melancholy and power, knowledge and propaganda: discussing the contribution of the bologna process to higher educatión research in europe
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Abstract
An unprecedented reform in European higher education known as the Bologna Process with its ultimate aim to boost international competitiveness of European knowledge products and higher education services has created ample opportunities for higher education researchers to engage in related knowledge production and dissemination. The author of this article demonstrates how the political agenda set by the sponsors of the Process interacts with the process of knowledge production in the field that lacks strong institutional roots, leading to a discourse where objective knowledgeand political declarations are being mixed and presented together as scientific knowledge. While, the author argues, higher education research subordinated to the goals of the Bologna Process represents an extreme case of intellectual compromise, other fields of social sciences are prone to similar violations.This leads the author to conclude that a significant element of the academic staff in mass universities no longer act as intellectuals. Instead, they have been designated the role of knowledge workers who operate within adifferent framework of professional requirements and ethical standards.While this may in short run appear beneficial to politicians and officials concerned about mobilizing all available resources to achieve their short-termgoals, in a long term, erosion of the critical function of the intellectualsmay expose the related programs as well as the societies at large to risks usually related to totalitarian regimes.
Una reforma sin precedentes en la educación superior europea, conocida como el proceso de Bolonia, con el objetivo de aumentar la competitividad internacional de los proyectos educativos y la propia educación europea, ha ofrecido grandes oportunidades a los investigadores para trabajar sobre la creación del conocimiento y su diseminación. El autor de este artículo demuestra cómo la agenda política fijada por los patrocinadores del Proceso, interactúa con los mecanismos de producción del conocimiento en aquellos campos que carecen de un fuerte apoyo institucional, llevando a un discurso donde el conocimiento objetivo y las declaraciones políticas están siendo presentadas conjuntamente como conocimiento científico. El autor argumenta que, mientras la educación superior _subordinada a los objetivos del proceso de Bolonia_ representa un caso extremo de compromiso intelectual, otros campos de las ciencias sociales son propensos a experimentar violaciones similares. Esto conduce al autor a concluir que un número significante del personal docente de las universidades, ha cesado de actuar como intelectuales y, en su lugar, le ha sido designado el papel de trabajadores del conocimiento, operando dentro del diferente marco de los requisitos profesionales y estándares éticos. Mientras que a corto plazo pueda parecer beneficioso a aquellos políticos y oficiales preocupados en movilizar todos los recursos posibles para lograr los objetivos marcados, a largo plazo la erosión de la función crítica de los intelectuales puede exponer tanto a los programas relacionados como a la sociedad, a una serie de riesgos normalmente vinculados con regímenes totalitarios
| Reference Key |
tomusk2006revistamelancholy
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| Authors | ;Voldemar Tomusk |
| Journal | discrete applied mathematics |
| Year | 2006 |
| DOI |
10.5944/reec.12.2006.7427
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