European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 8 │ 2017 doi: 10.5281/zenodo.885242 KANTIAN PERSPECTIVE IN MITIGATING RADICALISATION IN KENYAN SECONDARY SCHOOLS Mwenesi Jephthar University of Nairobi, Kenya Abstract: This study investigates the role that education can play in mitigating radicalisation of students. The violent acts of radicalisation have caused diverse effects in education sector in Kenya. The research uses Kant’s philosophy of categorical imperative as its theoretical framework. The theory states that we should always treat people as an end rather than means to an end. The research reveals that the focus on training of highly skilled labour at the expense of instilling values in learners makes it possible for radical elements to target them and use them as means for their political end. As a result of this their dignity is denied. To sort out the problem, the research proposes pedagogical reorientation, a pedagogy that will instill a critical mind to the learners and make them autonomous rather than heteronymous. This study addresses the philosophical approach to the issue of terror and radicalisation of students in schools and how education can be used to tackle the problem. The suggestions given to the study on how to mitigate the threat of radicalisation will benefit the stake holders among them teachers, education managers and guardians. The study can be used to enhance the development of a curriculum that addresses the issue of radicalism in schools. The study also recommends that Kant’s categorical imperative be adopted as a philosophical base for education in Kenya, whereby the curriculum be readjusted to embrace peace education and finally integration of different religions in Kenya so as to be taught as single subject which is to be renamed Religious Studies. Keywords: radicalisation, Kantian perspective, heteronymous, pedagogical reorientation Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 737 Mwenesi Jephthar KANTIAN PERSPECTIVE IN MITIGATING RADICALISATION IN KENYAN SECONDARY SCHOOLS 1. Introduction In recent times, there has been a worrisome phenomenon which has assumed global dimension and has engaged the attention and concern of governments, civil society, security agencies and institutions; a phenomenon which has been described as radicalisation of ideals. This involves a strong rejection of the status quo by adopting an extreme religious and/or political ideology as well as employing violence as an instrument of actualising its ideological goals and objectives (Margarita and Gray, 2014). The violent aspect of radicalisation has greatly decimated populations, maimed innocent citizens and destroyed unqualified number of property (Nafwor and Nwoga, 2015). This negatively affects the social-economic and political development of affected nations. The revolution that overthrew the Shah Islam of Iran and the founding of the republic of Iran brought a change in the Islamic world. Following the political, diplomatic and ideological altercations that the leaders of Islamic revolution started having with western powers, especially the US (Paul, 2011).Western powers sought to contain the influence of the Islamic government of Iran which was sending shock waves and inspiring Islamic theocracy across the Muslim world. The Iranian ideology was based Shia ideology (Paul, 2011). The soviet invasion of Afghanistan in the 1980s which led to later emergence of Osama bin Laden and al-Qaeda also escalated the rise of radicalism (Botha, 2014). Osama bin Laden felt that the west was domineering and interfering with the Muslim world. This was exacerbated by the Saudi invitation to the west, and the US in particular, to send troops to Saudi Arabia to drive the Iraqis out of Kuwait in 1991, which bin Laden saw as a defilement of holy Islamic territory by infidels (Mecca, the holiest of Islamic sites). Since the al-Qaeda attack in September 11, 2001 in New York, radicalization into violent extremism among youngsters has been on the ascendancy, spreading so fast to many parts of the world in different guise and forms, for instance in Afghanistan and Yemen they operate as Taliban and Al-Qaeda. In Syria and Iraq there is ISIS (Islamic State of Iraq and Syria); in Nigeria Boko Haram (western education is evil), and in Somali and Kenya Al-Shabaab (meaning youth). All these Islamic extremist groups focus on radicalisation of young people with a view to achieving their ambitions through terrorism (Nafwor and Nwoga, 2015). For downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1011 European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017 738 Mwenesi Jephthar KANTIAN PERSPECTIVE IN MITIGATING RADICALISATION IN KENYAN SECONDARY SCHOOLS European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017 739