<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202021000200242</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Defining, classifying and developing soft skills in higher education: competency-based and humanistic approaches]]></article-title>
<article-title xml:lang="es"><![CDATA[Problemas de la definición, clasificación y desarrollo de las habilidades blandas en la educación superior en el contexto de los enfoques competente y humanista]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gilyazova]]></surname>
<given-names><![CDATA[Olga Sergeevna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamoshchansky]]></surname>
<given-names><![CDATA[Ivan Igorevich]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vaganova]]></surname>
<given-names><![CDATA[Olga Igorevna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Ural Federal University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Russian Federation</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Minin Nizhny Novgorod State Pedagogical University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Russian Federation</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>242</fpage>
<lpage>248</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202021000200242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202021000200242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202021000200242&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The focus of this research is on the problem of paradoxical and ambiguous development of soft skills in the context of modern education. In present-day scientific discourse, soft skills are addressed from two perspectives representing the competency-based approach relying on the theory of human capital and the humanistic approach rooted in the concept of Bildung. The performed analysis suggests that the main difference between these positions can be found in their educational goals: to develop the student's soft skills for the sake of treating the student either as a means or as an end (by Kant's ethics). Modern educational theory and practice are characterized by the first approach: Universities are aimed at satisfying the needs of the labor market (in keeping with the knowledge-driven economy pressing for development of soft skills). The comparative analysis of the revealed viewpoints demonstrates limitations of the competency-based approach and suggests the importance of its humanization. The latter can be achieved, among other things, through refocusing from the human capital theory to the human capability approach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio va enfocado al problema de la paradoja y la ambigüedad del desarrollo de las habilidades blandas en el contexto de la educación moderna. Se demuestra que el examen de las habilidades blandas en el discurso científico contemporáneo se lleva a cabo desde dos posiciones: desde la posición del enfoque de competencia basado en la teoría del capital humano y desde la posición del enfoque humanista, cuyas bases son observables en el concepto de Bildung. En el transcurso del análisis, detectamos que la diferencia esencial de estas posiciones radica en sus objetivos educativos: desarrollar las habilidades blandas del estudiante en aras de la actitud con respecto al estudiante, ya sea como un medio o como un objetivo (desde el punto de vista de la ética de I. Kant). Es necesario señalar que en la práctica y teoría educativas contemporáneas prevalece precisamente el primer enfoque, cuando la tarea principal de las instituciones de educación superior es satisfacer las necesidades del mercado laboral. El análisis comparativo de las posiciones identificadas por los autores permitió argumentar las limitaciones del enfoque de competencia y llegar a la conclusión de la necesidad de su humanización, por ejemplo, reorientándolo de la teoría del capital humano a la teoría del potencial humano.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Competencies]]></kwd>
<kwd lng="en"><![CDATA[educational philosophy]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="en"><![CDATA[concept of Bildung]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="es"><![CDATA[Competencias]]></kwd>
<kwd lng="es"><![CDATA[filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="es"><![CDATA[concepto Bildung]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
</kwd-group>
</article-meta>
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