International Journal of Innovative Technologies in Social Science ISSN 2544-9338

THE OPTIMIZATION OF LIBERAL AND SOCIAL

COMPETENCIES: REFLECTIONS IN THE CONTEXT
OF CONSTRUCTIVE EDUCATION
Liliana Postan PhD in Pedagogy Qualification

The Republic of Moldova, State University from Tiraspol

DOI: https://doi.org/10.31435/rsglobal_ijitss/01062018/5696

ARTICLE INFO ABSTRACT

Received 28 April 2018
Accepted 26 May 2018
Published 01 June 2018
KEYWORDS
competencies,
three levels and quadratic
approach of competencies,
constructivism,
constructivist education,
liberal and social valences of
competencies
© 2018 The Author.
The article proposes a perspective of structural competence analysis in the
context of the constructivist paradigm of learning and highlights the
quadratic model of competence (Delors). We claim that this model balances
the «pragma» and «axia» actions of a competent person in a competitive
economy and a cohesive society and moderates the liberal approach of
education through the introduction of the competence unit learn to be
together with others.
Looking briefly over some constructivism theses, we ascertain that through
those two social and cognitive research directions, the theoreticians of the
constructivism model deliberate between the centripetal approach of learning
in relation with the student and the centrifugal one.
Based on studies and statistical data, we claim that the extension of the
constructive elements of the competence to learn to know to be together with
certifies the lack of social competencies, which are non-internet manifested
by digitized generations, also the strengthening of the attitudes role and the
outlining of the value support of the competence.

The problem of procedural finalities, formulated in terms of competencies, as resources of the

education goal achievement at level system [1, art.5] (individual and collective) is analyzed from
various perspectives by Educational policy conceivers, curricula developers, employers and
researchers. [5]
Pedagogues realize their curricular approaches according to the three level model of
competence formulation - knowledge, application, integration.
Employers discuss about a competence triangle, formed by professional, functional and social
units (OECD, 2000): an autonomous and reflexive action (the interaction with the physical and social
environment, making decisions, individual projects elaboration), the interactive use of instruments and
means (language, models of knowledge, technical tools), the participation and operation in
heterogeneous and social groups (interpersonal and social relationship development).
Other competencies projections are found in the Memorandum on the Permanent Education of
the European Commission (Lisbon, 2000), where «the new basic skills for all» are stated: capabilities
in the domain of informational technologies, digital literacy, skills and abilities in the field of foreign
languages, technological culture, entrepreneurial abilities, social competences.
In relation to the educational report done for UNESCO, Delors (2000) introduces the need for
four educational pillars consolidation (for the XXI-st century): to learn to know, to learn to do, to
learn to work together with others, to learn to be.
The high level learning skills, the cross-curricular competencies: critical thinking skills,
problem solving have a special importance in the performed analyzes. [Apud 9]
The perspective of structural analyze of competencies in the context of educational
constructive paradigm is determined by our reflections on the quadratic model of competencies
(Delors) which balances the «pragma» and «axia» actions of a competent person in a competitive
economy and a cohesive society and moderates the liberal approach of education through the
introduction the competence unit learn to be together with others.
Through those two research directions- the cognitive and the social one, the constructivism
deliberate between the centripetal approach of learning in relation with the student and the centrifugal one.

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International Journal of Innovative Technologies in Social Science ISSN 2544-9338

The cognitive constructivism analyzes the knowledge at an individual dimension (Eugen

Noveanu, 1999), so the individual can create models and mental schemes that may be modified
through assimilation and accommodation. He learns by discovery, having a direct contact with the
reality, searching for solutions, experiencing and making mistakes. The reality representation appears
as a result of the individual activity that the student does, under the discreet teacher’s guidance and in
accordance with the efforts of assimilation and accommodation of the student. This centripetal type of
learning is oriented towards the formation and development of students ’competence units to know, to
know to do and are enrolled in the requirements of the European liberalism regarding the fact that «the
liberty must be defined in relation to human as an individual and not to social groups, separately
treated by the individuals that form them». [3, p.43]
The social constructivism, based on the theory of proximate development of L. S. Vigotski
had the aim of psychological and social conscience nature demonstration, the social genesis of the
human psyche being a centrifugal concept which implies a human interaction component with the
environment during which the subject also transforms. [8] The practice of social cooperation is
realized through the special formulation/development of the competence units to know to be, to know
to be together with…
Progressively, the constructivist epistemology analyzes the liberal and social models of
people’s interaction with their individual, social and economic reality: from the development of
people’s own knowledge acquired through experience to the acquirement of thinking and action tools
through the practice of social cooperation.
The constructivist didactic interaction is based, at least on two widely validated theories by the
educational practice. The theory of the genesis and the mechanisms of thought of Piajet, operational
denominated and the APD Theory (the area of proximal development) of Vigotski.
In a synthetic manner, the constructivist learning environments have the following features:
 offer multiple representations of reality
 avoid the excessive simplification and represent the complexity of the living world
 emphasizes the genuine requests in significant contexts
 offer natural learning environments and are based on concrete cases
 encourage critical reflection based on experience
 allow the development of content or context knowledge
 allow the development of knowledge through collaboration
The constructivist learning environments favor and synergize the formation and the integrated
development of social and liberal valences of the competencies in their quadratic functionality: to
know, to know to do, to know to be, to know to be together with…The movement of the values: from
the individual towards the society and vice versa, contributes to people humanization, the person
becoming not only a professional, but also a social and moral individual. This transformation is a
complex process which includes two components: the internalization and the socialization
(E. Durkheim). The internalization represents the movement of the values from the society towards the
individual, from the outside part to the inside part of his person, the socialization is the movement
from the individual’s part to the society.
The extension of the constitutive elements of the competence from to know to to know to be
confirms the deficit of social competencies, non-internet manifested by the digitized generations, the
strengthening of the attitudes role and the outlining of the value competence support.
The results of a recent survey on the involvement of young people with the aim of a social
positive change in the Republic of Moldova indicates the deterioration of the value reference of
Moldovan youth. The survey certifies a high level of intolerance among young people towards
«different» minority groups, a state of mind dominated by pessimism and dissatisfaction and a low
level of participation on the labor market. [Apud 10]
From the total amount of population, the inactive population aged 15 and over constituted
57,8 percent in 2017 and the youth NET share constituted 29,3 percent from the total number of
teenagers aged 15-29 years old. [4]
The estate of transition from a centralized political system to a democratic one, which lasts for
about 25 years in the Republic of Moldova generated a value confusion. From our point of view, the
competitive pragmatism, economically oriented, educational and social implemented became a pseudo
value which amplified the adults’ confusion value and fueled the children’s and teenagers’ level of
skepticism in relation with sets of non-economic values (social, cultural and Christian). These, and

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International Journal of Innovative Technologies in Social Science ISSN 2544-9338

other estates, generating social and mental states are the basis of non-participation, absenteeism and
social anomaly from Moldova.
Returning to the concept of socialization, supported by E. Durkheim and in relation with
values, we could establish that at present, we go through a socialization and re-socialization estate as a
process of setting up some ways of thinking, feelings and behaviors, different from those previously
internalized by individuals. This is the case of societies which go from one culture to another, through
membership group changing (about 1/3 of the population of the Republic of Moldova is circular or
people are long-term migrants) or go through social unexpected transformations which train the
change of rules and values that we internalize with the goal of developing a proper behavior. [Apud 7]
The problem is reported by the authorities, but also by the researchers and community
educators. The author Irina Gincu mentions in her PhD thesis «The value orientations in professional
training» (2015) that, the magnitude of the changes that takes place in the contemporary society needs
new configurations in the individual value profile with the aim of its active involvement in the social-
professional field and in performance achievement. The actual reality very often emphasizes examples
illustrating the insufficiency of a subject value basis in relation with the social life, as well as in his
professional activity. For some of the young people, both pseudo-values and non-values became
landmarks that guided their existence, these requiring less and less communication, comprehension,
negotiation in conflict resolution. [7, p.9] The researcher considers that, for a good formation of the
value orientations, the educational process should be assigned with concepts based on a value
professional reference and determined by the requirements of social-professional integration.
More recently (2017), the Ministry of Culture and Research Education of the Republic of
Moldova has submitted an initiative in order to conceptualize the school discipline «Civic Education»
in «Education for Society», a compulsory one for pupils in gymnasium and lyceum classes. [6]
In the context of constructivist learning, the reflections on liberal and social competencies
valences exceed the analytical framework of a scientific article.
Considering that through the actual educational approach we grant more attention to
centripetal attention type, which is oriented towards training and development of the competence units
to know, to know to do and which is enrolled in the demands of liberalism, we choose to rediscover
the social learning valence or the social constructivism valence, reiterated through the quadratic model
of competence (Delors, Learning: the Treasure Within): to learn to know –to gain learning tools, to
learn to do- to interrelate with the environment, to learn to live together with- to cooperate, to
participate to human activities and to learn to be- to have an autonomy, to have the decision-making
capacity, authenticity, personal responsibility and willingness to achieve a common destiny. [2]
Conclusions. Analyzing the competencies in the context of the constructivist paradigm of
learning, we claimed that through its research directions- social and cognitive one, the constructivism
deliberate between the centripetal approach of learning in relation with the student and the centrifugal
one. The movement of the values from the individual towards the society and vice versa contributes to
the humanization of the people, the person becoming not only a professional, but also a social and
moral individual. We assured the supposition making use of some of the theses of Durkheim, referring
to value forming through introspection and socialization.
The constructivist learning environments favor and synergize the formation and the integrated
development of social and liberal valences of the competencies in their quadratic functionality: to
know, to know to do, to know to be, to know to be together with…
Choosing the quadratic competence model, (Delors) we support the idea that it balances the
«pragma» and «axia» actions of a competent person in a competitive economy and a cohesive society
and moderates the liberal approach of education through the introduction of the competence unit learn
to work/ to be together with others.
The extention of the constitutive elements of the competence from to know to to know to be
together with attests the social competencies deficit in a society with profound political, economical
and social changes as that one from Moldova is, also the attitudes role strengthening and outlining the
value support of the competence.
Through this article we support the continuous course of the authorities, researchers and
educators, having the goal of a decent life and an optimal learning.

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International Journal of Innovative Technologies in Social Science ISSN 2544-9338

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