Competences for a critical formation : an educationist’s perspective

Abstract

This paper starts with reference to the all-pervasive use of the term ‘competence’. It argues that the contemporary conventional usage is reductionist and smacks of a preoccupation with what Lyotard calls ‘performativity’ and a culture of standardization. It argues that to use this term, for want of a better word, in the context of critical formation, the underlying philosophy needs to be broadened. An expansive, holistic notion of competences needs to be provided, to highlight notions such as praxis and the collective dimensions of knowledge and social action. A set of ‘competences’ or features, related to critical formation and pedagogy, is proposed.