Effects of emerging trends in postmodern religious education on the morality of third year university students: a case study of the University of Nairobi third year students

Abstract

Post modernism is defined as a philosophy of the “late 20th century movement characterized by broad skepticism, subjectivism, or relativism; a general suspicion of reason and an acute sensitivity to the role of ideology in asserting and maintaining political, religious and economic power. It is one such factor that is influencing and changing certain core values of religious education. The purpose of this study was to determine influence of emerging trends in postmodern religious education on the morality of third year university students with reference to the University of Nairobi. The following objectives were formulated to guide the study: to determine the influence of skepticism on the morality of religious students at the university of Nairobi, to determine the influence of subjectivism on the morality of religious education students at the University of Nairobi, to determine the influence of relativism on the morality of religious studies students at the University of Nairobi and to determine the influence of pluralism on the morality of religious education students at the University of Nairobi. The study was anchored on Durkheim’s theory on religion. A mixed method research design was employed in this study. The study targeted a head of department, lecturers and students in the department of religion and philosophy at the University of Nairobi. The study sampled 1 head of department, 10 lecturers and 167 3rd year students through purposive sampling from a target population of 1 head of department, 300 lecturers and 320 students. Data was collected through structured and semi-structured questionnaires administered to the students, and interview schedules. Pilot testing involved one departmental head, 5 lecturers and 20 students from Kenya Highlands Evangelical University in Kericho County. The content and construct validity, of the data collection instruments was ascertained by presenting the instruments for scrutiny to the researchers two University supervisors. Reliability of the students and lecturer questionnaires was estimated through the test-retest technique. To analyze data, Statistical package for Social Sciences (SPSS) was applied. Standard deviation as well as means and percentages were used for descriptive data analysis. Inferential statistics such as correlation and chi-square were also used to represent the findings in accordance with the study objectives. The findings show that skepticism indeed affected the morality of religious education students in the university (r=0.750, p<0.05). This can be evidenced by that some students ignored the shackles of organized religion and rejected the shackles of organized religion. Findings show that subjectivism had significant relationship with religious education morality at the University of Nairobi (r=0.560, p<0.05). Some students shunned outward expression of religion. Some tolerated individualism while others had allergy to facts. There was a statistically significant relationship between pluralism and the morality of religious education students at the University of Nairobi (r=0.840, p<0.05). This was evidenced by sense of tolerance for various beliefs and ways of life. However, there was no statistically significant relationship between relativism and the morality of religious education students at the University of Nairobi (r=0.151, p>0.05). In this regard, there was low level of indifference to religious and moral absolutes. The study recommends the need for the religious education departments to put in place strategies to counter the negative effects of postmodernism on students’ molarity. The study could be of importance to universities in addressing the approach on teaching religious education, and maintaining the original value and impact of religious education.