The role of spirituality in education in African public schools has a long history which date back to the missionaries’ control of education, in both colonial and post-colonial periods. There is abundant literature on the subject that examines the instrumental role that missionaries played in laying the foundation for Western education in Africa in the colonial period, the contradictions that accompanied the process and the spiritual education nexus approach that was utilized. What is absent in the post-colonial education literature is the embrace of the approach by many private and semi-private schools in Africa. Using a phenomenological case study this paper examines the latter through the educational work of Starehe Boys Centre and School (SBC). Using varied literature on the subject the paper interrogates the growing literature on the subject, SBC actualization of the nexus between the two and emerging educational lessons on the same. In its findings the paper illustrates that spirituality is vital in the teaching and learning process, and a school that is centered on spirituality has great potential to excel in both academic and affective domains. It underscores that it is essential that spirituality is incorporated in education since the genesis of education is transcendental. The paper concludes that although the process is demanding, as evidenced in Starehe’s example, its benefits are enormous. The synergy creates space for the emergence, growth, and fullness of being, talent, and thought.
Assistant Professor, The Department of African and African-American Studies, The University of Kansas, Lawrence, Kansas, USA