QUESTION TWO (8 marks) (12 marks) (10 marks) a) Provide a classical definition of knowledge according to Plato. (4 marks) b) Discuss two educational philosophies that are relevant to the implementation of the competency based curriculum in Kenya (16 marks) QUESTION THREE a) Explain the meaning and aspects of axiology as a philosophical foundation for education (6 marks) b) Discuss the implications of axiology to education (14 marks) QUESTION FOUR a) Identify and explain any two philosophical schools of thought in education. (10 marks) b) Examine the educational implications of each of the philosophical schools of thought identified in (a) (10 marks) me philosophy of education in Kenya today

**QUESTION TWO**<br /><br />**(a) Plato's Classical Definition of Knowledge:**<br /><br />Plato defined knowledge as "justified true belief." This means that for something to be considered knowledge, it must meet three criteria:<br /><br />1. **Belief:** The individual must genuinely believe the proposition.<br />2. **Truth:** The proposition must actually be true; it must correspond to reality.<br />3. **Justification:** The belief must be supported by adequate reasons or evidence. It can't be merely a lucky guess or an unsubstantiated opinion. Plato emphasized reason and logical argument as crucial for justification.<br /><br />**(b) Two Educational Philosophies Relevant to Competency-Based Curriculum in Kenya:**<br /><br />1. **Pragmatism:** Pragmatism emphasizes practical application and real-world experience. It focuses on learning by doing and problem-solving. This aligns with the CBC's emphasis on developing practical skills and applying knowledge in real-life situations. The CBC's focus on assessing learners' ability to perform tasks and demonstrate competencies reflects a pragmatic approach.<br /><br />2. **Essentialism:** Essentialism advocates for a focus on core subjects and fundamental skills. It emphasizes a structured and rigorous curriculum that transmits essential knowledge and values to the next generation. While the CBC aims to develop a wider range of competencies, it still recognizes the importance of foundational knowledge and skills in areas like literacy, numeracy, and science, which aligns with essentialist principles. The emphasis on clearly defined learning outcomes and assessment criteria in the CBC also resonates with essentialism.<br /><br /><br />**QUESTION THREE**<br /><br />**(a) Axiology: Meaning and Aspects:**<br /><br />Axiology is the branch of philosophy concerned with values. In education, it explores the nature of values, their role in learning, and how they should be taught. Key aspects of axiology include:<br /><br />1. **Ethics:** Deals with moral values and principles, guiding conduct and decision-making. In education, ethics addresses questions of character development, moral reasoning, and social responsibility.<br /><br />2. **Aesthetics:** Focuses on the nature of beauty, art, and taste. In education, aesthetics plays a role in developing appreciation for the arts, fostering creativity, and cultivating aesthetic judgment.<br /><br />**(b) Implications of Axiology to Education:**<br /><br />1. **Curriculum Development:** Axiology influences the selection of content and learning experiences that reflect desired values. For example, a curriculum emphasizing ethical values might include lessons on honesty, integrity, and respect.<br /><br />2. **Teaching Methods:** Axiological considerations inform teaching approaches. A teacher emphasizing aesthetic values might use art, music, and literature to engage students.<br /><br />3. **Classroom Environment:** The classroom environment should reflect the values being promoted. A classroom emphasizing respect and cooperation would be characterized by positive interactions and collaborative learning.<br /><br />4. **Assessment:** Assessment methods should align with the values being emphasized. If creativity is valued, assessment should provide opportunities for students to demonstrate their creative abilities.<br /><br />5. **Teacher Role:** Teachers act as role models, embodying the values they aim to instill in students. Their actions and interactions communicate values implicitly and explicitly.<br /><br /><br />**QUESTION FOUR**<br /><br />**(a) Two Philosophical Schools of Thought in Education:**<br /><br />1. **Perennialism:** Perennialism emphasizes enduring ideas and universal truths. It advocates for a curriculum focused on classic literature, philosophy, and history, believing these subjects cultivate rational thought and moral development.<br /><br />2. **Progressivism:** Progressivism emphasizes learning through experience and problem-solving. It advocates for a student-centered curriculum that is relevant to students' lives and interests. It encourages active learning, critical thinking, and collaboration.<br /><br />**(b) Educational Implications:**<br /><br />* **Perennialism:** A perennialist approach leads to a curriculum centered on classic texts and intellectual disciplines. Teaching methods often involve lectures, discussions, and analysis of great works. Assessment focuses on demonstrating understanding of core concepts and principles.<br /><br />* **Progressivism:** A progressive approach leads to a curriculum that is flexible and responsive to student needs. Teaching methods emphasize project-based learning, inquiry-based learning, and collaborative activities. Assessment focuses on demonstrating practical skills, problem-solving abilities, and critical thinking.<br /><br /><br />It's important to note that Kenya's philosophy of education is often described as eclectic, drawing from various philosophical perspectives to create a system that addresses the country's unique needs and context. While elements of different philosophies can be observed in the Kenyan education system, the current emphasis on competency-based education reflects a strong influence of pragmatism and, to some extent, essentialism.<br />