Session Information
13 SES 08 C, Tacit Dimensions of Learning and Teaching
Symposium
Contribution
The concept of competence plays a central role in all actual European educational theories and their diverse applications. The predominant cognitivistic approach regards competences as a cognitive system facilitating and shaping „appropriate“ or “suitable” performances. This model can be unfolded by referring e.g. to Chomsky (1969). Waldenfels (2000) points out that Chomsky´s concept implies an identity of the fixed reality and options by which the notion of development is dispensed. In the frame of the SFB “Kulturen des Performativen” a quite different concept of performance has been developed. Here, performative processes are supposed to create spaces in which unplanned and unpredictable stimuli from outside or inside a person recur and fundamentally co-determine his or her actions. In performative processes intentions and contingency, plans and emergence are thus inextricably linked. Furthermore, performative actions or happenings are self-referential as they mean or signify what they do or cause. It will be pointed out that by this concept of performance the relation of competence and performance can be reformulated. On the other hand it offers the possibility to reframe evidence-based research in methodological regards. An idea about these implications of “performance” will be given by presenting the setting of an empirical study.
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