Reforming Kenya's Schools' Curriculum

It bothers me a great deal that the form of education built around the empirical, discipline-based model that we have in our universities today is the product of 15th and 16th centuries transformation. As two leading scholars-Prof. Jeffrey Steinfeld of Massachusetts Institute of Technology and Prof. Takashi Mino of the Graduate School of Frontier Sciences, University of Tokyo-have recently noted, "this model has served us very well in the past, leading to enormous expansions of human knowledge, technology, and the global economy, but it may not be sufficient to address the problems of global sustainability that we now face (emphasis mine), which result, in part, from this growth in human activity. Indeed, this transition must succeed if we are to leave a healthy environment, a just society, and sustainable future to our descendants" (Sustainability Science (2009) 4:1–2). It is this that informs Climate XL's work on Kenya's schools' curriculum.