Limitations of the «capacity» concept in the explanation of academic learning

Abstract

The concept of capability is very common in the school context, and is usually related with pupil’s learning. In spite of it, it is used with little accuracy. In this article an analysis of the capability concept is developed, and its link with the cognitive behaviour established. The assessment starts with the nature of the concept, followed by a description of the cognitive working levels, an analysis of the construction of the cognitive human resources and the consequences this evolution has. Finally, the article summarizes the most important aspects of its argumentation.