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Bachelor of Ass

Bachelor of Ass

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Published by Sheik Yerbouti
Autor kritičkog manifesta „Bachelor of Ass“ i ujedno jedan od predavača na simpoziju, Marcel Mansouri, ukazao je na brojne nedostatke Bolonjskog sustava. Pozvao se na Habermasa i njegovu tvrdnju kako je Hitlerov uspjeh usađivanja vlastite ideologije milijunima ljudi zapravo neuspjeh obrazovnog sustava da stvori pojedinca koja kritički promišlja i djeluje na temelju vlastitog razmišljanja i znanja. Mansouri smatra da se ista situacija događa i danas, samo što umjesto Hitlera, prijetnju predstavlja kapitalistički sustav u kojemu tržište sve diktira. Sve je roba koja se prodaje, tako i znanje. Bolonjski sustav uveo je ECTS bodove koji daje određenu težinu svakom kolegiju. Obrazovanje se pretvara u tržište. Mladi upisuju fakultet kako bi dobili diplomu jer im ona predstavlja sredstvo postizanja ekonomske sigurnosti. Mansouri smatra kako je Bolonja omogućila da noseći knjige na fakultet, dolazeći na predavanja i seminare, pišući zadaće, štrebajući zadano gradivo stječemo titulu. "A gdje je tu kritičko razmišljanje? Kako će ti mladi ljudi naučiti misliti svojom glavom?", pita se Mansouri.
Autor kritičkog manifesta „Bachelor of Ass“ i ujedno jedan od predavača na simpoziju, Marcel Mansouri, ukazao je na brojne nedostatke Bolonjskog sustava. Pozvao se na Habermasa i njegovu tvrdnju kako je Hitlerov uspjeh usađivanja vlastite ideologije milijunima ljudi zapravo neuspjeh obrazovnog sustava da stvori pojedinca koja kritički promišlja i djeluje na temelju vlastitog razmišljanja i znanja. Mansouri smatra da se ista situacija događa i danas, samo što umjesto Hitlera, prijetnju predstavlja kapitalistički sustav u kojemu tržište sve diktira. Sve je roba koja se prodaje, tako i znanje. Bolonjski sustav uveo je ECTS bodove koji daje određenu težinu svakom kolegiju. Obrazovanje se pretvara u tržište. Mladi upisuju fakultet kako bi dobili diplomu jer im ona predstavlja sredstvo postizanja ekonomske sigurnosti. Mansouri smatra kako je Bolonja omogućila da noseći knjige na fakultet, dolazeći na predavanja i seminare, pišući zadaće, štrebajući zadano gradivo stječemo titulu. "A gdje je tu kritičko razmišljanje? Kako će ti mladi ljudi naučiti misliti svojom glavom?", pita se Mansouri.

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Published by: Sheik Yerbouti on May 22, 2011
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1Bachelor of Ass. Introduction into the backgrounds oft the Bologna-reform-process.Marcel S. Mansouri
Bachelor of Ass
A short introduction into the backgrounds of the Bologna-reform-process and its efforts in Germany.
Marcel S. Mansouri, 24, student at the Christian-Albrechts-Universität zu Kiel.StudiesSociology and Political Science in the 7
th
term. Specialized on political communication andsocial inequality analysis. Bachelor of Ass is the title of a manifesto he wrote in spring2009 to illustrate the failure of the Bologna-Process in Germany. He concluded that thereforms not just economize the education system, but are all at once budget cutbackswhich come in through the backdoor. The state is pulling out of the education systemstep by step so the potential protestors do not realize the privatization until it is too late.But the great tragedy is the fact, that the ethos of studying as a homo economicus is notsomething which had to be created, it is a widespread motivation to study because of theprospect of better chances on the job market and at last a prospect of wealth.
"Education is what remains after one has forgotten everything he learned in school."
 –Albert Einstein
Part I: What they stole from us
In the end, what is it, what studying is about? Is it about success? Is it about understandingthe world or the meaning of life? Is it meant to be the key to the world of prosperity andwealth, or is it a human right, the right of every human being to get behind its own desiresand reach a state of felicity? Let’s be honest –it is about success. Maybe not for you and forme, but, regarding the organizational structures of our society, Universities are institutionsfor social selection. Indeed they can be the key to the world of prosperity. It depends onthe angle from which you look at the question. Do you want a normative answer or do youwant to get behind the organizational structure of autilitariancapitalist society?
"
The fullyenlightened
world radiates disaster triumphant.“
This quote of the famous philosophersand sociologists Max Horkheimer and Theodor W. Adorno catapults us to the keypoint of the whole discussion about education, society, individuality and mass stupidity.Enlightement used to be a process of emancipationof the intellectual elites in feudalistEurope, beginning in the 18
th
century as a process of demystification of religion, state,hierarchy, and all the traditions that used to legitimize the societal structuresof that time.Meanwhile there was a class struggle between the old feudalist elites and the rising class of bourgeois, whose influence and power grew with the progress of industrialization. Thosewere the ones who could afford education that time and therefore were the ones to notonly question the legitimacy of the social structure, but also think about alternative modelsof society which in their view would be better than the ruling aristocratic system.The german philosopher Jürgen Habermas wrote 1969, in an essay about the 1968students-protest movement, that the success of Hitler in spreading his inhuman ideology,
 
2Bachelor of Ass. Introduction into the backgrounds oft the Bologna-reform-process.faking history and manipulating the masses was all at once the failure of the educationsystem (Habermas 1969: 51). Regarding to this realization, in post-war Germany one of thefirst things to discuss was education-policy-reform. One wanted to prevent the educationalinstitutions being abused by special interests in order to form people’s minds in one or theother way for the own agenda. What happened was nothing less than the opening of thehigher education system for the working class. The german council of scientists –a group of elder scientists which was constituted in 1957 in order to work out plans for optimizing thegerman higher education system –published a paper on the development of the so called“education expansion”. In fall 1950 there were 110 000 students studying in WesternGermany. The number was growing slowly to 127 000 in fall 1955. Fall 1960 there 220 000students studying in West Germany’s Universities (Council of Scientists 2005: 15). Thegovernment reacted to the doubling of the students with the founding of 29 completelynew Universities, which were built between 1969 and 1979 (Council of Scientists 2005: 16).More and more working class people could afford to study. The timetables were flexible,which was in favour of those who had to work to make their living beside their studies.After 1979 there was a general stop of investments in the public education sector. Theexperts justified it with prognosis of sinking numbers during the next decade, due todemographic change. They were wrong. The capacities of West Germany’s Universitieswere completely exceeded and the government didn’t want to invest. So they did whatthey always do, they tried to trick the people. They launched a campaign against the lazydrunk and drug-doing students and wanted to shorten the regular time for studying downto three years. Sounds familiar? In 1988 there was a great protest movement against theagenda of the government to strengthen the pressure on the students by Universityreforms. The right to set the timetable on one’sown fits better in the picture of ademocratic pluralistic country then a dictated timetable, where there’s not just plannedwhich courses one have to make in which period of the studies, but there’s also time-pressure. That would especially be a clear disadvantage to students with lower-incomefamily background who must work to make their living beside their studies.The events in 1988/89 were dramatic. I was three years old back then. 20 years later I readabout the struggle of that time in the internet archives of the General Student’s Committeeof the Free University of Berlin. There was a wave of Campus occupations through therepublic, which I do not want to explore now, because it would get us away from the fact of matter. What I am trying to illustrate is, that the structures, which today appear under thename of Bachelor/Master and European Unification are much elder than some of us mightthink. As a matter of fact, in the early sixties the government tried to implement thosestructures. The first step of the student protests of the sixties in West Germany was theSDS-work
1
“University in a Democracy”. In the early sixties the protest was focused on the
1
The SDS („SozialistischerDeutscherStudentenbund“; engl. Socialist German Students) was agroup of students who were critical about the development of West Germany and capitalismat all. They used to be the youth organization of the SPD (Socialdemocratic Party of Germany).But as the SPD moved to the centre of society in order to win elections, they had to cut thelinks to the radical student group and founded a new youth organization called“Jungsozialisten” (Young Socialists).
 
3Bachelor of Ass. Introduction into the backgrounds oft the Bologna-reform-process.Governments agenda for University reforms.
2
After the 1967 “Vietnam Congress” themovement got down from campus and went over to Main Street.Back to the eighties. After the successful campaign against University reforms there wassilence for some time. The unification of Germany brought the whole movement down andother difficulties occurred for the higher education system. Two completely differentsystems had to be combined. Thousands of students of East Germany now had to beintegrated to the academic standard of a democracy. In the natural sciences there was noproblem. But social sciences, philosophy and history are much different in a dictatorship.For that job and for planning the future of the German higher education system, in 1993 aninstitution was found under the name of “Centrum für Hochschulentwicklung” (Centre forUniversity Development).It was a joint venture by the General University-PresidentsConference and the Bertelsmann Foundation.
3
And guess what –the new old idea oeducation reform was born once again. But this time things changed. With the meltdown of the USSR the neoliberals celebrated the end of history and started to reorganize society.1996 the OECD published a paper called “The knowledge based economy”.
4
They concludedthat the fastest growing segment of the job-market is ‘highly skilled labour’. Meantime it’sthe segment with the lowest unemployment-rate. The major shift in this document is bestillustrated in the following quote:‘Knowledge-intensive service sectors, such as education, communications andinformation, are growing even faster. Indeed, it is estimated that more than 50per cent of Gross Domestic Product (GDP) in the major OECD economies isnow knowledge-based’(OECD 1996: 9).As we see, education is named in a list of services, which are bringing growing economicprofit. Let alone the fact that an economic institution like the OECD is now dealing witheducation, at least putting education on a list of services together with communicationsand information is a turning point in the discussion of education policy. And as everyrational thinking human being knows, as soon as something is profitable for the economy, itgets deregulated so that corporations can press even more profit out of it.After all the Bologna-Process is nothing else than the deregulation of the education system.And what is the great danger in all of that. If we take a look to the worst dictatorships of history –some of them unfortunately are still on power –there’s onethingthat jumps intothe eye: The whole education system is just a tool for spreading the ruling ideology. Itdoesn’t matter whether it is a totalitarian theocracy like the Islamic Republic of Iran or aStalinist regime like North Korea, through the education system those regimes spread theirideology, there’s no free critical emancipatory education, there is just submissionunder atotalitarian ideology.
5
Education is abused as a tool for social control. And where is the
2
By the way, at that time the government implemented tuition fees, which soon wereabolished because no one paid. So a mass boycott was successful and indeed is possible. Idon’t really understand why we couldn’t make it in 2006.
3
http://che.de/.Basically the Bertelsmann Foundation is just a euphemism for BertelsmannCorporation. The Foundation is just a tool for laundering.
4
 
, loaded on Oct. 17
th
2009.
5
The Khmer Rougesin Cambodiaeven killed every one they accused to be intellectual. TheCultural Revolutionin the PR China was a coup by Mao who pushed the youth out of the

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