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...
Gespeichert in:
| Veröffentlicht in: | Educational philosophy and theory 2004-11, Vol.36 (5), p.485-496 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 496 |
|---|---|
| container_issue | 5 |
| container_start_page | 485 |
| container_title | Educational philosophy and theory |
| container_volume | 36 |
| creator | Lum, Gerard |
| description | 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] |
| doi_str_mv | 10.1111/j.1469-5812.2004.085_1.x |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_222525814</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><informt_id>10.3316/ielapa.200411832</informt_id><sourcerecordid>820226381</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4365-db6fc8bd1857c8aea6cebc57ee1d08302650def5f47d5923ab32d8b6ae63c6523</originalsourceid><addsrcrecordid>eNqNkEtr3DAUhUVJoZO0_8FkWbCrhyVroJt0SNpCSLpI1xdZj0aDx3IlTZP595HHIXSXaCMu95zvcg5CFcENKe_LtiGtWNdcEtpQjNsGSw6keXyHVi-LE7TCmLCaSN59QKcpbcvI265boc-3Y5XvbXUTxtr4pPcx-X9lVHkfbRVctQm7yWY7avsRvXdqSPbT83-Gfl9d3m1-1Ne3339uLq5r3TLBa9MLp2Vv5mNaKquEtr3mnbXEYMkwFRwb67hrO8PXlKmeUSN7oaxgWnDKztD5wp1i-Lu3KcM27ONYTgKllNOSqC0iuYh0DClF62CKfqfiAQiGuRjYwpwf5vwwFwPHYuCxWL8u1gc_2MObfXD56-JO8mK_Wuxx5zOoSbkM9zlPCYzKCvzownET4h8wwc9cxogAb4ciPiIJkWzO-e1_kPXT20CLkrC17GbIZoEscvUQ4mAgq8MQootq1D4Be7WSJ7J6rvU</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>222525814</pqid></control><display><type>article</type><title>On the Non-discursive Nature of Competence</title><source>EBSCOhost Education Source</source><creator>Lum, Gerard</creator><creatorcontrib>Lum, Gerard</creatorcontrib><description>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]</description><identifier>ISSN: 0013-1857</identifier><identifier>EISSN: 1469-5812</identifier><identifier>DOI: 10.1111/j.1469-5812.2004.085_1.x</identifier><language>eng</language><publisher>Oxford, UK: Taylor & Francis Group</publisher><subject>Competence ; Competency based assessment ; Competency based education ; Curriculum ; Educational philosophy ; Knowledge (Theory) ; National Vocational Qualifications (NVQs) ; Skill analysis ; Student assessment ; Vocational education ; Vocational education and training</subject><ispartof>Educational philosophy and theory, 2004-11, Vol.36 (5), p.485-496</ispartof><rights>Copyright Taylor & Francis Group, LLC 2004</rights><rights>2004 Philosophy of Education Society of Australasia</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4365-db6fc8bd1857c8aea6cebc57ee1d08302650def5f47d5923ab32d8b6ae63c6523</citedby><cites>FETCH-LOGICAL-c4365-db6fc8bd1857c8aea6cebc57ee1d08302650def5f47d5923ab32d8b6ae63c6523</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><creatorcontrib>Lum, Gerard</creatorcontrib><title>On the Non-discursive Nature of Competence</title><title>Educational philosophy and theory</title><description>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]</description><subject>Competence</subject><subject>Competency based assessment</subject><subject>Competency based education</subject><subject>Curriculum</subject><subject>Educational philosophy</subject><subject>Knowledge (Theory)</subject><subject>National Vocational Qualifications (NVQs)</subject><subject>Skill analysis</subject><subject>Student assessment</subject><subject>Vocational education</subject><subject>Vocational education and training</subject><issn>0013-1857</issn><issn>1469-5812</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><recordid>eNqNkEtr3DAUhUVJoZO0_8FkWbCrhyVroJt0SNpCSLpI1xdZj0aDx3IlTZP595HHIXSXaCMu95zvcg5CFcENKe_LtiGtWNdcEtpQjNsGSw6keXyHVi-LE7TCmLCaSN59QKcpbcvI265boc-3Y5XvbXUTxtr4pPcx-X9lVHkfbRVctQm7yWY7avsRvXdqSPbT83-Gfl9d3m1-1Ne3339uLq5r3TLBa9MLp2Vv5mNaKquEtr3mnbXEYMkwFRwb67hrO8PXlKmeUSN7oaxgWnDKztD5wp1i-Lu3KcM27ONYTgKllNOSqC0iuYh0DClF62CKfqfiAQiGuRjYwpwf5vwwFwPHYuCxWL8u1gc_2MObfXD56-JO8mK_Wuxx5zOoSbkM9zlPCYzKCvzownET4h8wwc9cxogAb4ciPiIJkWzO-e1_kPXT20CLkrC17GbIZoEscvUQ4mAgq8MQootq1D4Be7WSJ7J6rvU</recordid><startdate>200411</startdate><enddate>200411</enddate><creator>Lum, Gerard</creator><general>Taylor & Francis Group</general><general>Blackwell Publishing, Ltd</general><general>Taylor & Francis Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>200411</creationdate><title>On the Non-discursive Nature of Competence</title><author>Lum, Gerard</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4365-db6fc8bd1857c8aea6cebc57ee1d08302650def5f47d5923ab32d8b6ae63c6523</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Competence</topic><topic>Competency based assessment</topic><topic>Competency based education</topic><topic>Curriculum</topic><topic>Educational philosophy</topic><topic>Knowledge (Theory)</topic><topic>National Vocational Qualifications (NVQs)</topic><topic>Skill analysis</topic><topic>Student assessment</topic><topic>Vocational education</topic><topic>Vocational education and training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Lum, Gerard</creatorcontrib><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>Educational philosophy and theory</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lum, Gerard</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>On the Non-discursive Nature of Competence</atitle><jtitle>Educational philosophy and theory</jtitle><date>2004-11</date><risdate>2004</risdate><volume>36</volume><issue>5</issue><spage>485</spage><epage>496</epage><pages>485-496</pages><issn>0013-1857</issn><eissn>1469-5812</eissn><abstract>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]</abstract><cop>Oxford, UK</cop><pub>Taylor & Francis Group</pub><doi>10.1111/j.1469-5812.2004.085_1.x</doi><tpages>12</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0013-1857 |
| ispartof | Educational philosophy and theory, 2004-11, Vol.36 (5), p.485-496 |
| issn | 0013-1857 1469-5812 |
| language | eng |
| recordid | cdi_proquest_journals_222525814 |
| source | EBSCOhost Education Source |
| subjects | Competence Competency based assessment Competency based education Curriculum Educational philosophy Knowledge (Theory) National Vocational Qualifications (NVQs) Skill analysis Student assessment Vocational education Vocational education and training |
| title | On the Non-discursive Nature of Competence |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-18T15%3A57%3A21IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=On%20the%20Non-discursive%20Nature%20of%20Competence&rft.jtitle=Educational%20philosophy%20and%20theory&rft.au=Lum,%20Gerard&rft.date=2004-11&rft.volume=36&rft.issue=5&rft.spage=485&rft.epage=496&rft.pages=485-496&rft.issn=0013-1857&rft.eissn=1469-5812&rft_id=info:doi/10.1111/j.1469-5812.2004.085_1.x&rft_dat=%3Cproquest_cross%3E820226381%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=222525814&rft_id=info:pmid/&rft_informt_id=10.3316/ielapa.200411832&rfr_iscdi=true |