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The Bologna process in Russia: socio-philosophical and axiological analysis
https://doi.org/10.20913/2618-7515-2021-1-13
Abstract
The article examines the educational reality that has been formed in our country as a result of joining the Bologna agreements. In particular, the paper analyzes the values, declared in relation to the Bologna process; it considers acceptability of these values in the Russian reality. To study values the author uses the analysis of inverse relations in hierarchical systems. The values operating in society form a hierarchy. In this hierarchy, there are two organizational principles that may work in concert, but may contradict each other. If one principle contradicts another, an inversion occurs in the value system. This inversion is a form of relationship that has a destructive effect on both the value system, and society where these values are relevant. As a result, egoistic values rather than pro-social ones come to the fore. This is what happens when the values declared by the Bologna agreements are introduced in Russia. For example, one of the main values of the Bologna agreements is the pan-European identity of students. The crises of recent years have shown the failure of such an identity; national identity is still in the foreground. Those Russians, for whom the citizens of the European Union become the reference group, find themselves torn out of their own society. Another declared value of the Bologna agreements is student-centered learning. However, this value is not aimed at maintaining relationships in society, but at the interests of an individual, which may not coincide with the social order for training. Independent building of the educational trajectory is limited by the lack of production experience of the student. Academic mobility, which is at the heart of the Bologna process, has only limited use for domestic students. It is of interest mainly as a kind of "educational tourism", but the real benefits of such mobility are limited due to the destruction of the educational vertical formed at each University in its own way. The idea of "autonomy and independence" of universities is also untenable in domestic conditions.
About the Author
D. A. SevostyanovRussian Federation
Dmitry A. Sevostyanov – Candidate of Medical Sciences, Associate Professor, Department of Personnel Policy and Personnel Management
160, Dobrolyubov Str., Novosibirsk, 630039
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Supplementary files
For citation: Sevostyanov D.A. The Bologna process in Russia: socio-philosophical and axiological analysis. Professional education in the modern world. 2021;11(1):35-44. https://doi.org/10.20913/2618-7515-2021-1-13
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