Motivating to be competent: the challenge of pedagogy in schools

Abstract

Competence in learning and training practices has a subjective and social, political and institutional dimension; in the authentic dialogue between cultures and values, it has to be anthropologically founded today. In its pedagogical density it possesses a relational peculiarity that in the complex contexts of living refers to the idea of the integral education of man.
Accepting the pedagogical challenge of motivating them to be competent can help to revive the humanization of development as the generative value of a well-being lasting, outcome of careful consideration for the moral responsibilities of formation in the different ages of life.