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Le présent article pose un regard critique sur cette déferlante dont l’origine est, selon l’auteur, externe aux sciences de l’éducation. La définition même du concept de compétence est problématique et semble, en définitive, renvoyer à une norme qualifiée ici de complexité inédite. En définitive, l’auteur considère que l’approche par compétences s’attaque à un vrai problème – celui de la mobilisation des connaissances en situation de problème – mais propose une solution bancale. Rejetant l’entrée par le disciplinaire, cette approche se confronte à des questions épineuses sinon impossibles : parmi celles-ci, on trouve la notion de familles de situations. En conclusion, l’auteur suggère d’oublier la notion de compétence pour repenser celle de l’apprentissage., Schools are from now on the den of a new doxa: skill-based pedagogy. This article herein takes a critical look at this new wave. According to the author, it originated from outside the field of education sciences. The very definition of the concept of skills is problematic and seems in the final analysis to refer to a norm described as new complexity. In the final analysis, the author considers that the skill-based approach tackles a real issue which is mobilizing knowledge in problem situation. But he suggests a rather unsound solution. refusing the entry through disciplines, the approach is confronted with difficult if not impossible questions like for instance the notion of groups of situations. In conclusion the author suggests to forget the notion of skills and rethink the notion of learning., Die Schule ist nun der Hort einer neuen doxa : die auf den Kompetenzen basierende Pädagogik. Vorliegender Artikel wirft einen kritischen Blick auf diesen Trend, dessen Herkunft für den Autor außerhalb der Erziehungswissenschaften zu suchen ist. Sogar die Definierung des Begriffs der Kompetenz ist problematisch und scheint sich im Endeffekt auf eine hier als nie dagewesene Komplexität bezeichnete Norm zu beziehen. Schließlich meint der Autor, dass die Arbeitsweise mit den Kompetenzen das echte Problem der Kenntnismobilisierung in Problemsituationen angreift, aber eine ungleichmäßige Lösung bietet. Indem sie sich weigert, fachbezogen vorzugehen, befasst sich diese Arbeitsweise mit heiklen oder sogar unmöglichen Fragen, unter denen man den Begriff der Situationenfamilien findet. Im Schlussteil schlägt der Autor vor, den Kompetenzsbegriff zu vergessen, um den Begriff des Lernens neu zu definieren., De adelante, la escuela es la sede de una nueva doxa : la pedagogía por competencias. El presente artículo echa una mirada crítica sobre esta oleada cuyo origen es externo, según el autor, a las Ciencias de la Educación. La definición misma del concepto de competencia es problemática y parece, al fin y al cabo, remitir a una norma calificada aquí de complejidad inédita. Finalmente, el autor considera que el enfoque por competencias se ataca a un verdadero problema – el de la movilización de los conocimientos en situación de problema – pero propone una solución coja. Rechazando la entrada por lo disciplinario, este enfoque se confronta con cuestiones peliagudas como no sean imposibles : entre éstas, se encuentra la noción de familias de situaciones. En conclusión, el autor sugiere olvidar la noción de competencia para volver a pensar la del aprendizaje.", "publicationTitle": "Revue française de pédagogie. 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Le présent article pose un regard critique sur cette déferlante dont l’origine est, selon l’auteur, externe aux sciences de l’éducation. La définition même du concept de compétence est problématique et semble, en définitive, renvoyer à une norme qualifiée ici de complexité inédite. En définitive, l’auteur considère que l’approche par compétences s’attaque à un vrai problème – celui de la mobilisation des connaissances en situation de problème – mais propose une solution bancale. Rejetant l’entrée par le disciplinaire, cette approche se confronte à des questions épineuses sinon impossibles : parmi celles-ci, on trouve la notion de familles de situations. En conclusion, l’auteur suggère d’oublier la notion de compétence pour repenser celle de l’apprentissage., Schools are from now on the den of a new doxa: skill-based pedagogy. This article herein takes a critical look at this new wave. According to the author, it originated from outside the field of education sciences. The very definition of the concept of skills is problematic and seems in the final analysis to refer to a norm described as new complexity. In the final analysis, the author considers that the skill-based approach tackles a real issue which is mobilizing knowledge in problem situation. But he suggests a rather unsound solution. refusing the entry through disciplines, the approach is confronted with difficult if not impossible questions like for instance the notion of groups of situations. In conclusion the author suggests to forget the notion of skills and rethink the notion of learning., Die Schule ist nun der Hort einer neuen doxa : die auf den Kompetenzen basierende Pädagogik. Vorliegender Artikel wirft einen kritischen Blick auf diesen Trend, dessen Herkunft für den Autor außerhalb der Erziehungswissenschaften zu suchen ist. Sogar die Definierung des Begriffs der Kompetenz ist problematisch und scheint sich im Endeffekt auf eine hier als nie dagewesene Komplexität bezeichnete Norm zu beziehen. Schließlich meint der Autor, dass die Arbeitsweise mit den Kompetenzen das echte Problem der Kenntnismobilisierung in Problemsituationen angreift, aber eine ungleichmäßige Lösung bietet. Indem sie sich weigert, fachbezogen vorzugehen, befasst sich diese Arbeitsweise mit heiklen oder sogar unmöglichen Fragen, unter denen man den Begriff der Situationenfamilien findet. Im Schlussteil schlägt der Autor vor, den Kompetenzsbegriff zu vergessen, um den Begriff des Lernens neu zu definieren., De adelante, la escuela es la sede de una nueva doxa : la pedagogía por competencias. El presente artículo echa una mirada crítica sobre esta oleada cuyo origen es externo, según el autor, a las Ciencias de la Educación. La definición misma del concepto de competencia es problemática y parece, al fin y al cabo, remitir a una norma calificada aquí de complejidad inédita. Finalmente, el autor considera que el enfoque por competencias se ataca a un verdadero problema – el de la movilización de los conocimientos en situación de problema – pero propone una solución coja. Rechazando la entrada por lo disciplinario, este enfoque se confronta con cuestiones peliagudas como no sean imposibles : entre éstas, se encuentra la noción de familias de situaciones. En conclusión, el autor sugiere olvidar la noción de competencia para volver a pensar la del aprendizaje.", "publicationTitle": "Revue française de pédagogie. 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Le présent article pose un regard critique sur cette déferlante dont l’origine est, selon l’auteur, externe aux sciences de l’éducation. La définition même du concept de compétence est problématique et semble, en définitive, renvoyer à une norme qualifiée ici de complexité inédite. En définitive, l’auteur considère que l’approche par compétences s’attaque à un vrai problème – celui de la mobilisation des connaissances en situation de problème – mais propose une solution bancale. Rejetant l’entrée par le disciplinaire, cette approche se confronte à des questions épineuses sinon impossibles : parmi celles-ci, on trouve la notion de familles de situations. En conclusion, l’auteur suggère d’oublier la notion de compétence pour repenser celle de l’apprentissage., Schools are from now on the den of a new doxa: skill-based pedagogy. This article herein takes a critical look at this new wave. According to the author, it originated from outside the field of education sciences. The very definition of the concept of skills is problematic and seems in the final analysis to refer to a norm described as new complexity. In the final analysis, the author considers that the skill-based approach tackles a real issue which is mobilizing knowledge in problem situation. But he suggests a rather unsound solution. refusing the entry through disciplines, the approach is confronted with difficult if not impossible questions like for instance the notion of groups of situations. In conclusion the author suggests to forget the notion of skills and rethink the notion of learning., Die Schule ist nun der Hort einer neuen doxa : die auf den Kompetenzen basierende Pädagogik. Vorliegender Artikel wirft einen kritischen Blick auf diesen Trend, dessen Herkunft für den Autor außerhalb der Erziehungswissenschaften zu suchen ist. Sogar die Definierung des Begriffs der Kompetenz ist problematisch und scheint sich im Endeffekt auf eine hier als nie dagewesene Komplexität bezeichnete Norm zu beziehen. Schließlich meint der Autor, dass die Arbeitsweise mit den Kompetenzen das echte Problem der Kenntnismobilisierung in Problemsituationen angreift, aber eine ungleichmäßige Lösung bietet. Indem sie sich weigert, fachbezogen vorzugehen, befasst sich diese Arbeitsweise mit heiklen oder sogar unmöglichen Fragen, unter denen man den Begriff der Situationenfamilien findet. Im Schlussteil schlägt der Autor vor, den Kompetenzsbegriff zu vergessen, um den Begriff des Lernens neu zu definieren., De adelante, la escuela es la sede de una nueva doxa : la pedagogía por competencias. El presente artículo echa una mirada crítica sobre esta oleada cuyo origen es externo, según el autor, a las Ciencias de la Educación. La definición misma del concepto de competencia es problemática y parece, al fin y al cabo, remitir a una norma calificada aquí de complejidad inédita. Finalmente, el autor considera que el enfoque por competencias se ataca a un verdadero problema – el de la movilización de los conocimientos en situación de problema – pero propone una solución coja. Rechazando la entrada por lo disciplinario, este enfoque se confronta con cuestiones peliagudas como no sean imposibles : entre éstas, se encuentra la noción de familias de situaciones. En conclusión, el autor sugiere olvidar la noción de competencia para volver a pensar la del aprendizaje.", "publicationTitle": "Revue française de pédagogie. 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