The Philosophical Context of Curriculum Innovations with a Focus on Competence Development

• Authors: Peter Kondrla , Radoslav Lojan , Patrik Maturkanič , Yulia Nickolaeva Biryukova , Ernel González Mastrapa

Abstracts

EN

Aim. The article describes the philosophical background of competency education and analyses the weaknesses that are present in curriculum changes, focusing on the absence of dynamic acceptance of otherness. Concept. The starting point is a reflection on the philosophical background of education as a repetition and production of the same. The basic principles of the post-metaphysical approach of education to otherness and the interpretation of the innovation curriculum in relation to these principles are presented. Results. Curricular changes and innovations appear to be cosmetic adjustments in which the traditional philosophical and pedagogical principles of passive reception of knowledge and acquisition of large amounts of knowledge are preserved. Conclusion. Changing the curriculum requires a change in teachers' attitudes as well as a change in the school education system. It is necessary to define who the teacher is, who the pupil is. Parents must identify with curricular reform and see it as a positive change for their children. Cognitive value. Curricular reform cannot be done without systemic changes in education. All participants in the change must be familiar with and identify with the new paradigm and its philosophical background, otherwise it will not be possible to realise the transition to competency pedagogy.

Keywords

EN

competence pedagogy; philosophical context; education; curriculum innovation; acceptance of otherness

• Publisher: Fundacja Pro Scientia Publica
• Journal: Journal of Education Culture and Society
• Year: 2023
• Volume: 14
• Issue: 2
• Pages: 78-92

Dates

published

2023

Contributors

author

Peter Kondrla

• Institute for Research of Constantine and Methodius' Cultural Heritage, Faculty of Arts, Constantine the Philosopher University in Nitra, Štefánikova 67, 949 01 Nitra, Slovakia

• https://orcid.org/0000000348575578

author

Radoslav Lojan

• Faculty of Theology, The Catholic University in Ružomberok, Hlavná 79, Košice, 040 01, Slovakia

• https://orcid.org/000000018657124X

author

Patrik Maturkanič

• College of Applied Psychology, Akademická 409, Terezín, 411 55, Czech Republic & Roman Catholic Cyril and Methodius Faculty of Theology, Šafárikovo námestie 6, Comenius University in Bratislava, Kapitulská 26, 814 58 Bratislava, Slovakia

• https://orcid.org/0000000210873847

author

Yulia Nickolaeva Biryukova

• Russian Language Department, Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya 6, 117198 Moscow, Russia

author

Ernel González Mastrapa

• Department of Sociology, Faculty of Philosophy, Sociology and History, University of Havana, San Lázaro y L, Vedado 1, La Habana, Cuba

• https://orcid.org/0000000268735359

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Identifiers

DOI

10.15503/jecs2023.2.78.92

Biblioteka Nauki

18760272