Aquinas theory of education as wisdom , A Kenyan context

The aim of MacKay report in the establishing 8-4-4 system of education was geared towards self-employment especially in the informal sector. The original 8-4-4 has undergone piecemeal changes over the three decades it has been in existence. For example the number of examinable subjects in the final year of primary and secondary level has reduced from seven to five and ten to seven respectively. The system laid emphasis on Mathematics, English and vocational courses like art, craft, home science, business, agriculture, carpentry, woodwork, masonry and electricity. Over time these vocational subjects have been dropped with the flimsy excuse that it was expensive to implement. The current version lays lots of emphasis on language (English and Kiswahili), mathematics and sciences. With such a change teachers have turned into experts of preparing students for national examinations and not preparing them for life after school.

Aquinas in his theory of education as wisdom based his arguments on understanding of who is a person and what can be good for such a being. He says that a person is a composite unity endowed with material component which is relied upon as the basis for intellectual knowledge. For Aquinas wisdom is the ability to discern what is good for the person and genuinely pursue it. He says there are two levels of wisdom namely created which is the realm of science that is interested in the natural world and uncreated wisdom which man discovers and leads him to know God and be open to His transcendence. The vision of St. Thomas is that they should be united as its proper for man.

In our education system there is the emphasis on science which unfortunately does not answer the deep questions that disturbs man. True wisdom should involve enabling students to be reflective hence opening up to God. The 8-4-4 system is currently centered on  social prestige  whereby there is an emphasis to get the best grades which its hoped will lead to a good job and one is able to join a certain privileged class in the society who have gotten great returns from education. Our system is like a series of sieves whereby it allows only the best in the tested subjects to go through and the rest are discarded. Our system has no room for reflection on what kind of lives students should lead after schooling. Aquinas says education should foster in learners ability to understand their own lives and order it to finality (God). Our system which emphasizes recall rather than understanding leaves very little room for such kind of reflection to occur and our students know very little beyond what they learn in class by “drilling method”. Passing examinations has been termed a matter of “life and death” as a child is not open to other possibilities beyond exams.

The problems of not approaching education as wisdom is evident as employers complain that graduates of our education system lack key skills namely communication, teamwork and professional behavior. An environment that glorifies the highest grade cannot impart such skills which are crucial not just in the workplace but also in a person’s life. Wisdom is the ability to choose what is truly good for the person but with the impartiality in our education such is untenable. We need to approach education from a holistic view as man is a unity of body of soul and needs to develop the two harmoniously in order to lead a balanced life. As presently designed the education system leaves the students tired as the curriculum is extensive and have to be studying all year round even during school holidays since the ultimate prize is to attain the highest grade.

Let’s turn our attention to virtue which has been defined as a stable good habit. Aquinas contends that acquisition of virtue is the hallmark of education. He says that there is a precondition to rely on intellectual instruction to impact virtues which is initial possession of virtues by the learners. This means that before children join school parents should have laid the foundation in virtues so that teachers can only broaden their views. In our education system there is emphasis on social studies and religious education which is hoped will enable students attain social virtues. This noble intention is however lost in the race to attain high grades in these subjects and in the process children don’t reflect on what has been learnt and its application in their lives. Reducing virtues to intellectual instruction does not constitute wisdom as even at university students do not understand why they should take classes in ethics. This attitude can be attributed to non-reflection of foundational knowledge in social ethics in primary and secondary level.

We can conclude that education as wisdom leads to development of full capabilities of students rather than insistence on some sectors. Such an education will lead to living and working in dignity as life is opened to God through uncreated wisdom. Our system doesnot make room for such wisdom and no wonder we have youth who cannot confront certain questions about life. Making informed decisions which is a characteristic of a prudent person is lacking in our education as currently formulated. Lastly is that wisdom fosters lifelong learning as opposed to learning to pass examinations? We can say our aim in education is not wisdom as envisioned by Aquinas but passing examinations with the hope of getting a good job with no idea with what to do thereafter.