실천적 개념으로서의 역량 = Competency as a Practical Concept

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore how competency can be justified as a practical concept in relation to school education. For this purpose, firstly, this study investigates `Formal Discipline Theory` and N. Chomsky`s `Transformational Generative Grammar Theory`. According to this investigation, all approaches focused on competency as a practical concept belong to `explanation by competence`, one of modes of explanation of human action, which is conceptually distinct from `explanation by motive` and `explanation by reason` and then has theoretical autonomy but, at the same time, limitation by other modes. That is, these three modes each can explain the dynamic and creative force of human action different from animal behaviour, the factual and individual psychology of human agent, and the logical and normative meaning presupposed in human action itself. In this respect, each one of competence, motive, and reason has the authority as a practical concept of human action in its own dimension. Secondly, this study shows that competency in general usage includes such meanings as `dynamic force`, `creative use`, `deep structure`, that it is specially imposed with `potentiality realized by learning` in context of education, and that these four meanings imply what are significance and limitation of competency as a practical concept in relation to school education. That is, competency has a significance in explaining the dynamic, creative, tacit, and potential dimension of school education which cannot be explained by motive and reason, whereas a limitation in remaining the dimensions explained only by motive and reason, and a special dimension over those three modes of explanation, such as an aesthetic and contemplative dimension of school education. Finally, this study discusses that the genuine practical concept of school education may be reflected in mirror of the distinction of competence, motive, and reason, and that it may illuminate the right place in which competency can take in relation to school education. That is, the genuine practical concept of school education is `mind as a whole` unified competence, motive, and reason, as it were, Spirit. Thus, competency can only hold good as a practical concept of school education when it is involved in Spirit`s self-activity implicit in the practice of school education, and then purified as spiritual power.

참고문헌 (Reference)

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