage, international cooperation and solidarity. Appropriate Science, Technology and Innovation policy is key to the production, distribution and use of knowledge and information. This paper endeavours to underscore how the continued growth of universities of science and technology could steer Kenya’s economic growth among other priority areas as outlined by the government.
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    The Role of Anti-Corruption Education in the Light of Aristotelian Concept of Akrasia: An Epistemic Inquiry into the Anti-corruption Initiatives in Kenya
    (Mediterranean Journal of Social Sciences Published by MCSER-CEMAS-Sapienza University of Rome., 2013) Gunga, O. Samson; Amukowa, Wycliffe
    This paper undertakes an epistemic investigation of the efforts to combat corruption in Kenya in the light of Aristotle’s concept of Akrasia, and proposes a model for educational practice for the purpose of facilitating the fight against corruption. Akrasia is taken to mean a lack of command over self, leading one to act against one’s better judgment that one ought to choose virtue against vice.
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    Understanding as a Concept in Education: Conceptions and Alternative Interpretations
    (Journal of Educational and Social Research MCSER Publishing, Rome-Ital, 2014) Gunga, O. Samson; Embeywa, Henry Etende; Amukowa, Wycliffe
    Education has largely been conceptualized as transmission and acquisition of knowledge, skills, attitudes and values so as to facilitate desirable behavior. This conceptualization presupposes knowledge, skills, attitudes and values as sufficient conditions for desirable behavior; however this paper argues that these are necessary but not sufficient without Understanding. What understanding is or is not, and how it is to be justified as an educational condition demands explicit attention