On the Non-discursive Nature of Competence

This paper argues that the search for clarity and precision within practical education may engender procedures, say within the assessment of such education, which radically distorts what is trying to be done. If it is supposed that absolute precision is necessary in the specification of educational ends, then one focuses upon those things, such as simple behaviours, or the functions of machines, which are amenable to such precision. In doing so one moves away from a conception of persons and their capabilities, and also the world of meanings they inhabit, which may be rather vague and messy but which is absolutely crucial to a proper and full understanding of the notion of practical ability. [Journal extract, ed]