Competencia: Variaciones y fuga: Hacia la noción de ser competente
- Autores: Rodolfo A. Cabrales Vega
- Localización: Revista Médica de Risaralda, ISSN-e 0122-0667, Vol. 16, Nº. 1, 2010, págs. 53-61
- Idioma: español
- Enlaces
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Resumen
- español
La palabra �competencia� es ambigua. Tal vez no exista escenario académico contemporáneo en el que no aparezca acompañada de una especial resonancia. Su empleo cada vez más frecuente e indiscriminado, llevaría a pensar que sobre ella no existe una definición uniforme o unívoca, sino que, por el contrario, allí se mezclan multitud de significaciones, a veces tan alejadas entre sí, que harían pensar que no existe conexión alguna entre ellas.
El presente ensayo pretende, a partir de una reflexión pedagógica e histórica ubicar el concepto de competencia en el campo de las Ciencias de la Salud. Lo anterior implica en primer lugar describir el proceso de formación de los conceptos y su inscripción en lo que denominamos pensamiento moderno. En segundo lugar, argumentar que la tradicional distinción mente-cuerpo es cada vez menos obvia y que lo �sensorial� es un componente crucial en el proceso de formación de los conceptos.
Por último, proponer un concepto de competencia para las Ciencias de la Salud que, si responde adecuadamente a los dos pasos anteriores, debe llevar a la formación de seres competentes y médicos integrales.
El contenido del presente ensayo se apoya en las reflexiones de diferentes autores ubicados en los campos de la Filosofía, la Pedagogía, la Semiótica y las ciencias cognitivas, entre otros.
- English
The word �competence� is ambiguous. Perhaps we may not find an academic setting in which the word competence is not accompanied by a special significance.
It is currently used in a common and indiscriminate way in academic and extra-academic realms. One would think that a uniform or univocal definition of competence does not exist. On the contrary, a number of meanings are suggested, which may indicate these have no connection at all. This essay stems from pedagogical and historical reflections and places the concept of competence within the Health Sciences field.
Initially, the process of concepts formation is described, along with its inclusion into what is known as modern thought. Then, there is the argument that the traditional mind-body distinction is becoming less obvious and the �sensorial issue� is a crucial component in the concepts formation process.
Finally, a new concept of competence for the Health Sciences is proposed. If it correctly addresses the two previous steps, it should lead to the formation of competent beings and integral physicians.
The content of the current essay is supported by autThe word �competence� is ambiguous. Perhaps we may not find an academic setting in which the word competence is not accompanied by a special significance.
It is currently used in a common and indiscriminate way in academic and extra-academic realms. One would think that a uniform or univocal definition of competence does not exist. On the contrary, a number of meanings are suggested, which may indicate these have no connection at all. This essay stems from pedagogical and historical reflections and places the concept of competence within the Health Sciences field.
Initially, the process of concepts formation is described, along with its inclusion into what is known as modern thought. Then, there is the argument that the traditional mind-body distinction is becoming less obvious and the �sensorial issue� is a crucial component in the concepts formation process.
Finally, a new concept of competence for the Health Sciences is proposed. If it correctly addresses the two previous steps, it should lead to the formation of competent beings and integral physicians.
The content of the current essay is supported by authors reflections from Philosophy, Pedagogy, Semiotic and Cognitive Sciences fields, among others.hors reflections from Philosophy, Pedagogy, Semiotic and Cognitive Sciences fields, among others.
- español
