Univerzitetsko obrazovanje - od Humboltovog modela do Bolonjskog procesa

Abstract

Tema ovog rada su karakteristike evropskog univerzitetskog obrazovanja u kontekstu Bolonjskog procesa. Cilj je sagledavanje ključnih promena univerzitetskog obrazovanja u odnosu na klasičan ili Humboltov model. U periodima velikih reformi visokoškolskog obrazovanja značajno je preispitivanje mesta i uloge univerziteta sa stanovišta institucionalnih karakteristika, dominantne orijentacije u obrazovanju i odnosa prema društvu. Bolonjskom reformom pokrenute su tri ključne promene u evropskom sistemu univerzitetskog obrazovanja: (a) institucionalnog okvira - od binarnog ka tzv. jedinstvenom diverzifikovanom sistemu; (b) dominantne orijentacije - umesto nauke, student je u centru univerzitetskog obrazovanja; (v) društvene uloge univerziteta - od razvoja nauka i nepristrasne kritike društva ka tržišnom obezbeđivanju obrazovnih usluga. Pedagoške implikacije ovih promena otvaraju pitanje svrhe obrazovanja, odnosa profesora i studenata, ali i samog identiteta savremenog univerziteta.

The characteristics of the European university education in the context of the Bologna process are the topic of this article. The aim is to analyze the key issues in university education in comparison to the classic or Humbolt's model. In the periods of extensive reforms of high education it is important to review the place and role of the university from the standpoint of institutional characteristics, a dominant educational orientation and attitudes towards society. The Bologna process initiated three key changes in the European system of university education: a) the change of institutional framework - from the binary to the so called uniquely diversified system; b) dominant orientation - instead of science the student is in the centre of education; c) the social role of the university - from the development of science and impartial critique of the society towards providing educational services to the market. The pedagogic implications of these changes open the questions of the purpose of education, relations between professors and students and the identity of the modern university itself.