The pedagogical relevance of competence and the idea of integration

Starting from the question of what is competence in education and what is its pedagogical source, the present article addresses some key aspects of competence from the perspective of the idea of completeness, an issue less researched in the aspect of the orientation towards the integration of the „components” of competence, this intended being quite a pressing topic. Ultimately, being an explanatory emergency, the specifics of the integration of knowledge, capacities, attitudes in a competence is a reason for theoretical debate and, in particular, the provocative interrogative approach: How much does (or must occupy) each component in the integrated space in the aggregation process? and Can there be more types of competence depending on the space occupied by each of the components (knowledge, capabilities, attitudes) as a result of aggregation?