The Logic of Knowledge and School Competences

Abstract

The authors of the concept of competence, also encouraged by national and European politics, freely attribute to competence the quality of the unique and general purpose of education – an action contradictory to the essence of the competence of capacity circumscribed to operational objectives and dangerous by the tendency to substitute education as a field of culture with a single element of the culture of education. The deculturalization of education through epistemically unmotivated exaggeration of the role and function of school skills destroys the very concept of competence, limits the right of the educable to free training and development, in accordance with their own potential of “becoming into their own being” (C. Noica).