Análisis crítico-filosófico de las potencialidades educativas de la enseñanza basada en competencias

Abstract

Abstract The current hegemonic paradigm of higher education based on the competency model continues to be a subject of discussion and debate in a number of academic circles. This work proposes a philosophical analysis of the educational potential of the approach, specifically with a view towards developing cognitive-reflexive and ethical-civic aptitudes or readiness among university students. Documentary hermeneutics is used as a research method. The work centers on several points; namely, 1) the development of cognitive-reflective and ethical-civic aptitudes among university students; 2) the change of epistemological interest in higher education; 3) the notion of competence: background information, assumptions and construct analysis; and 4) criticism of competency-based education: an attempt at systematization, plus final considerations. The conclusion is that the approach lacks the educational potential required to generate the aptitudes or readiness students need to face the complex societies in today’s world.