Competence-based education and training: Progress or villainy?

Journal of Philosophy of Education 30 (3):361–376 (1996)
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Abstract

This paper notes the critical response that the ‘competence movement’ has received from writers in philosophy of education and argues for a more positive assessment of what it offers in relation to: (i) the place of practical competence in a liberal education, (ii) the meritocratic principles underlying the competence movement, (iii) the ‘transparency’ of expectations in assessment, and even (iv) the element of practical competence in moral performance. It emphasises, however, that not all versions of ‘competence’ can be defended in these terms and that this requires a more generic and cognitively laden concept of personal and professional competence.

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References found in this work

Ethics and education.Richard Stanley Peters - 1966 - London,: Allen & Unwin.
Democracy and Education.John Dewey - 1916 - Mineola, N.Y.: Dover Publications.
Ethics and Education.A. J. D. Porteous - 1967 - British Journal of Educational Studies 15 (1):75.
Postmodernism and education.Robin Usher - 1994 - New York: Routledge. Edited by Richard Edwards.
Democracy and Education.Addison W. Moore - 1916 - International Journal of Ethics 26 (4):547-550.

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