A CRITIQUE OF CHRISTIAN RELIGIOUS EDUCATION FOR MORAL REASONING AMONG STUDENTS IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA CENTRAL, KENYA :APHENOMENOLOGICAL APPROACH

Abstract

Educational institutions have long served as the foundation for developing moral character and ethical reasoning. Thinkers such as Plato and Aristotle emphasized that moral excellence emerges from habit-based learning and curriculum-guided development. In Kenya, Christian Religious Education (CRE) was introduced to play this formative role in shaping students’ moral behavior. However, despite its moral aims, CRE has not consistently produced the expected transformation in students’ conduct. Persistent cases of indiscipline, examination malpractice, and moral decline in public secondary schools in Kakamega Central Sub-County suggest a gap between curriculum intentions and actual outcomes. This study therefore offered a philosophical critique of Christian Religious Education and moral reasoning among students in Kakamega Central, Kenya, guided by three objectives: (1) to analyze the moral content of the Kenyan secondary school CRE syllabus, (2) to examine teachers lived experiences regarding pedagogical approaches used in teaching moral content, and (3) to investigate the implications of the syllabus and teaching approaches for students’ moral reasoning. The study was grounded in Kantian deontology, which emphasizes duty and rational moral obligation, and employed both the phenomenological hermeneutical and critical methods. A qualitative phenomenological research design was used, drawing data from unstructured interviews with purposively selected CRE teachers and students in public secondary schools. Data were analyzed thematically using Braun and Clarke’s six-step framework to identify recurring themes on moral reasoning, ethical dilemmas, and teaching practices. Findings revealed that while teachers recognize CRE as essential for moral formation, its impact on students’ moral reasoning remains limited by teacher-centered instruction, exam-oriented practices, and minimal use of interactive pedagogies such as role-playing, storytelling, and ethical debates. The study also found that societal and peer influences weaken the translation of CRE’s moral content into daily behavior. The study concludes that CRE has the potential to enhance moral reasoning if taught through experiential and dialogical approaches that engage learners in reflective moral inquiry. It recommends curriculum reforms that integrate modern ethical concerns such as digital ethics, social justice, and environmental responsibility and a balance between Western philosophical ethics (Kantian, Aristotelian) and African communitarian ethics (Ubuntu). Strengthening teacher training on moral pedagogy is essential to align CRE instruction with the broader goal of nurturing ethical and responsible citizens.