The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding of its own value, then it (...) is even more radically open-ended than Stenhouse argued.My argument is based on two premises. One of them is that the reason why people disagree about what education involves is that they have less-than-perfect knowledge of what human characteristics are worth cultivating. This premise is supported by a theory of meaning advanced by Hilary Putnam. The other premise is that one of the aims of education is intellectual independence. From these premises, I conclude that a successful course of education serves purposes that cannot be completely stated in advance. (shrink)

This paper explores the meaning of education in contrast with ‘pedagogy’. Whereas education can be defined as ‘learning for its own sake’, pedagogy can be defined as learning oriented towards social goals. An attempt to find an adequate conceptualisation is first of all sought in Aristotle, but his concept of education is found to depend on too narrow a concept of rational activity. A more adequate conceptualisation is found in Michael Oakeshott's contrast between morality and enterprise associations. However Oakeshott's definition (...) of education needs modifying if it is to take account of the idea of critical knowing, which is seen as crucial to any definition of education. (shrink)

This paper explores the meaning of education in contrast with ‘pedagogy’. Whereas education can be defined as ‘learning for its own sake’, pedagogy can be defined as learning oriented towards social goals. An attempt to find an adequate conceptualisation is first of all sought in Aristotle, but his concept of education is found to depend on too narrow a concept of rational activity. A more adequate conceptualisation is found in Michael Oakeshott's contrast between morality and enterprise associations. However Oakeshott's definition (...) of education needs modifying if it is to take account of the idea of critical knowing, which is seen as crucial to any definition of education. (shrink)

With the creation of the European Higher Education Area, universities are undergoing a significant transformation that is leading towards a new teaching and learning paradigm. The competencies approach has a key role in this process. But we believe that the competence approach has a number of limitations and weaknesses that can be overcome and supplanted by the capabilities approach. In this article our objective is twofold: first, make a critical analysis of the concept of competence as it is being used (...) in higher education, identifying its limitations and weaknesses; and second, present the potential of the capabilities approach for higher education and review its complementarity to the competence approach.We begin with a brief characterisation of the capabilities approach and its implications for education. Then we examine some implications of the competencies approach in higher education and the reasons that led us to choose the DeSeCo proposal for comparison with the capability approach. We then go on to compare the two approaches, addressing 1) the aims of education and 2) the concept of competence and capability. Finally, we address the implications of incorporating the capabilities approach in learning and teaching in higher education. (shrink)