Reflexiones y definiciones desde la teoría biológica del conocimiento: Aprendizaje y competencia en la universidad actual

Abstract

In the present essay, the problems related with the inexistence of a clear operative definition of the term "competence" in Spanish language are evidenced, considering the increase in the use of this term in academic environments and educational planning. The author state that the informationistic point of view, commonly used to explain the leaming processes, is incompatible with the construction of an operative definition of competence. As an alternative, a constructivistic approach, raised on the Biological Theory of Knowledge is proposed. The projection of this theory over the leaming process and its explication is analysed, and a constructivistic definition of competency is proposed, considering the semantic features of the term in the language. Finally, the possible consequences of these constructivistic explanations are briefly discussed, and the useful of this epistemological exercise in approaching some current educational problems is evidenced. © 2009 Universidad Austral de Chile Facultad de Filosofía y Humanidades.