Part II: Competency 1. Self-Development

Introduction

The first competency that opens the second part (part II: 1. Self-Development) of my portfolio which is known as competency-based student learning and development outcomes, deals with the philosophical foundations. With the assistance of my academic advisor, this course was waved for me because of some courses I had taken in my MA in Religion (Systematic and Historical theology) as well as during my DMin (Socio-cultural analysis). Therefore, instead of presenting some outcomes of the course, EDFN 500 Philosophical Foundations, I rather decided to work on a short introduction to some philosophical concepts related to philosophical foundations after defining the necessary concepts.

Definitions

Before diving into this first competency-related paper, I think it appropriate to define some key words in order to see clear as we move into the study, and these will apply to all the ten competencies in order to set the reader on track.

Competency

The Merriam Webster online Dictionary defines competency as “the quality of being

adequately or well qualified physically, intellectually” to perform some activity or duty. This definition gives us an opportunity to check on another word, that is, skills. In other words, is competency the same as skills?

Skills

The same Merriam Webster Dictionary says that skills as “the ability to use one's knowledge effectively and readily in execution or performance; the dexterity or coordination especially in the execution of learned physical tasks” or “a learned power of doing something competently : a developed aptitude or ability language skills.”

From the above definitions, one can see a slight difference between the two concepts as some Human Resource (HR) offices or management personnel seem to indicate. For instance, Makhovskyi (2022, October 14) argues that “a skill is a specific learned activity or task” (p. 1) whereas “a competency takes a specific set of skills and integrates them into a certain professional behavior” (p. 2). In other words, Makhovskyi continiues, “skills offer you an idea of what specific ability you need to do a certain task at once. In turn, competencies show how you should behave to get the desired outcome in the long term. Skills can exist without competencies, while competencies cannot exist without skills” (p. 2). It is interesting to see that Makhovskyi’s point view is somehow shared by many other HR professionals as shown below by Becket (2018, March 14), McNeil (2019, 10/04), Avilar Team (2020 (February 19), HRSG.CA (2022). HRSG. CA even draws a kind of equation that goes as follows:

Skills + Knowledge + Abilities = Competency (Beckett, 2018, March 14, p. ) and others.

From my own perspectives, I would rather design the equation the following way:

Knowledge + Know how + Experience = Competency (general public).

Because I am a Christian and a gospel minister, my full understanding of the equation will be as follows:

God + Knowledge + Know how + Experience = Competency (faith-based)

In addition, concerning skills and competencies, High 5 Test brings out an interesting point of clarification by stressing that “skills can be seen as subset of competencies which is why it’s sometimes hard to distinguish between the two” (p. 2).

Philosophy

Rosenberg (2016, p. 1) and Tuarez (2022, April 16) acknowledge that “defining ‘philosophy’ is not easy, "but perhaps the best way is to present the etymological origin of the word. Philosophy comes from the Latin ‘philosophia’ [first from the Greek], a word coined by Pythagoras (one of the great philosophers of antiquity) which means ‘love of wisdom’” (p. 2). From this etymological definition, we have the following: “Philosophy, the, is exactly that: the passion for knowledge. Having its origin in Greece and Ancient Rome . . ." (Tuarez, 2022, April 16, p. 2).

Foundation

One of the definitions of “foundation” as presented by the Merriam-Webster Dictionary is that it “a basis (such as a tenet, principle, or axiom) upon which something stands or is supported” In other words, we are talking of those foundational principles upon a higher education leader stands to live, to serve, to lead, to do anything personally or professionally.

Philosophical foundations

From Guay’s (nd) article, philosophical foundations constitute “the driving purpose of education through which “the historical, sociological, psychological foundations [basis] are perceived and applied” (p. 1). In the context of education (higher education to be precise), the author argues that, “as Harvey Siegel (2010, January) puts it, ‘philosophy of education is the branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education”’ (p. 146), and this needs to be done “in the context of multiple perspectives and a more comprehensive approach. This reminds me of a philosophical debate some years back stating that: “A young man who has travelled through 100 villages is wiser than a 100-years old man who has lived only in his village.” In other words, the old man will look at things from only one perspective (his one village perspective) whereas the young man will consider things as he saw them at those different places that have expanded his worldview and understanding.

Various components

Multiple perspectives

As said above, when one is exposed to various cultural environments, one necessarily develops the concept of multiple perspectives. Of course, when you want people to reason that way, you will get into a lot of trouble because people would tend to think that you are proud, arrogant, pretentious, presumptuous, etc. as King Solomon said, “he who increases knowledge increases sorrow” (Eccl. 1:18). This applies to both the individual him/herself as well as to the misunderstanding thereof by those around him/her.

Personal belief system

In such a context, the personal belief system is also affected. One doesn’t take things in a dogmatic way any longer but humbly, prayerfully, teachably, etc. because you understand that there are more than only one aspect of it, and that is very crucial even critical in higher education understanding, teaching, and training as a whole. Let me say here that, my belief system is built upon the multi-faceted aspects of the life, mission, ministry, and the ultimate sacrifice, and ascension of Christ Jesus who is not dogmatic but holistic.

Worldview

As pointed out in Part I (Self-evaluation and reflection paper), my formation (practical, academic, social interaction with people of different social background, races, intellectual levels, my faith of course, etc. has helped me and shaped my view of the world in a more complex way to the point that I was able to learn to be understanding, patient, tolerant, and then then try accommodating people and pulling together as much as possible. That’s why one of my personal and professional values is unity in diversity. I have nine of them (see Part I: Self-evaluation).

Learning being continuous, I am still upgrading myself for better, stronger, broader worldview still in order to be able to accommodate and integrate as many dynamics as possible.

Acquisition of the competency

I acquired my competency in philosophical foundations through many areas in life. First, through traveling. I left my village on January 2, 1970 (I was ten-years old then), and I have been traveling ever since (for the past 52 years).

Secondly, through the introduction to philosophy at the end of my high school where I spent a whole year studying philosophy as it is done in the French educational system. That’s why, in our system, we talk of K-13 (not K-12).

Thirdly, my theological formation has opened my understanding and worldview to many facets of human understanding of reality, not only in the context of epistemology (hard knowledge and soft knowledge) and axiology (ethics and aesthetics) but even including metaphysics (theological dimension of knowledge even though scholars would exclude it).

Fourthly, as I was doing the Andrews University DMin program, we were exposed to the reality of one of our courses, the socio-cultural analysis that also added some more understanding to the cultural reality of the human life with some anthropological and sociological dimensions that helped me more understand human beings in biotope or milieu.

All the above somehow opened my eyes so as to help me see things within the gray zone of the spectrum (not in black and white, the two far extremes of the spectrum), as well presented by Monet (2020, January 24) in his article, “Regarding Black White or Grey thinking . . . ,” The full article is below, Demelim (2022, September 3) in, “Black, White and all the Grays between: Call for entry,” which can be found below Cline (2019, February 2) in “What is Black and White thinking?” Please, get that article at the link below. Of course, there are man, many more.

However, as mentioned earlier in the body of the reflection, there is (plenty room for improvement as far as I am concerned. I need to know more, do more, tolerate more, and learn to be more inclusive than before. I hope and pray that I may keep on growing in becoming more and more patient with myself and with other people.

Nevertheless, it worth noticing here that, in spite of all of the above, there is still (and always must be) plenty room for improvement and development as long as life shall last, due to the fact that knowledge is dynamic and endless.

Conclusion

My philosophical foundations are built upon a four-legged system (some will talk of three areas, others will go up to seven), namely, (1) metaphysics, (2) epistemology (hard sciences), (3) epistemology (soft sciences), (4) axiology (ethics and aesthetics). Rosenberg (2016) also talks of four-leg philosophy (with the difference that he separates logic from the rest of epistemology, see pp. ).

The reason why I opted to insert metaphysics as part and parcel of my philosophical foundations is because I strongly believe that theology (part of metaphysics) is not against philosophy or science even though some human beings do oppose them but I agree with White (1884) that revelation and empirical exploration are not in conflict as clearly pointed below:

God is the foundation of everything. All true science is in harmony with his works, all true education leads to obedience to his government. Science opens new wonders to our view; she soars high and explores new depths; but she brings nothing from her research that conflicts with divine revelation. Ignorance may seek to support false views of God by appeals to science; but the book of nature and the written word do not disagree; each sheds light on the other. Rightly understood, they make us acquainted with God and his character by teaching us something of the wise and beneficent laws through which he works. We are thus led to adore his holy name, and to have an intelligent trust in his word.—The Signs of the Times, March 20, 1884.

This is as equally important as it is for philosophy because I stand on the ground of the worldview that “In the beginning, God created the heavens and the earth . . .” (Gen. 1:1). Those who don’t have such a worldview, I respect them, and I hope they will also be able to respect my own. This is religious tolerance based on religious freedom, and it agrees with the multiple perspectives principle.

Reflection Papers:

Austin Cline (February 2, 2019). https://www.learnreligions.com/black-and-white-thinking-250360

Michelle Monet (2020, January 24): https://medium.com/invisible-illness/regarding-black-white-or-grey-thinking-f8bb2b60a1d8

EDAL 886 Internship (Ancestor worship in Japan)

EDAL 886 Internship (Friend-raising and Fundraising)

EDAL 670: Leadership and Technology

EDAL 675: College Student Development Theory (Personal Reflection)

EDAL 675: College Student Development Theory ( Spiritual Development)

EDAL 675: College Student Development Theory (Cross cultural interview)

LEAD 789: Higher Education Finance

Reference

Avilar Team (2020 (February 19), Skills and competencies: What is the difference?. Avilar. Retrieved from https://blog.avilar.com/2020/02/19/skills-and-competencies-what-is-the-difference/?

Beckett, (2018, March 14), What the difference between skills and competencies?. Retrieved from https://resources.hrsg.ca/blog/what-s-the-difference-between-skills-and-competencies.

Cline, A. (2019, February 02). What is ‘Black and White thinking?. Learn Religions. Retrieved from https://www.learnreligions.com/black-and-white-thinking-250360.

Demelim, D. (2022, September 3). Black, White and all the grays between: Call for entry. RI Center for Photographic Arts. Retrieved from https://www.riphotocenter.org/black-white-and-all-the-grays-between-call-for-entry/.

High 5 Test. Competency and skills: What’s the difference & list of examples. High 5 Test. Retrieved from https://high5test.com/difference-competency-and-skills/.

difference-skills-competencies.

Makhovskyi, A. (2022, October 14). What is the difference between skills and competencies? Lindedin. Retrieved from https://www.linkedin.com/pulse/what-difference-between-skills-competencies-andrew-makhovskyi.

McNeil, J. (2019, 10/04). Skills vs competencies: What’s the difference, and why should you care? Hays: Working for your tomorrow. Retrieved from https://social.hays.com/2019/10/04/skills-competencies-whats-the-difference/#:~:text=How%20do%20skills%20and%20competencies%20differ%3F%201%20Skills,them%20to%20be%20successful%20in%20a%20job.%20.

Monet (2020, January 24). Regarding Black White or Grey thinking . . . : Living in the grey area. Retrieved from https://medium.com/invisible-illness/regarding-black-white-or-grey-thinking-f8bb2b60a1d8.

White, E. G. (1884 March 20). The Signs of the Times. Retrieved from https://egwwritings.org/?ref=en_Lt4-1898&para=5108.1.