Programska knjižica - Hrvatsko filozofsko društvo

Gotovo nikome nije jasno što znači master struke nakon trogodišnjeg ciklusa.
Tržište rada ne prepoznaje takve diplome, što stvara opravdano nezadovoljstvo
kod studenata. Poseban problem je i doktorski studij, o čemu bih govorio u
svome izlaganju. Za nekoliko godina imat ćemo značajan broj nezaposlenih
mastera i doktora znanosti, što je jedna od najozbiljnijih prijetnji sveučilišnoj
ideji. Između elitizma i štancanja diploma, nameću se »srednja« rješenja – što
zahtjeva (već danas) ozbiljan angažman akademske zajednice da bi se spriječili
problemi koje »bolonja« u sadašnjem obliku ne može izbjeći. Smatram da ova
tema zaslužuje našu pažnju.
BOLOGNA PROCESS – REQUIEM OF THE UNIVERSITY IDEA
The topic of my paper is the crisis of University concept caused by an
uncritical acceptance of Bologna process which is unsuccessful attempt to incorporate
modernity in the core of academic education. After first few years of
the application of Bologna principles, university teachers are aware of many
restrictions and stumbling blocks in their daily work. Namely, one of the key
ideas of Bologna concept is to create a more democratic education regarding
the accesibility to the highest levels of education. Nevertheless, certain Bologna
guidelines deserve our attention (interactivity, teacher and student mobility,
continuous and regular verification of acquired knowledge…) which could
have been easily and fruitfully integrated into “traditional” academic education
without radical and superficial modifications (3+2+3 study cycles). University
teachers are dealing with demanding mathematical operations which seem to
be the essence of Bologna process. Scoring students and thus rewarding them
for regular attendance is an illustration of unnecessary mathematical efforts
to evaluate students with “deadly accuracy”. Regular attendance of full-time
students goes in brackets – therefore it should not be rewarded. The activity of
students must be encouraged (as well as interactivity) in a way which is more
flexible than strict scores. The role of university teachers is thus reduced to the
level of “accountants” who must constantly calculate certain numbers. Apart
from incessant counting, the very concept of master of vocation is highly dubious.
What is the meaning of master of education is not precisely defined and
employability after the first and second study cycle is far from being promising.
One of the major “collateral damages” of Bologna process is the quality of
education. We will soon have great number of unemployed “masters” and doctors,
mainly because of overly democratic entrance policies. Our dilemma is
how to find equilibrium between traditional and modern approaches regarding
academic education. Certain revival of traditional academic values is inevitable
if we want to raise the quality of academic education.
120