Competence as a Key Concept of Educational Theory: A Semiotic Point of View
In this article, the concept of competence is studied from the point of view of the semiotics of education. It will be claimed that it is a central key concept when we are trying to analyse the meaning of education. Educational action can be reasonably understood as an insecure and complicatedly med...
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| Published in | Journal of philosophy of education Vol. 48; no. 4; pp. 621 - 636 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Oxford
Blackwell Publishing Ltd
01.11.2014
Wiley-Blackwell Oxford University Press |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0309-8249 1467-9752 |
| DOI | 10.1111/1467-9752.12080 |
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| Abstract | In this article, the concept of competence is studied from the point of view of the semiotics of education. It will be claimed that it is a central key concept when we are trying to analyse the meaning of education. Educational action can be reasonably understood as an insecure and complicatedly mediated trial to affect another person's competence. First, the recent discussion about the concept of competence and its relatives is shortly reviewed. Then, competence is analysed and defined according to Greimassian semiotic theory as a basic determining character of an acting subject. At the same time as competence is indispensably central for understanding the subjects of action, it is problematically empirically ineffable. This ineffability has a special meaning in education, where we must try to both plan our own educative action and evaluate the learning of the student according to these invisible features. It is proposed that in the recent discourse of education, the very popular use of the concept of competence is misguided and problematically mixed with its conceptual counterpart performance. From this viewpoint, the concept of competence should rather be connected to the ontological concept of disposition. The problem of multi‐dimensionality of competence is considered with the help of the Greimassian conception of modalities to create a richer and more detailed picture of the role of competence in action, and especially in education. |
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| AbstractList | In this article, the concept of competence is studied from the point of view of the semiotics of education. It will be claimed that it is a central key concept when we are trying to analyse the meaning of education. Educational action can be reasonably understood as an insecure and complicatedly mediated trial to affect another person's competence. First, the recent discussion about the concept of competence and its relatives is shortly reviewed. Then, competence is analysed and defined according to Greimassian semiotic theory as a basic determining character of an acting subject. At the same time as competence is indispensably central for understanding the subjects of action, it is problematically empirically ineffable. This ineffability has a special meaning in education, where we must try to both plan our own educative action and evaluate the learning of the student according to these invisible features. It is proposed that in the recent discourse of education, the very popular use of the concept of competence is misguided and problematically mixed with its conceptual counterpart performance. From this viewpoint, the concept of competence should rather be connected to the ontological concept of disposition. The problem of multi-dimensionality of competence is considered with the help of the Greimassian conception of modalities to create a richer and more detailed picture of the role of competence in action, and especially in education. |
| Author | Pikkarainen, Eetu |
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| Copyright | 2014 The Philosophy of Education Society of Great Britain. Journal of Philosophy of Education © 2014 The Philosophy of Education Society of Great Britain |
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| References | European Commission (2006) Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning, Official Journal of the European Union, 49, pp. 10-12. Heil, J. (2003) From an Ontological Point of View (Oxford, Clarendon Press). Wheelahan, L. and Moodie, G. (2011) Rethinking Skills in Vocational Education and Training: From Competencies to Capability (Sydney, NSW Department of Education and Communities). ECTS Users' Guide (2009) ECTS Users' Guide (Luxembourg, European Communities). Winterton, J. (2009) Competence across Europe: Highest Common Factor or Lowest Common Denominator? Journal of European Industrial Training, 33, pp. 681-700. Armstrong, D. M., Martin, C. B., Place, U. T. and Crane, T. (2002) Dispositions: a Debate (London, Routledge). Barnett, R. (2004) Learning for an Unknown Future, Higher Education Research and Development, 23, pp. 247-260. Barnett, R. (2009) Knowing and Becoming in the Higher Education Curriculum, Studies in Higher Education, 34, pp. 429-440. Greimas, A. J. (1976) Sémantique structurale: recherche de méthode (Paris, Larousse). Pesce, S. (2014) [this issue] Teachers' Educational Gestures and Habits of Practical Action: Edusemiotics as a Framework for Teachers' Education, Journal of Philosophy of Education, 48. Lozano, J. F., Boni, A., Peris, J. and Hueso, A. (2012) Competencies in Higher Education: A Critical Analysis from the Capabilities Approach, Journal of Philosophy of Education, 46, pp. 132-147. Sen, A. (2005) Human Rights and Capabilities, Journal of Human Development, 6, pp. 151-166. Using Learning Outcomes (2011) Using learning outcomes: European Qualifications Framework Series: Note 4 (Luxembourg, European Union). Chen, H. M. and Chang, W. Y. (2010) The essence of the competence concept: Adopting an organization's sustained competitive advantage viewpoint, Journal of Management and Organization, 16, pp. 677-699. Løvlie, L., Nordenbo, S. E. and Mortenson, K. P. (eds) (2003) Educating Humanity: Bildung in Posmodernity (London, Blackwell). Martin, C. B. (1993) The Need for Ontology: Some Choices, Philosophy, 68, pp. 505-522. Barnett, R. (2000a) Supercomplexity and the Curriculum, Studies in Higher Education, 25, pp. 255-265. Schleifer, R. (1987) A. J. Greimas and the Nature of Meaning: Linguistics, Semiotics and Discourse Theory (London, Croom Helm). Nussbaum, M. C. (2003) Capabilities as Fundamental Entitlements: Sen and Social Justice, Feminist Economics, 9, pp. 33-59. Barnett, R. (1994) The Limits of Competence: Knowledge, Higher Education and Society (Buckingham, Open University Press). Clarke, L. and Winch, C. (2006) A European Skills Framework? But What Are Skills? Anglo-Saxon versus German Concepts, Journal of Education and Work, 19, pp. 255-269. Barnett, R. (2000b) University Knowledge in an Age of Supercomplexity, Higher Education, 40, pp. 409-422. Grebe, P. and Drosdowski, G. (1963) Duden Etymologie: Herkunftswörterbuch der deutschen Sprache (Mannheim, Bibliographisches Institut). Pikkarainen, E. (2004) Merkityksen ongelma kasvatustieteessä: Lähtökohtia pedagogisen toiminnan perusrakenteen semioottiseen analyysiin (Oulu, University of Oulu). Pio, F. and Varkøy, Ø. (2012) A Reflection on Musical Experience as Existential Experience: An Ontological Turn, Philosophy of Music Education Review, 20, pp. 99-116. Bloom, B. S. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1, Cognitive Domain (New York, David McKay Co.). Greimas, A. J. (1987) On Meaning: Selected Writings in Semiotic Theory (London, Pinter). Mulder, M., Gulikers, J., Biemans, H. and Wesselink, R. (2009) The New Competence Concept in Higher Education: Error or Enrichment?, Journal of European Industrial Training, 33, pp. 755-770. Chomsky, N. (1965) Aspects of the Theory of Syntax (Cambridge, MA, MIT Press). Westera, W. (2001) Competences in Education: A Confusion of Tongues, Journal of Curriculum Studies, 33, pp. 75-88. Pikkarainen, E. (2010) The Semiotics of Education: A New Vision in an Old Landscape, Educational Philosophy and Theory, 43, pp. 1135-1144. Dall'Alba, G. and Barnacle, R. (2007) An Ontological Turn for Higher Education, Studies in Higher Education, 32, pp. 679-691. Grzeda, M. M. (2005) In Competence We Trust? Addressing Conceptual Ambiguity, Journal of Management Development, 24, pp. 530-545. Le Deist, F. D. and Winterton, J. (2005) What Is Competence?, Human Resource Development International, 8, pp. 27-46. Greimas, A. J. and Courtés, J. (1982) Semiotics and Language: An Analytical Dictionary (Bloomington, IN, Indiana University Press). 1993; 68 2010; 16 2012 2011 2010 2004; 23 2000b; 40 2009 1976 2014; 48 2006; 19 1994 2004 2003 2002 2007; 32 1979 1956 2005; 24 2009; 34 2009; 33 2010; 43 2000 2006; 49 2005; 8 2003; 9 1965 1987 1963 2005; 6 1982 2000a; 25 2013 2001; 33 2012; 46 2012; 20 |
| References_xml | – reference: Grzeda, M. M. (2005) In Competence We Trust? Addressing Conceptual Ambiguity, Journal of Management Development, 24, pp. 530-545. – reference: Winterton, J. (2009) Competence across Europe: Highest Common Factor or Lowest Common Denominator? Journal of European Industrial Training, 33, pp. 681-700. – reference: Nussbaum, M. C. (2003) Capabilities as Fundamental Entitlements: Sen and Social Justice, Feminist Economics, 9, pp. 33-59. – reference: Pikkarainen, E. (2010) The Semiotics of Education: A New Vision in an Old Landscape, Educational Philosophy and Theory, 43, pp. 1135-1144. – reference: Pio, F. and Varkøy, Ø. (2012) A Reflection on Musical Experience as Existential Experience: An Ontological Turn, Philosophy of Music Education Review, 20, pp. 99-116. – reference: Le Deist, F. D. and Winterton, J. (2005) What Is Competence?, Human Resource Development International, 8, pp. 27-46. – reference: Grebe, P. and Drosdowski, G. (1963) Duden Etymologie: Herkunftswörterbuch der deutschen Sprache (Mannheim, Bibliographisches Institut). – reference: Pesce, S. (2014) [this issue] Teachers' Educational Gestures and Habits of Practical Action: Edusemiotics as a Framework for Teachers' Education, Journal of Philosophy of Education, 48. – reference: Barnett, R. (2000a) Supercomplexity and the Curriculum, Studies in Higher Education, 25, pp. 255-265. – reference: ECTS Users' Guide (2009) ECTS Users' Guide (Luxembourg, European Communities). – reference: Bloom, B. S. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1, Cognitive Domain (New York, David McKay Co.). – reference: Chen, H. M. and Chang, W. Y. (2010) The essence of the competence concept: Adopting an organization's sustained competitive advantage viewpoint, Journal of Management and Organization, 16, pp. 677-699. – reference: Sen, A. (2005) Human Rights and Capabilities, Journal of Human Development, 6, pp. 151-166. – reference: Barnett, R. (1994) The Limits of Competence: Knowledge, Higher Education and Society (Buckingham, Open University Press). – reference: European Commission (2006) Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning, Official Journal of the European Union, 49, pp. 10-12. – reference: Pikkarainen, E. (2004) Merkityksen ongelma kasvatustieteessä: Lähtökohtia pedagogisen toiminnan perusrakenteen semioottiseen analyysiin (Oulu, University of Oulu). – reference: Martin, C. B. (1993) The Need for Ontology: Some Choices, Philosophy, 68, pp. 505-522. – reference: Barnett, R. (2004) Learning for an Unknown Future, Higher Education Research and Development, 23, pp. 247-260. – reference: Chomsky, N. (1965) Aspects of the Theory of Syntax (Cambridge, MA, MIT Press). – reference: Schleifer, R. (1987) A. J. Greimas and the Nature of Meaning: Linguistics, Semiotics and Discourse Theory (London, Croom Helm). – reference: Using Learning Outcomes (2011) Using learning outcomes: European Qualifications Framework Series: Note 4 (Luxembourg, European Union). – reference: Barnett, R. (2000b) University Knowledge in an Age of Supercomplexity, Higher Education, 40, pp. 409-422. – reference: Mulder, M., Gulikers, J., Biemans, H. and Wesselink, R. (2009) The New Competence Concept in Higher Education: Error or Enrichment?, Journal of European Industrial Training, 33, pp. 755-770. – reference: Armstrong, D. M., Martin, C. B., Place, U. T. and Crane, T. (2002) Dispositions: a Debate (London, Routledge). – reference: Westera, W. (2001) Competences in Education: A Confusion of Tongues, Journal of Curriculum Studies, 33, pp. 75-88. – reference: Barnett, R. (2009) Knowing and Becoming in the Higher Education Curriculum, Studies in Higher Education, 34, pp. 429-440. – reference: Heil, J. (2003) From an Ontological Point of View (Oxford, Clarendon Press). – reference: Greimas, A. J. (1976) Sémantique structurale: recherche de méthode (Paris, Larousse). – reference: Greimas, A. J. and Courtés, J. (1982) Semiotics and Language: An Analytical Dictionary (Bloomington, IN, Indiana University Press). – reference: Greimas, A. J. (1987) On Meaning: Selected Writings in Semiotic Theory (London, Pinter). – reference: Wheelahan, L. and Moodie, G. (2011) Rethinking Skills in Vocational Education and Training: From Competencies to Capability (Sydney, NSW Department of Education and Communities). – reference: Dall'Alba, G. and Barnacle, R. (2007) An Ontological Turn for Higher Education, Studies in Higher Education, 32, pp. 679-691. – reference: Lozano, J. F., Boni, A., Peris, J. and Hueso, A. (2012) Competencies in Higher Education: A Critical Analysis from the Capabilities Approach, Journal of Philosophy of Education, 46, pp. 132-147. – reference: Clarke, L. and Winch, C. (2006) A European Skills Framework? But What Are Skills? Anglo-Saxon versus German Concepts, Journal of Education and Work, 19, pp. 255-269. – reference: Løvlie, L., Nordenbo, S. E. and Mortenson, K. P. (eds) (2003) Educating Humanity: Bildung in Posmodernity (London, Blackwell). – year: 2011 – year: 2009 – year: 1956 – volume: 33 start-page: 75 year: 2001 end-page: 88 article-title: Competences in Education: A Confusion of Tongues publication-title: Journal of Curriculum Studies – volume: 23 start-page: 247 year: 2004 end-page: 260 article-title: Learning for an Unknown Future publication-title: Higher Education Research and Development – year: 1987 – volume: 25 start-page: 255 year: 2000a end-page: 265 article-title: Supercomplexity and the Curriculum publication-title: Studies in Higher Education – year: 2003 – year: 2000 – volume: 16 start-page: 677 year: 2010 end-page: 699 article-title: The essence of the competence concept: Adopting an organization's sustained competitive advantage viewpoint publication-title: Journal of Management and Organization – volume: 24 start-page: 530 year: 2005 end-page: 545 article-title: In Competence We Trust? Addressing Conceptual Ambiguity publication-title: Journal of Management Development – volume: 43 start-page: 1135 year: 2010 end-page: 1144 article-title: The Semiotics of Education: A New Vision in an Old Landscape publication-title: Educational Philosophy and Theory – year: 1994 – volume: 33 start-page: 681 year: 2009 end-page: 700 article-title: Competence across Europe: Highest Common Factor or Lowest Common Denominator? publication-title: Journal of European Industrial Training – volume: 8 start-page: 27 year: 2005 end-page: 46 article-title: What Is Competence? publication-title: Human Resource Development International – year: 2010 – year: 2012 – volume: 20 start-page: 99 year: 2012 end-page: 116 article-title: A Reflection on Musical Experience as Existential Experience: An Ontological Turn publication-title: Philosophy of Music Education Review – volume: 40 start-page: 409 year: 2000b end-page: 422 article-title: University Knowledge in an Age of Supercomplexity publication-title: Higher Education – year: 1982 – year: 1963 – volume: 33 start-page: 755 year: 2009 end-page: 770 article-title: The New Competence Concept in Higher Education: Error or Enrichment? publication-title: Journal of European Industrial Training – volume: 19 start-page: 255 year: 2006 end-page: 269 article-title: A European Skills Framework? But What Are Skills? Anglo‐Saxon versus German Concepts publication-title: Journal of Education and Work – volume: 9 start-page: 33 year: 2003 end-page: 59 article-title: Capabilities as Fundamental Entitlements: Sen and Social Justice publication-title: Feminist Economics – year: 1965 – volume: 68 start-page: 505 year: 1993 end-page: 522 article-title: The Need for Ontology: Some Choices publication-title: Philosophy – year: 2002 – volume: 32 start-page: 679 year: 2007 end-page: 691 article-title: An Ontological Turn for Higher Education publication-title: Studies in Higher Education – year: 2004 – volume: 46 start-page: 132 year: 2012 end-page: 147 article-title: Competencies in Higher Education: A Critical Analysis from the Capabilities Approach publication-title: Journal of Philosophy of Education – start-page: 3 year: 1979 end-page: 8 article-title: Pour une sémiotique didactique – volume: 6 start-page: 151 year: 2005 end-page: 166 article-title: Human Rights and Capabilities publication-title: Journal of Human Development – year: 1976 – volume: 49 start-page: 10 year: 2006 end-page: 12 article-title: Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning publication-title: Official Journal of the European Union – volume: 34 start-page: 429 year: 2009 end-page: 440 article-title: Knowing and Becoming in the Higher Education Curriculum publication-title: Studies in Higher Education – volume: 48 year: 2014 article-title: [this issue] Teachers’ Educational Gestures and Habits of Practical Action: Edusemiotics as a Framework for Teachers’ Education publication-title: Journal of Philosophy of Education – year: 2013 |
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