Reconsidering Competence

Journal of Philosophy of Education 31 (3):491-503 (1997)
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Abstract

Attempts by David Bridges and others to justify certain models of competence-based education and training (CBET) are criticised on the grounds that they do not challenge the behaviouristic nature of the functional analysis system which underpins CBET. Competence strategies serve to de-skill and de-professionalise teaching and other public-service occupations by their technicist and reductionist approach to human values and knowledge. Educators committed to liberal values should eschew competence strategies in favour of learning theories inspired by the experiential tradition.

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Citations of this work

Two Concepts of Assessment.Gerard Lum - 2012 - Journal of Philosophy of Education 46 (4):589-602.
Competence in the workplace: Rhetorical robbery and curriculum policy.John Halliday - 2004 - Educational Philosophy and Theory 36 (5):579–590.
Competence in the Workplace: Rhetorical robbery and curriculum policy.John Halliday - 2004 - Educational Philosophy and Theory 36 (5):579-590.

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