THE APPROACH TOWARDS COMPETENCES – INSTANCE OF GAIN OR LOSS IN LEARNING?
THE APPROACH TOWARDS COMPETENCES – INSTANCE OF GAIN OR LOSS IN LEARNING?

Summary/Abstract: In this article we thoroughly address competence as a learning factor in school, although competence has been repeatedly addressed, discussed, a lot has been said and evidence has been brought. The perspective is meant to be relational here: whether focusing on developing competences in school does not diminish the meaning of human education in general. Starting with Antiquity itself, where it seems to have originated, the theory of competences has always evolved, following, whatever its immediate goals, a rational model of competence. Having its sources in a vigorous tradition, it is based on the already established idea of human formation. Wanting to go further, we could say that all this long tradition only rebrings the old identity, established between ability and knowledge. Built on the model of modern logic, it does not take long for the competence to become clearer as the phenomenon decomplixifies. As we see competence as an educational phenomenon, it represents, in the modern episteme, the highest point in defining the direction of student formation as a universal essence.

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