European Union

For me, Bologna is its foundational manifest; It represents an opportunity to encourage mobility and the validation of titles in a broad European space. Furthermore, it provides a great opportunity to build a Europe of knowledge and that the European Union is not only a market, a currency, but also a Europe of the citizens. Universities can contribute to that has not only economic integration, but also social and political. Then, do they say what they say his detractors? Been invented an unreal enemy? I think that no, the dangers that point are real, but I also think that they should not be attributable to Bologna, but they are the result of current social trends and increasing globalization dominated by the market, adversely affecting the University. Why are welcome debate and controversy, must praise that these students express their concerns and that they claimed to participate actively in the process. Is you can detach the documents about convergence, and pedagogical proposals presented as a panacea, something of what students denounce? So yes, I think Yes. But, in my opinion, there inevitably do what those documents show, but we must be college students who produce study plans and the catalog of titles that we propose for our universities, as well as decide the teaching methods to be applied. If things are done wrong, will be our own responsibility, not that of others.

That said, should recognize that the process of convergence in our country has been an absurdity. And it remains with performances such as the national agency of evaluation, quality and accreditation (ANECA), which are concerned to rectors, deans and professors. We have returned to fall into the habit of this country, which is creating bureaucracy, requesting absurd data, some of them even against University autonomy, and not go to the true essence of what must be a plan of studies. For these reasons I say yes to Bologna, but not in the way that is being done. We took too much time speaking of Bologna, confusing to teachers and students. It is leaving rot the reform process by lack of clear guidelines.

Part of the teaching staff is demotivated, when not angered by the bureaucracy. The Bologna process is attacked by a part of the students and professors, hindered by others from above, and those who have to apply increasingly have less enthusiasm in him. It is in real difficulties to succeed. The guiding, in this complex context, should not become mere followers of dictates emanating from the ANECA, and we have to position ourselves to our students. We can, as I said Savater, discuss with them what is best to do or, conversely, explain to them what inevitably will be. I am inclined, wanted Savater, by discussing what’s best to do, not stoically accept irrefutable divine designs, and to try to bring this position where it can be heard. With the new authorities believe that we are still in time.