5 Adopting and Adapting Waldorf Education Returning to the Roots Through Waldorf Education in Kenya Manya Oriel Kagan, Elizabeth Owino, Eric R Masese, and Jeanne Rey Brief History of Education in Kenya Not much is known about educational systems of precolonial African so- cieties, often referred to as Traditional African Societies (TAS). Traditional education in these societies was a holistic and continuous process integrated into every aspect of life. Its goal was to develop individuals who were re- spectful, integrated, sensitive, and responsive to the needs of their families and communities. Through traditional pedagogy, children learned essential beliefs, morals, skills, and aspirations, becoming productive members of so- ciety (Omolewa, 2007; Higgs, 2008). Similarly, in Kenya, information about the history and scope of education before independence is scarce. However, postcolonial records shed light on the educational landscape. Traditional African Education (TAE) in Kenya focused on socialisation and encultura- tion, ensuring the security and continuity of communal and social systems. This informal education system aimed to transmit accumulated wisdom and knowledge across generations, preparing young individuals for their future roles in society (Mosoti, 2011; Wamonje, 1976). Kenya’s educational system has been shaped by complex and dynamic relationships with its political economy, influenced by factors such as co- lonialism, postcolonialism, and globalisation (Matasci et al., 2020). Preco- lonial education in Kenya emphasised the interconnectedness of physical, emotional, intellectual, and spiritual development. Local knowledge and practices were passed down through oral traditions, and skills were devel- oped through apprenticeship within the community (Nikima, 2009). Moral education was integral, teaching values and beliefs through oral traditions and community participation. The precolonial education system in African societies promoted harmonious coexistence with the environment and em- phasised communal living. It nurtured individuals as members of a collective, instilling a sense of responsibility for their actions and the well-being of the community. Education was a lifelong process, taking place within families and society, where older individuals acted as teachers. Practical learning and the transfer of knowledge and skills from one generation to the next were central aspects (Kenyatta, 1978). DOI: 10.4324/9781003437727-5 This chapter has been made available under a CC-BY-NC-ND 4.0 license.