UNSPECIFIED (1997) Reconsidering competence. JOURNAL OF PHILOSOPHY OF EDUCATION, 31 (3). pp. 491-503. ISSN 0309-8249Full text not available from this repository.
Attempts by David Bridges and others to justify certain models of competence-based education and training (CBET) are criticised on the grounds that they do nor challenge the behaviouristic nature of the functional analysis system which underpins CBET. Competence strategies serve to de-skill and de-professionalise teaching and other public-service occupations by their technicist and reductionist approach to human values and knowledge. Educators committed to liberal values should eschew competence strategies in favour of learning theories inspired by the experiential tradition.
|Item Type:||Journal Article|
H Social Sciences
|Journal or Publication Title:||JOURNAL OF PHILOSOPHY OF EDUCATION|
|Publisher:||BLACKWELL PUBL LTD|
|Number of Pages:||13|
|Page Range:||pp. 491-503|
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