THE BOLOGNA PROCESS; a term that refers us to the Bologna Declaration, that is, a comprehensive educational reform in Europe. The declaration was signed by the ministers of education of the European countries in June 1999, Croatia joined in 2001, and the Bologna process has been implemented in practice for the last fifteen years. It turned out that a kind of "Americanization" of traditional European educational and scientific models is at work, abandoning the idea of a university as a "community of equals (students and professors) in differences connected by the search for knowledge and scientific truth" and subjugating higher education and science to the market-capitalist matrix for the purpose of maintaining global European competitiveness.
We are witnessing the dictatorship of the so-called application-project logic. applied knowledge at the expense of fundamental-theoretical knowledge; forcing a close connection between education, science, market economy and entrepreneurship; commercialization and commodification of education (increasing school fees, privatization processes in education...) and the rapid decline of the general level of knowledge acquired through education.
University studies within the Bologna model resemble the relationship between a server (professor) and a client (student) in the education market, connected by business-interest relations, and each new study year is the beginning of a new round of delivery of ECTS points, which are aptly called credits. This type of study draws a direct correlation between higher education and the labor market as a self-evident end point of the valorization of the educational process, which is a multi-problem matter. This narrows the idea of education - as a never-completed process of human emancipation - to the parameters of acquiring professional craft competences and shortcuts to a 'good job and income'. Such an attitude is deeply cynical and hypocritical, because in the volatile global conditions of an increasingly flexible and uncertain (unregulated) macroeconomics and termination of work opportunities, the responsibility for employment is transferred to each of us individually, persuading us as mutually confronted competitors on the deregulated labor market.
Although nominally advocated principles of critical thinking and cognition will be found within the Bologna process, such an approach remains reduced to the libertarian defense of the right to civil-worldview and identity diversity and does not reach the level of criticism of ideology, which is itself a product of the Bologna reform. What we learn and how we learn - as well as what we don't learn, and we should - are the output results of immediate educational and economic policies and their associated interests and are therefore not just a reflection of the logic of the 'natural' state of affairs.
(portalnovosti.com)
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