Using Hidden Curriculum Principles in Teaching Character Education in Kenya
Abstract
Character is a pattern of behavior, thoughts and feelings based on universal principles, moral strength and integrity. One’s character is evidenced by one’s life virtues such as self-control, positive attitudes, humility, and wisdom. Character Education is therefore understood as planned and systematized approach to Education that motivates self-respect, responsibility and honesty for being a good citizen. Further it embraces values, morals and ethics among the products of Education (Hamlin, 2016). On the other hand the Hidden Curriculum principles relate to a range of ideas which include attitudes, opinions and values that the students learn, not from formal curriculum but from experience of being in an educational institution such as schools, colleges and universities (Humes, 2008). The aim of this paper is to outline the contributions of hidden curriculum in facilitating the development of Character Education among the products of Education in Kenyan educational institutions. The article is based on documentary analysis of various reports on educational based task forces based on students’ discipline and unrest in Kenyan educational institutions and other roles of hidden curriculum in facilitating Character Education
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