The Failure of Competence-Based Education and the Demand for Bildung
Seiten
2025
Bloomsbury Academic (Verlag)
978-1-350-51798-1 (ISBN)
Bloomsbury Academic (Verlag)
978-1-350-51798-1 (ISBN)
This book contrasts two prominent models of education, Competence-Based Education (CBE) which is the dominant model in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe.
CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and it is supported by supranational organisations, such as the OECD. BOE characterises learning holistically, aimed at the progressive articulation of a meaningful ‘big picture’ in the student’s mind. Moretti and Marabini argue that, in spite of its celebrated ‘scientificity’, CBE is incoherent and unreliable, and contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need in our complex post-industrial societies. They defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. The book builds analytical bridges and explores connections between philosophy of education and important issues currently debated in critical theory, political philosophy and social epistemology.
CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and it is supported by supranational organisations, such as the OECD. BOE characterises learning holistically, aimed at the progressive articulation of a meaningful ‘big picture’ in the student’s mind. Moretti and Marabini argue that, in spite of its celebrated ‘scientificity’, CBE is incoherent and unreliable, and contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need in our complex post-industrial societies. They defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. The book builds analytical bridges and explores connections between philosophy of education and important issues currently debated in critical theory, political philosophy and social epistemology.
Luca Moretti is Professor in Logic and Philosophy of Science at the University of Eastern Piedmont, Italy. Alessia Marabini is a high school teacher of Italian language and culture, and History at the Istituto Paolini, Italy, and holds a PhD in Mind, Language and Logic obtained at the University of Bologna, Italy.
Series Editors’ Introduction
Introduction
1. Two Conceptions of Education
2. Competence-Based Education
3. Competence-Based Education and Society
4. Bildung-Oriented Education
5. Cultural Imperialism and Student Assessment
6. Bildung and Forms of Life
Bibliography
Index
| Erscheinungsdatum | 31.07.2025 |
|---|---|
| Reihe/Serie | Bloomsbury Inquiries in Philosophy and Education |
| Zusatzinfo | 10 bw illus |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 236 mm |
| Gewicht | 600 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-350-51798-4 / 1350517984 |
| ISBN-13 | 978-1-350-51798-1 / 9781350517981 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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