Interdisciplinary survey on the concept of "competence" in Education

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The main findings and insights acquired through our project can be summarized in the following three points :1. The historical development of the educational concept of "competence" can be divided into three phases : (1) philosophical thematization of "competence" as something plastic in the modern era, (2) empirical and practical investigations into "competence" in the age of progressivism (education nouvelle, Reformpadagogik), and (3) advancement of "competence" into the central framework of education from the 1990s.2. Because the concept of "competence" has the unique characteristic of latency, phenomena concerning "competence" have aspects which cannot be fully elucidated through empirical investigations. Such aspects are intrinsically related to the social constructedness of "disability," which can be seen as the opposite of "competence."3. In order to consider the concept of "competence" in education, the following perspectives are important : understanding "competence" as something not intrinsic to the individual but situated in interaction, and seeing "in-competence" as productive possibility.