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EDUCATION IMPLICATIONS BY NJOROGE AND BENNAARS

S/NO. NAME REGISTRATION SIGN

NUMBER

1. OBIERO WILSON OMONDI E37/2612/2019

2. STANSLUS ORESI EVANS E37/2593/2019

3. STEPHINE ODHIAMBO OTIENO E37/2623/2019

4. DEVLENT OMONDI E37/5059/2018

5. ALICE WAIRIMU KIMANI E37/3501/2019

6. OCHUMI A. CHRISTOPHER E37/2588/2019

7. ANYANGO SYLVIA E37/5635/2019

8. MOKAMI ANNASTANCIA E37/2626/2019

MUTUNDI

GROUP TASK: Discuss the educational implications of the dimensions of education as

described by Njoroge and Bennaars.

Educational Implications by Njoroge and Bennaars

KENYATTA UNIVERSITY

DEPARTMENT OF PHILOSOPHY AND RELIGIOUS STUDIES

UNIT CODE : EFN 302

UNIT TITLE : PHILOSOPHY OF EDUATION

INSTRUCTOR : DR. COSMUS MUTUA

TASK : CAT ASSIGNMENT

DATE : 14TH DEC. 2021

GROUP NUMBER: THREE

Introduction

Various dimensions of education are built upon the very human nature. The concept

implies that there is a set of inherent distinguishing characteristics in human being that include

thinking, feeling and acting. In the light of this difficulty of arriving at a precise definition other

educational philosophers have tended to extend their search for a more precise and

comprehensive definition. They have therefore continued reflecting on this concept of education

as put forward by R.S. Peters (Njoroge & Bennaars, 1986). The reflections have led to a new

thinking that education should be understood as a multidimensional concept. By

multidimensional the two meant that which comprises of many dimensions and that these

dimensions are characterized by unity and plurality.

Reading through their so called dimensions, one clear observation is that they have an

additional aspect or criterion since beyond the three conditions by R.S. Peters, they add a fourth

condition, the creative dimension and so they talk of dimensions rather than conditions.

As such, they talk of the normative dimension, the cognitive dimension, the procedural or

dialogical dimension and the creative dimension. With regards to the creative dimension, the

implied requirement is that a process of education must go beyond mere transmission (of values,

norms, knowledge and understanding) to the liberation of the human person. In other words,

education should raise the people’s awareness to the level of enabling them overcome barriers

they were not able to overcome before. It should therefore enhance the learners’ potential and

enable them emerge as creators in the world.

The norms of society should be instilled in students through education. There are

universally accepted forms of behavior in every civilization (Frankena & Frankena, 1973). These

norms must be instilled in students through schooling. Thus, in conceiving education, the

axiological element is crucial. Education is to instill important principles in individuals so that

they can completely comprehend their actions in society. Non-material judgemental values,

which primarily determine one's judgment on the worthiness of non-material items such as

justice, fairness, love, happiness, evil, good, and so on, are critical in influencing society

behavior.

Political principles such as justice, human rights, fairness, and equality influence the

widespread allocation of resources in a society. Individual judgment on material goods such as

cars, money, art, and music, as well as human moods such as happiness, love, suffering,

knowledge, and freedom, is an important component of education. Education, in its whole,

attempts to produce an individual who is attentive of other people's issues, therefore enhancing

harmony and co-existence in human society, as well as recognizing and enjoying the beauty of

nature via the learned survival and trans-survival values.

Creative Dimension of Education

When presented with a dilemma, education should assist an individual be creative and

think of solutions. As a result, an individual's thoughts must be genuine. Individuals engaged in

educational dialogue must fully exploit education's metaphysical worth in this regard.

Individuals practicing education must accept conversation and criticism at all costs in order to

provide a space for critical investigation into topics. This effectively indicates that learners

should not be forced to comply to unjustified established social dogmas, but rather be free to
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express themselves soberly via inquiry and the pursuit of truth and ultimate reality, particularly

in an ever-changing society. Such dynamisms necessitate immediate attention and the

development of remedies.

According to John Dewey, an American educationist, child-centered and method-

centered educational methods should be used in education. This should be based on experience

and growth, as well as active inquiry and creativity, which are essential elements in educational

philosophy (Waghid, 2013). When providing education, one should consider the learner's

cognitive and physical growth, since this helps define their level of creativity. In philosophical

examination of this creative aspect of education, the following should be considered. To begin,

the amount of creativity is determined by one's physical growth, intellect, emotions, morals, and

social status; hence, education should take psychological variables into account.

Second, because education is provided to natural human beings, it follows that education

must be permitted to run its natural course. This implies that while transmitting skills,

information, beliefs, and attitudes to learners, they should be allowed to grow naturally, not just

physically but also cognitively, morally, emotionally, and [Link], education is a subset of

learning that considers relative permanent change in behavior as a result of experience, inquiry,

and creativity. So, education should allow the kid to grow and develop, and thus learn, in line

with his or her own needs and interests, while also allowing the child to experiment and express

himself or herself. As a result, because education is a creative experience, education must foster

creativity and self-expression as a technique of learning.

The creativity must not be controlled or interfered with but nature should be left to take

its own course. Finally, natural growth accompanies variation and diversity. Thus education must

take into account learner’s individual differences in terms of needs and interests which should be
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catered for to allow for creativity. In reality, education should impart creative skills into

individual to enable them cope with challenges and solve problems besides coming up with new

ideas and skills of resolving issues and solving problems. Education must develop the ability of

the learners to be creative, skilful and innovative. For education to be meaniful it must help

someone to be inventive in order to come up with new ideas in any field. These new ideas can be

used to solve the everyday problems.

Dialogical Dimension of Education

The term ‘dialogue’ etymologically comes from a Greek word, ’dialogos’ whose

meaning is equivalent to ‘two people speaking words to each other’. Thus, in dialogue, verbal

communication ought to be evident between two people or two parties who speak with each

other. It is only through speaking with each other(dialogue) that human beings can learn to

understand, appreciate and respect each other as partners in creating a cultural world.

Education system is an interaction or dialogue between an instructor or teacher and the learner.

The teacher engages in dialogue with the learner and vice versa for learning to take place.

Education is a dialogue thus any problem in education is solved through dialogue. Education is

all about solving problems and resolving issues dialogically. Through constructive dialogue,

individuals are able to see sense and get proper education.

Through thesis and antithesis, individuals are able to reach a synthesis which of course is

not ultimate. This way, individuals invent new ways of solving issues through the use of proper

structures of reasoning. According to Peters and Hirst (2012), they point out the role of education

as that of initiating learners into public forms or modes of experience which are basically forms

of knowledge seen inform of public or social experience in and character. Through this

dimension, individuals who are educated should use dialogue to freely and constructively
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interact with fellow human beings in a socially responsible manner. Peters and Hurst went ahead

and identified the seven forms of public experience as; logic and mathematics, the physical

sciences, ethics, religion and philosophy which the learner need to acquire through education.

Education therefore, is a social affair and institution and not an individual affair hence a

dialogue. Since education is a process of humanisation of self and the world, and since human

beings have the task to coexist with the other world, education should enhance interpersonal

relationship that encourages dialogue (verbal interactive communication) as a means of

strengthening intersubjective understanding and harmony. For any process to be called

education, it must embrace dialogical relationships between human beings.

Cognitive Dimension of Education

The scientific name for this is cognition "the thought-process It refers to conception "or

acknowledgement). It entails the processing of information, the application of knowledge, and

the modification of preferences. In terms of education, the cognitive part of education is

concerned with knowledge. Education is commonly associated with the acquiring of knowledge

(Cooper et al., 2004). Learning cannot be deemed to have occurred if no information has been

passed on to the students. In reality, wisdom is whatever remains after all else has been

forgotten. In society, education has an express task to develop learners' cognition. Choices are

made about the learning environment and the activities that are authorized, which result in a

formed experience. There are several cognitive processes that occur in order for learning to

occur. As a result, the learning environment (teachers, materials, and so on) are critical

components of knowledge acquisition.

From the described implications of educational dimensions, it can been established that,

in trying to understand the process of education there are three conditions or requirements that

must be considered. It it must transmit something worthwhile to the people, transmit or involve

some knowledge or understating and should include some acceptable procedures or method of

transmission of something worthwhile and understanding. An educated person is someone who

has assimilated something worthwhile, has acquired some knowledge and understanding and all

these have led him or her to be a free, creative and moral person in the society.
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References

Cooper, B. S., Fusarelli, L. D., & Randall, E. V. (2004). Better policies, better schools:

Theories and applications. Pearson College Division.

Frankena, W. K., & Frankena, W. K. (1973). Ethics. Prentice Hall.

Hirst, P. H., & Peters, R. S. (2012). The logic of education (RLE Edu K). Routledge.

Njoroge, R. J., & Bennaars, G. (1986). Philosophy and education in Africa: An introductory text

for students of education.

Waghid, Y. (2013). African philosophy of education reconsidered: On being human. Routledge.