20.500.12556/DKUM-52870 Konceptualne dileme implementacije načel bolonjskega procesa Conceptual dilemmas in implementing the principles of the Bologna process Implementacija načel bolonjske reforme ima vsaj dva vidika. Eden je na ravni države, pri katerem gre za to, kako so ta načela formulirana v zakonih in predpisih. Drugi vidik je v načinu razumevanja zakonskih formulacij na ravni univerz. Država se z zavezanostjo uresničevanja bolonjskih načel postavlja v kontroverzno vlogo: je spodbujevalka zboljšanja kakovosti izobraževanja in hkrati zastopnica korporativnih interesov v razmerah globalizacije. To pomeni, da s tem spreminja temeljno vlogo izobraževanja v globalizirani družbi. Tudi avtonomija univerze ima kontroverzno vlogo: lahko pomeni varovanje akademskih standardov, da bi ne postala servis ekonomije in politike; hkrati pomeni ohranjanje rigidnosti za kvalitativne spremembe. Ta prispevek je zato poskus analize, ki bi hkrati pokazala na potencial, ki ga prinaša bolonjski proces, in na njegove pasti. Oboje ima podlago na eni strani v historičnem ozadju bolonjskega procesa in najnovejših analizah konceptualnih dilem bolonjskega procesa in njegovih dokumentov, kot je Tuning. Analiza vodi v sklep, da potrebuje visokošolsko izobraževanje v razmerah tranzicije namesto sprejemanja seznamov "kompetenc" izvirne rešitve, ki zahtevajo refiektiran pristop k predpostavkam in implikacijam bolonjskega procesa. The implementation of the principles of the Bologna process involves at least two aspects. One, on the state level, refers to the codification of the principles in legislation; the other refers to the way in which these principles are understood by universities. The state has a controversial role; it is the promoter of the quality of education and at the same time the representative of corporate interests in the global world. Consequently, it is changing the fundamental role of education in global society. The role of the autonomy of universities, as well, is controversial: it can protect academic standards against business and politics, and at the same time it maintains rigidity in relation to any creative changes. The paper is therefore an attempt at analysis to simultaneously show the creative potential of the Bologna process and the traps. A historical background is provided for this purpose, as well as a conceptual analysis of the key concepts. The conclusion drawn from this analysis is that higher education needs creative adjustments which demand a reflective approach to the assumptions and implications of the Bologna process. It seems that the mere adoption of prescribed packages of 'competencies' is counterproductive in our context as a transition country. vzgoja in izobraževanje kurikulum kompetentnost izkustveno učenje filozofija psihoterapija higher education competence curriculum experiental learning philosophy psychotherapy true true true Zveza društev pedagoških delavcev Slovenije Slovenski jezik Angleški jezik Znanstveno delo 2015-07-10 18:36:25 2015-07-10 18:36:25 2025-04-09 09:12:14 2019-07-11 07:55:44 2006 0 Ljubljana 0 str. 82-99 št. 4 Letn. 57 2006 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 378:37.014.5 761348 15113736 0038-0474 URN:SI:UM:DK:STXDK9GY http://www.dlib.si/details/URN:NBN:SI:doc-4QVD6UTP 1 https://dk.um.si/Dokument.php?lang=slv&id=77430 Pedagoška fakulteta 0 0 0