Epistemological aspects of contemporary educational methodology and didactics

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In this book, Jasna Mažgon and Damijan Štefanc from the University of Ljubljana explore pressing contemporary issues in general didactics and educational methodology, focusing on the concept of knowledge. They argue that the challenges surrounding knowledge in a post-modern and neo-liberal context extend beyond mere methodology. The authors identify two significant trends in general education that impact the perception of legitimate knowledge. First, there is an increasing push to align general education with labor market demands, leading to the view that both vocational and general education serve primarily to prepare students for economic expectations. Second, knowledge is increasingly seen as utilitarian, deemed legitimate only when it holds high value in the labor market. This shift elevates the concept of competence, which now occupies the conceptual space once held by knowledge in educational discourse. The notion of "competence-based" education suggests that knowledge alone is insufficient, advocating for a transition towards integrating competences into curricula and practice. Furthermore, developing competences is often framed as contrary to acquiring knowledge, implying that gaining knowledge may hinder the path to competency.