Rereading competency-based learning from John Dewey’s pragmatism
Abstract Over the last decades, a renewed interest in pragmatism and John Dewey thought has emerged. In the field of the Education, the reference to Dewey has become a common resource as background for various proposals, including the model of learning based on competencies. Emanated from the field of professional management and training, the need to adapt education to the requirements of the society and economy, has put this approach into the heart of national and international educational policies. In this paper we attempt to show the possibilities of filiation that exist between competencybased learning and the ideas of the American philosopher and educator. First, we focused on Dewey democracy reconstruction through the appeal to a new individualism which conciliates the development of the individuality with the participation in the spirit of a community life. Then the analysis is moved to Dewey’s criticism to dualisms and the discussion around vocational training and general education. To conclude, we explore the consequences of the change from an absolutistic logic to an experimental one on this model of learning. Dewey’s philosophy of education is not necessary contrary to the competency-based model. He insisted in the necessity to connect education within society and rejected understanding vocational training as a second-class education. However, he would have been reluctant to an education built over a closed list of competencies determining the profile of the person to achieve, and obstructing the freedom and creativity of the student
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BENADE, L. (2012). Ethical Teaching in the Context of Globalised Education Reform. London: Continuum.
DEWEY, J. (1899/s.f.). La escuela y la sociedad. Madrid,: Francisco Beltrán.
DEWEY, J. (1913). Liberal Education, en: Monroe, P. (Ed.) A Cyclopedia of Education. New York, Macmillan Co., vol. 4, pp. 4-6.
DEWEY, J. (1915/1979). Education versus Trade-Training: Reply to David Snedden, en Boydston, J.A. (Ed.) The Collected Works of John Dewey. The Middle Works, 1899-1924, Volume 8: 1915. Carbondale y Edwardsville: Southern Illinois University Press, pp. 411-413.
DEWEY, J. (1916/1995). Democracia y educación. Madrid: Morata. Dewey, J. (1927/2004). La opinión pública y sus problemas. Madrid: Morata.
DEWEY, J. (1930a/2003). Viejo y nuevo individualismo. Barcelona: Paidós.
DEWEY, J. (1930b/2008). From Absolutism to Experimentalism, en Boydston, J.A. (Ed.) The Collected Works of John Dewey. The Later Works, 1925-1953, Volume 5: 1929-1930. Carbondale y Edwardsville: Southern Illinois University Press, pp. 147-162.
DEWEY, J. (1930c/2008). How Much Freedom in New Schools? en Boydston, J.A. (Ed.) The Collected Works of John Dewey. The Later Works, 1925-1953, Volume 5: 1929-1930. Carbondale y Edwardsville: Southern Illinois University Press, pp. 319-325.
DEWEY, J. (1937a). John Dewey’s Page: President Hutchins’ Proposals to Remake Higher Education. Social Frontier, 22 (3), pp. 103-104.
DEWEY, J. (1937b). The Higher Learning in America. Social Frontier, 24 (3), pp. 167-169.
DEWEY, J. (1939/2008). Teoría de la Valoración. Madrid: Siruela. Giles, D. E. & Eyler, J. (1994). The theoretical roots of service learning in John Dewey: Towards a theory of service learning. Michigan Journal of Community Service Learning, 1, pp. 77-85. Hutchins, R.M. (1936). The Higher Learning in America. New Brunswick: Transaction Pub.
JOVER, G. & GONZÁLVEZ, V. (2012). La universidad como espacio público: un análisis a partir de dos debates en torno al pragmatismo. Bordón, Revista de Pedagogía, 64 (3), pp. 39-52.
KLIEBARD, H. M. (2004). The Struggle for the American Curriculum, 1893–1958. New York: RoutledgeFalmer.
KOSCHMANN, T. (2000). The Physiological and the Social in the Psychologies of Dewey and Thorndike: The Matter of Habit, en Fishman B. y O’connor-Divelbiss, S. (Eds.) Fourth International Conference of the Learning Sciences. Mahwah: Erlbaum, pp. 314-319. Recuperado de: http://www.umich.edu/~icls/proceedings/pdf/Koschmann.pdf
LABAREE, D.F. (2010). How Dewey Lost: The Victory of David Snedden and Social Efficiency in the Reform of American Education, en Trohler, D; Schlag, T. y Osterwalder, F. (Eds.) Pragmatism and Modernities. Rotterdam: Sense Publishers, pp. 163-188.
LOZANO, J. F., BONI, A., PERIS, J. & HUESO, A. (2012). Competencies in Higher Education: A Critical Analysis from the Capabilities Approach. Journal of Philosophy of Education, 46 (1), pp. 132-147.
http://dx.doi.org/10.1111/j.1467-9752.2011.00839.x
MCCOWAN, R.J. (1998). Origins of Competency-Based Training. Buffalo: Center for Development of Human Services. Recuperado de http://files.eric.ed.gov/fulltext/ED501710.pdf
MORÁN, J. G. (2009). John Dewey, individualismo y democracia. Foro Interno, 9, pp.11-42.
MOUGAN, J.C. (2013). M. Nussbaum, J. Dewey and Education for Democratic Citizenship. Pragmatism Today, 4 (2), pp. 84-90
NUSSBAUM, M.C. (2010). Sin fines de lucro. Por qué la democracia necesita de las humanidades. Madrid: Katz.
OCDE (2005). La definición y selección de competencias clave. Resumen ejecutivo Neuchâtel: Federal Statistical Office.
RODGERS, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104, pp. 842-866.
http://dx.doi.org/10.1111/1467-9620.00181
ROMAINVILLE, M. (1996). L’irresistible ascension du terme “compétence” en éducation, Enjeux, 37/38, pp. 132-142.
WESTBROOK, R.B. (1993). John Dewey (1859-1952). Perspectivas: revista trimestral de educación comparada, 23 (1-2), pp. 289-305.
YOU, Z. & RUD, A.G. (2010). A Model of Dewey’s Moral Imagination for Service Learning: Theoretical Explorations and Implications for Practice in Higher Education. Education & Culture, 26 (2), pp. 36-51.
ZABALA, A. & ARNAU, L. (2007). Once ideas clave. Cómo aprender y enseñar competencias. Barcelona: Graó.
ZASK, J. (2008). Le public chez Dewey: un e union sociale plurielle. Tracés. Revue de Sciences humaines, 15 (2), pp. 169-189.
http://dx.doi.org/10.4000/traces.753
DEWEY, J. (1899/s.f.). La escuela y la sociedad. Madrid,: Francisco Beltrán.
DEWEY, J. (1913). Liberal Education, en: Monroe, P. (Ed.) A Cyclopedia of Education. New York, Macmillan Co., vol. 4, pp. 4-6.
DEWEY, J. (1915/1979). Education versus Trade-Training: Reply to David Snedden, en Boydston, J.A. (Ed.) The Collected Works of John Dewey. The Middle Works, 1899-1924, Volume 8: 1915. Carbondale y Edwardsville: Southern Illinois University Press, pp. 411-413.
DEWEY, J. (1916/1995). Democracia y educación. Madrid: Morata. Dewey, J. (1927/2004). La opinión pública y sus problemas. Madrid: Morata.
DEWEY, J. (1930a/2003). Viejo y nuevo individualismo. Barcelona: Paidós.
DEWEY, J. (1930b/2008). From Absolutism to Experimentalism, en Boydston, J.A. (Ed.) The Collected Works of John Dewey. The Later Works, 1925-1953, Volume 5: 1929-1930. Carbondale y Edwardsville: Southern Illinois University Press, pp. 147-162.
DEWEY, J. (1930c/2008). How Much Freedom in New Schools? en Boydston, J.A. (Ed.) The Collected Works of John Dewey. The Later Works, 1925-1953, Volume 5: 1929-1930. Carbondale y Edwardsville: Southern Illinois University Press, pp. 319-325.
DEWEY, J. (1937a). John Dewey’s Page: President Hutchins’ Proposals to Remake Higher Education. Social Frontier, 22 (3), pp. 103-104.
DEWEY, J. (1937b). The Higher Learning in America. Social Frontier, 24 (3), pp. 167-169.
DEWEY, J. (1939/2008). Teoría de la Valoración. Madrid: Siruela. Giles, D. E. & Eyler, J. (1994). The theoretical roots of service learning in John Dewey: Towards a theory of service learning. Michigan Journal of Community Service Learning, 1, pp. 77-85. Hutchins, R.M. (1936). The Higher Learning in America. New Brunswick: Transaction Pub.
JOVER, G. & GONZÁLVEZ, V. (2012). La universidad como espacio público: un análisis a partir de dos debates en torno al pragmatismo. Bordón, Revista de Pedagogía, 64 (3), pp. 39-52.
KLIEBARD, H. M. (2004). The Struggle for the American Curriculum, 1893–1958. New York: RoutledgeFalmer.
KOSCHMANN, T. (2000). The Physiological and the Social in the Psychologies of Dewey and Thorndike: The Matter of Habit, en Fishman B. y O’connor-Divelbiss, S. (Eds.) Fourth International Conference of the Learning Sciences. Mahwah: Erlbaum, pp. 314-319. Recuperado de: http://www.umich.edu/~icls/proceedings/pdf/Koschmann.pdf
LABAREE, D.F. (2010). How Dewey Lost: The Victory of David Snedden and Social Efficiency in the Reform of American Education, en Trohler, D; Schlag, T. y Osterwalder, F. (Eds.) Pragmatism and Modernities. Rotterdam: Sense Publishers, pp. 163-188.
LOZANO, J. F., BONI, A., PERIS, J. & HUESO, A. (2012). Competencies in Higher Education: A Critical Analysis from the Capabilities Approach. Journal of Philosophy of Education, 46 (1), pp. 132-147.
http://dx.doi.org/10.1111/j.1467-9752.2011.00839.x
MCCOWAN, R.J. (1998). Origins of Competency-Based Training. Buffalo: Center for Development of Human Services. Recuperado de http://files.eric.ed.gov/fulltext/ED501710.pdf
MORÁN, J. G. (2009). John Dewey, individualismo y democracia. Foro Interno, 9, pp.11-42.
MOUGAN, J.C. (2013). M. Nussbaum, J. Dewey and Education for Democratic Citizenship. Pragmatism Today, 4 (2), pp. 84-90
NUSSBAUM, M.C. (2010). Sin fines de lucro. Por qué la democracia necesita de las humanidades. Madrid: Katz.
OCDE (2005). La definición y selección de competencias clave. Resumen ejecutivo Neuchâtel: Federal Statistical Office.
RODGERS, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104, pp. 842-866.
http://dx.doi.org/10.1111/1467-9620.00181
ROMAINVILLE, M. (1996). L’irresistible ascension du terme “compétence” en éducation, Enjeux, 37/38, pp. 132-142.
WESTBROOK, R.B. (1993). John Dewey (1859-1952). Perspectivas: revista trimestral de educación comparada, 23 (1-2), pp. 289-305.
YOU, Z. & RUD, A.G. (2010). A Model of Dewey’s Moral Imagination for Service Learning: Theoretical Explorations and Implications for Practice in Higher Education. Education & Culture, 26 (2), pp. 36-51.
ZABALA, A. & ARNAU, L. (2007). Once ideas clave. Cómo aprender y enseñar competencias. Barcelona: Graó.
ZASK, J. (2008). Le public chez Dewey: un e union sociale plurielle. Tracés. Revue de Sciences humaines, 15 (2), pp. 169-189.
http://dx.doi.org/10.4000/traces.753
Jover, G., & García Fernández, A. (2015). Rereading competency-based learning from John Dewey’s pragmatism. Education in The Knowledge Society, 16(1), 32–43. https://doi.org/10.14201/eks20151613243
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