An examination of the notion of family life education and its implications to education in the light of plato's moral theory
MetadataShow full item record
The purpose of this study was to draw useful implications of the notion of Family Life Education (FLE) to the practice of Education for moral development in Kenya. Review of literature revealed that there are two seemingly conflicting positions with regard to the subject of FLE. One such position has been conveniently called Pro-Family Life Education (Pro-FLE) because it favours the introduction of FLE in schools. The other position is rather opposed to the proposal to introduce FLE in schools and has accordingly been referred to as Anti-Family life Education (Anti-FLE). In this regard, the study has main three objectives namely; to critically examine the basic assumptions in favour of the introduction of FLE in schools as presented by Pro-FLE and the second is to examine the basic assumptions presented by Anti-FLE in opposition to the introduction of FLE in schools. The third and last objective is to draw useful lessons or implications of the basic assumptions of each position to the practice of moral education. In this study FLE was conceived as a process that aims at the initiation of learners into values, both social and biological, so as to help the youth to become responsible members of the society. This way, the study examined the conflicting views on the proposal to introduce FLE in schools as advanced by the Pro-FLE and those of the Anti-FLE. While the Pro-FLE felt that the programme would be useful in addressing moral problems among the youth, the Anti-FLE think that such a programme would lead to an increase in moral problems and therefore should not be included in the school curriculum. The study used Plato's Moral Theory, which instills a thinking that once a person knows about something, he or she is likely to do the right thing and avoid the wrong one, as a result of that knowledge. The study emphasizes that there is need for FLE for the youth in Kenya. However, there are three areas, namely scope and focus, content and implementation that require to be taken into great consideration if FLE is to succeed in schools due to diverse moral backgrounds. Selection of content and implementation has to be flexible to cater for the various learners from different backgrounds. Morality cannot be achieved single-handedly and so all institutions in the society have to play their specific role to achieve the same goal of moral development among people. The study concludes that FLE should form a solid discipline of the school curriculum. The construction of the curriculum, teaching approaches and evaluation techniques should be geared towards the acquisition and application of moral experience within moral problems and needs of the learners and the general society.