Abstract:
Philosophy of education in Kenya needs to be constantly reconstructed given the emerging needs
of society and in light of global trends. Changes in the education system over time have not
eradicated education challenges that result in unemployment and social evils in Kenya. There
are also global and national goals to be met. The objective of this study was to examine the role
of philosophers and suggest whether professional philosophers could reconstruct philosophy of
education in Kenya to guide the achievement of Sustainable Development Goals (SDGs) and the
Kenya Vision 2030 Plan. The SDGs and Kenya’s Vision 2030 work in tandem, and if effectively
and efficiently implemented, guided by a sound philosophy of education, lives of all Kenyans
would be raised to international standards. This study was conducted as desk research that
employed critical conceptual philosophical literature review. A recommendation was made that
experts in philosophy of education could use Dewey’s philosophy of pragmatism to facilitate the
reconstruction of Kenya’s national philosophy of education as a tool to steer attainment of the
Sustainable Development Goals and the Kenya Vision 2030.
Keywords: Sustainable Development Goals (SDGs), Kenya Vision 2030, philosophy, Dewey’s
pragmatism, philosophy of education
