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

Authors

  • 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/0000-0003-4857-5578
  • Radoslav Lojan Faculty of Theology, The Catholic University in Ružomberok, Hlavná 79, Košice, 040 01, Slovakia https://orcid.org/0000-0001-8657-124X
  • 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/0000-0002-1087-3847
  • Yulia Nickolaeva Biryukova Russian Language Department, Peoples’ Friendship University of Russia (RUDN University), Miklukho-Maklaya 6, 117198 Moscow, Russia
  • Ernel González Mastrapa Department of Sociology, Faculty of Philosophy, Sociology and History, University of Havana, San Lázaro y L, Vedado 1, La Habana, Cuba

DOI:

https://doi.org/10.15503/jecs2023.2.78.92

Keywords:

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

Abstract

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.

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Author Biographies

  • 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

    He graduated in philosophy from the University of Bratislava and completed his postgraduate studies at the UKF in Nitra in the field of philosophy, with a focus on the philosophy of values. He is an associate professor in ethics and an adjunct professor in the field of pedagogical sciences. He is engaged in postmodern thinking and its application in pedagogy and didactics. Currently working at the Institute for research of Constantine and Methodius’ cultural heritage, Faculty of Arts, Constantine the Philosopher University in Nitra, where he is engaged in the preparation of future teachers of educational subjects. In its publishing activities, it interprets otherness in philosophical, religious, and pedagogical contexts.

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

    In 2002 Lojan graduated from the Commenius University in Bratislava, Theological Institute in Kosice. In 2012 he completed his doctoral studies at Saint Paul University in Ottawa and University of Ottawa, Canada. Since 2013, Radoslav Lojan is an associate professor and since 2019 he is the Dean of the Theological Faculty, Catholic University in Ruzomberok. His research interests focus on moral theology, social work, palliative care and bioethics. Radoslav Lojan has experience with many project activities. He is a member of the Council for Research in Values and Philosophy,Washington DC and also a member of the research teams in various KEGA and VEGA projects.

  • 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

    University teacher, philosopher and theologist. After his graduation in philosophy and theology in 1999, he followed up with his postgraduate study at PUaL in Roma. He studied abroad until 2004. In 2007 he successfully finished his PhD. theology study at RKCMBF UK in Bratislava. During the following years, he was teaching in several colleges and universities, and he has also been continuously serving in the Church admini-stration in northern Bohemia. Since 2015 he has been teaching at VSAPs in Terezín, he is Vice-Rector for Science and Research. He is the author of several monographs and scientific articles. In January 2019, he success-fully defended his habilitation thesis, and he was granted the title of Docent (Associate Professor). He is a member of several Czech and peer-re-viewed editorial committees in the Czech Republic and abroad.

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

    Biryukova Yu.N., developed an integrative model for teaching students to read, which can be used in the professional activity of translators of professionally oriented texts. The results of this development were reflected in her Ph.D. thesis, which she defended in 2016. Subsequently, the scope of her research work was expanded. Today, Yulia Nikolaevna is actively involved in the problems of professional-communicative training of foreign medical specialists in the context of informatisation of higher education as well as the design, modeling and implementation of a linguo-methodological information environment for continuous professionally oriented teaching of the Russian language to foreign medical students. Yu.N. Biryukova is the author of a large number of articles (55 for the last 5 years), textbooks (5 for the last 5 years), monographs (4 for the last 5 years), which reflect the results of her research activities. The researcher actively participates in various international conferences in order to present the achieved results her research activities. She is the member of Association of Language testers in Europe, the member of Peter’s the Great Academy of Sciences and Arts, the member of Russian society of Russian language and literature teachers (ROPRYAL).

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

    Graduated in Sociology from the University of Havana (1979), Master of Social Sciences with Honors in Social Sciences with Honors in Development Studies (1981-1983), FLACSO-Quito, Ecuador, Doctor of Sociological Sciences (1998) from the University of Havana. Dean of the Faculty of Philosophy, History and Sociology of the University of Havana (UH). Professor of the Department of Sociology and Master of Sociology at the University of Havana, Coordinator of the UNESCO Department "Sustainable Human Development". Coordinator of the Doctorate in Sociology at the University of Havana. Among his academic interests, the topics of human development, territory and the environment stand out.

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Published

2023-09-28

How to Cite

Kondrla, P., Lojan, R., Maturkanič, P., Nickolaeva Biryukova, Y., & González Mastrapa, E. (2023). The Philosophical Context of Curriculum Innovations with a Focus on Competence Development. Journal of Education Culture and Society, 14(2), 78-92. https://doi.org/10.15503/jecs2023.2.78.92

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