The comparison of the school with emergencies of a complex society has brought to the attention of teaching reflection the issue related to skills training. In very general terms, the interpretation that has led research of this fundamental variable of the training involved very often the relationship between schooling and promotion of attitudes, skills, knowledge necessary to support the inclusion of the subject in the world of labor and professional contexts. Based on this premise, the concept of competence has undergone significant transformations that, without dislocating his epistemic system by formalizing of practical and operational functions of subjectivity, anchored it to the practical function as to perform and later to an operating function more complex , to decide (Pellerey , 2004; Rey , 2003). The anchoring of the concept of competence to the executive functions, placed its epistemic profile within substantially replicative processes, and identified it with the ability to perform action sequences preorganized and rigidly codified. According to this usage, be competent means essentially to be able to perform as precisely as possible a series of prescribed behavior, independent of the nature of the task and the peculiarities of contexts.
To Describe, To Learn, To Care. A Hermeneutic Approach, To The Teaching Topics
PICCINNO, Marco
2015-01-01
Abstract
The comparison of the school with emergencies of a complex society has brought to the attention of teaching reflection the issue related to skills training. In very general terms, the interpretation that has led research of this fundamental variable of the training involved very often the relationship between schooling and promotion of attitudes, skills, knowledge necessary to support the inclusion of the subject in the world of labor and professional contexts. Based on this premise, the concept of competence has undergone significant transformations that, without dislocating his epistemic system by formalizing of practical and operational functions of subjectivity, anchored it to the practical function as to perform and later to an operating function more complex , to decide (Pellerey , 2004; Rey , 2003). The anchoring of the concept of competence to the executive functions, placed its epistemic profile within substantially replicative processes, and identified it with the ability to perform action sequences preorganized and rigidly codified. According to this usage, be competent means essentially to be able to perform as precisely as possible a series of prescribed behavior, independent of the nature of the task and the peculiarities of contexts.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
