Competent uses of competence : on the difference between a value-judgment and empirical assessability

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dc.contributor.author Schaffar, Birgit
dc.date.accessioned 2021-09-27T11:35:02Z
dc.date.available 2021-09-27T11:35:02Z
dc.date.issued 2021
dc.identifier.citation Schaffar , B 2021 , ' Competent uses of competence : on the difference between a value-judgment and empirical assessability ' , Nordic journal of studies in educational policy , vol. 7 , no. 2 , pp. 55-64 . https://doi.org/10.1080/20020317.2021.1958993
dc.identifier.other PURE: 168329962
dc.identifier.other PURE UUID: 5ae45d0f-13d2-4fdb-a789-d18203697d89
dc.identifier.other ORCID: /0000-0001-9504-6519/work/100635965
dc.identifier.uri http://hdl.handle.net/10138/334634
dc.description.abstract This article considers the concept of Competence as applied to educational theory and policy, and illuminates the possibility of significant variations in meaning. Referring to Wittgenstein’s distinctions between transitive and intransitive uses of notions and Holland’s description of mastery, the article argues in favour of two senses in which someone can be described as being competent: i) as expressive of a value judgment; and ii) as pointing to a person’s (formal) qualifications. While the latter opens a path towards different forms of measurements of competence, being competent as a value judgment eludes any such treatment. Making this distinction, it is argued that competence is a less illuminative theoretical term than, for example, the pair of concepts Bildung versus Ausbildung ((self-)subjectivation vs training), that has been used in the Continental tradition in order to describe a similar distinction. With examples from educational contexts, the article demonstrates that the moment educational theory is using one word for two meanings, this central distinction in education is either concealed or forgotten. Focusing on competence purely as an empirically assessable notion risks playing into the hands of instrumentalising education. en
dc.format.extent 10
dc.language.iso eng
dc.relation.ispartof Nordic journal of studies in educational policy
dc.rights cc_by_nc
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject COMPETENCE
dc.subject assessability
dc.subject Bildung
dc.title Competent uses of competence : on the difference between a value-judgment and empirical assessability en
dc.type Article
dc.contributor.organization Helsinki Inequality Initiative (INEQ)
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/20020317.2021.1958993
dc.relation.issn 2002-0317
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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