skills who has already read a little about me knows that I use the term "competence" in education think (probably this applies to more disciplines) occupied for unfortunate and wrong. Why him for more than 40 years running after (and neither could explain something better or the people could give a better life) I will always be closed. Obviously, but he is loved by all dearly.
I just browse through again in the magazine Education (2009 / 5) and find such an attempt of a series beginning on "competence orientation in the discussion". The topic will be discussed for 40 years - I still know from my time in the upper level (reform) level of 1969. In the said article is thus under the subheading "competence as a core concept:
plays, the term" competence ", a fundamental role. It is based on educational standards, as adopted by the KMK (KMK) in 2003/2004 and currently being further developed for the upper leaves. The concept of competence represents a pragmatic turn in education debate because he would ultimately determine functional: is Made Who certain specific and complex requirements can tackle successfully. Thus in the central definition of Weinert: skills are "in individuals possess or can learn, cognitive abilities and skills to solve specific problems, and the related motivational [= targeted], volitional [= willing forming] and social [ = too oriented to the common values] willingness and ability to use the problem-solving in a variety of situations successfully and responsibly. "
The well-meaning remarks in brackets are mine.
Sodele ... Let's take a concrete example for us on the trail of the idiosyncratic Conceptualization of 'competence' come. Given a roadworthy car and four people of marriageable age, say 23 against clock in an average city. A person is standing in front the next morning to go to the driving test, let's call it A. A person had a little bad luck and just had to make in the last week, driving for 4 weeks, we call it B. The remaining two have to a valid driving license. Person C has drunk two beers, D person is sober and female, but has sprained his left foot. Now comes the big question (no, not "Who was Gretchen - that would be a question of education * gg *?): Who is allowed to drive? Or better, who is the Gang of Four (female? No, not again as an educational issue * gg *) for driving responsible (competent)? I had the example can still accumulate to a gay or transsexual fifth (fifth?), But then it would be closely become in the back and he (she?) Would have had to sit on someone's lap, that would be just too complicated now, all discriminatory and to filter out political implications of the story out in the classroom would have to insist that the metaphor would not be confused by the fifth wheel with the 5th Column ... but we leave this discourse back to the question: Who goes?
Weinert
After all four! * Gg *
Why? Well, because they all eventually all the skills and ability to drive a car, have learned. And according to his own definition, it's competence. Klickert it now, that this notion of competence is not too far? Clear from the perspective of driving instructors already. Who deserve it and that's ok too. But from the perspective of society (justice, new car dealers, psychological services, parents, children, politicians, neighbors, pub owners, employers, etc.) this is good concept of competence is not much. Also not for us, we should now in the shoes of the judge Adzak: infection (Chalk Circle Brecht ... Education * gg *): If we would be responsible for driving (competent) to explain? Or rather, whom do we give the power to run the car or to go?
Herrlich - how fast becoming the new concept of substance and usefulness, but completely beyond the education ... Perhaps we should now take up new words ... Education seen as potential competence. If I were responsible for the conceptualization of pedagogy (competent), then I would prefer not there, however, entirely on the concept ... or if we have the following (since the discussion about 1969) brought any further - so I mean, if one looks at today's educational landscape, the teachers, which has learned from this paradigm itself, and most are still around today for these KK (small = small core competencies) makes ...
competencies of learners is a goal of learning
One overarching goal of the reorganization of secondary education is, learning to combine in one unit ... For integrated learning processes are necessary to communicate with the expertise of both human and socio-political powers. Human competence means in this context that the learner is of itself as a responsible person is aware that he gave his life plan in which fellow human beings independently and take its place in the family, related to society and the state is able to determine correctly. Content and forms of learning need to help prepare the children for their life situation in the private, professional and public sector so that it reaches a reflective act.
German Education - Recommendations of the Education Commission: The reorganization of secondary education, Bonn 1974