African indigenous perspectives for reinforcing moral education among the Lesotho Secondary school learners

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dc.contributor.authorTlali, Tebello
dc.contributor.authorSepiriti, Sepiriti
dc.date.accessioned2024-07-16T09:02:21Z
dc.date.available2024-07-16T09:02:21Z
dc.date.issued2023-12
dc.description.abstracthe contemporary world faces a moral crisis affecting various spheres of life, such as the community, the family and the school. In light of this view, it is noted that the secondary school learners in Lesotho are not immune from the escalating immorality. The study, therefore, sought to explore the indigenous strategies that could reinforce moral education among the learners. The study departed from an African indigenous perspective and solicited teachers' views regarding the indigenous strategies that may reinforce moral education among secondary school learners. The Botho/Ubuntu philosophy was thus applied as the over-arching theoretical framework. A qualitative research method was adopted, and data were gathered through an open-ended questionnaire and semi- structured interviews. Twenty-eight purposively selected Lesotho secondary school teachers took part in the study. The findings suggested that community-based, school- based, lifestyle-changing strategies such as abstinence from immoral urges, e.g. sexual intercourse can reinforce moral education among Lesotho secondary school learners.en
dc.description.sponsorshipSelfen
dc.identifier.urihttps://hdl.handle.net/20.500.14155/1968
dc.language.isoenen
dc.publisherResearchGateen
dc.subjectBotho/Ubuntu philosophy, humaneness, ethics, learner morality, moral education, African indigenous educationen
dc.titleAfrican indigenous perspectives for reinforcing moral education among the Lesotho Secondary school learnersen
dc.typeArticleen
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