However, we note that the phrase “competency-based education” was first used
in the United States in the 1960's and 1970's in the context of the proposed Chomsky
[7] (Massachusetts University ) the notion of “competence” directly concerning the
theory of language. However, it very quickly received recognition and dissemination
in edukology as a science of education in connection with the awareness of the
scientists that:
- firstly, modern society is increasingly gaining the features of the “knowledge
society” since it develops on the basis of the processes of production, distribution and
use of scientific knowledge that allow us to construct new social reality, its economic
and mental structures, a new way of human life;
- secondly, the need to bring the education system in line with the new information
society which was primarily associated with the idea of learning that provides a high
level of intellectual development of the individual, taking into account its new
educational needs, cognitive interests and opportunities, social status, the regime life
activities.
As it was noted above by this time such concepts were perceived at any angle
except for the interpretation through the pedagogical prism of the educational process.
In particular, the scientific foundation for this was the theoretical and experimental
development of cognitiveists - the concept of updating “categories” by J. Bruner, the
theory of causal attribution by G. Kelly, the concept of “generating semantics” by A.
Sikurel, the concept of the reflective structure of interpersonal perception of J. Holmes.
Thus, A. Sikurel defines the subject of cognitive sociology and explains how
knowledge is organized, how it is stored and activated, distinguishes objective,
descriptive and explanatory knowledge (“declarative knowledge”) which is built on the
deep structure, and knowledge of receptions (“Procedural knowledge”) which is based
on the external structure in the form of different schemes. At the same time on the
question of how knowledge is organized the scientist answers comparing the properties
of the general features of society (“generating semantics”) with the rules of grammar.
Bearing in mind that various social institutions and groups are contextual and
meaningful cause of people's conversations he identified as the main object of research
within the framework of “generative semantics” the “social competence that underlies
the real behaviour of the individual in the situation of social interaction” [8, p. 207].
According to A. Sikurel social competence provides transition from a linguistic
message to social action.
In parallel, the influence of people's awareness of social reality on their social
behavior is being studied by such philosophers and linguists as L. Wittgenstein, R.
Harra, M. Khomsky, and others. Thus, M. Khomsky [7] exploring the cognitive
mechanisms of generating explicit social values, norms and values, being quite close
in its scientific views to A. Sikurel [8] distinguishes between social competence and
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