Beyond the Competencies Agenda in Large-Scale International Assessments: A Confucian Alternative

Autor/in	Tan, Charlene
Titel	Beyond the Competencies Agenda in Large-Scale International Assessments: A Confucian Alternative
Quelle	In: Philosophical Inquiry in Education, 26 (2019) 1, S.20-32 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-8659
Schlagwörter	Competency Based Education; Measurement; Confucianism; Adults; Foreign Countries; International Assessment; Secondary School Students; Achievement Tests; Interpersonal Relationship; Technological Literacy; 21st Century Skills; Interpersonal Competence; Individual Development; Cultural Context; Ethics; Decision Making; Student Motivation; Rote Learning; Moral Values; Behavior Standards; Asian Culture; Program for the International Assessment of Adult Competencies (PIAAC); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Messverfahren; Konfuzianismus; Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Technisches Wissen; Interpersonale Kompetenz; Individuelle Entwicklung; Ethik; Decision-making; Entscheidungsfindung; Schulische Motivation; Mechanisches Lernen; Moral value; Ethischer Wert
Abstract	This article examines a Confucian conception of competence and its corresponding response to the competencies agenda that underpins international large-scale assessments such as the Programme for International Student Assessment (PISA). It is argued that standardised transnational assessments are undergirded by a technical rationality that emphasises proficiency in discrete skills for their instrumental worth at the expense of moral cultivation and personal mastery. Challenging the competencies agenda, this paper draws upon a relational model of competence proposed by Jones and Moore (1995) that views competence as essentially communal, situated within social practices, and manifested through tacit achievement. Building on their work, a Confucian notion of competence is advocated wherein skills are predicated on the virtue of "ren" (humanity) and demonstrated through appropriate judgement in everyday settings. A Confucian perspective offers an alternative to the behaviourist and generic notions of performance in global assessments by highlighting the interpersonal, cultural, and ethical dimensions of competence. (As Provided).
Anmerkungen	Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01