In our attempt to make a theory education in connection with the practice of a practical nature, which has its origin in educational practice, we are trying to analyze changes in the structure and ideology of university teachers following the Bologna Process. As this is done, the theory, we can see, has to deal with wounds in the real and display the historical and political nature of many speeches spun a theory of reality and therefore ideological. This theory practice we propose must satisfy, inter alia, the role of reporting precisely the divisions in the consciousness of the teacher with reality. It has to be addressed both to the traditional idealistic speech about mystification of what has historical roots, as compared to empirical discourse of isolated events characteristic of a segmented reality. Indeed, the segmentation of reality, which plays an effective ideological mission, is to take our post. They are a segmentation of the social world occurs in two closely interrelated areas: ideology and socio-historical structure. It is in the context of contemplative thought himself the positivist paradigm promoted by the agencies' assessments of quality local, regional and ANECA (see previous posts), the scientist is unable to address as broad explanatory models, including , the materialist dialectic connecting the parts of reality to the whole in which they lie. Thus, explanation, description and interpretation of reality has to be carried out piecemeal with a myopic view that context eludes both observations and results. This is an ahistorical knowledge tends to a real picture of what quantitative and formal. The teacher and academic researcher has no choice but to accept, for the sake of practicality it is said, ironically, with a particular configuration that appears real. In the case of the natural world (science) that can be operational and expertise required by the condition of the object itself (the method analysis is not an a priori , but something demanded by its object), but socially, trying stop staring at what appears as shown is an extrapolation inappropriate. The social is thus approached as if it were natural in the sense of measurable phenomena that begin and end in what appears, spreading the natural law-like character, mechanical and fatal to the social. Therefore, the history that should be a deepening and suspicion of what appears, also becomes in knowing museum, positive data (historical events) that are enshrined as such. Crystallization and conceptualizations that are imposed on the evolution of the social. Or, as amended more idealistic, the data are absorbed by attitudes or personal greats with his will have directed the course of history. This last hidden underground metaphysical approach that is easy to see, like the idea of \u200b\u200bprogress as quantitative accumulation or linear evolution biology transplanted to the historical development. The latter case, the evolutionary template, for example, typically only indicates Ellacuría, a function of justifying the inequalities between countries and peoples, from a metaphysical corset with which it is intended that the world of facts is unified in a single explanation. But this is a theoretical unification of the world to run from logos to historical reality, and therefore Platonic and metaphysical type. In this frankly healing philosophies are both Zubiri as his disciple Ellacuría. You have to stick to reality, but in a broad and encompassing the full spectrum of reality, which is enabled by a sentient intelligence which may be based on scientific knowledge.
However, flexible and critical study of the real metaphysical systems are prefixed (positivism is, in an appearance of paradox, a form of metaphysics) with a clear function of legitimation of historical and political order. One thing is theory that guides the observation and explanation of reality, and other theorizing that denies reality. Precisely in the name of a vaguely called "quality" (mystification of a particular type of human relations and commercial) that can only define and enshrine in its current form in fact the evaluators, fragmented university structure in a parallel destruction of the old units power and potential political opposition. This is an unreal reality mode, ie, imposed on reality. The quality hardly describes what it is intended to cover. It is, as we said, a perfect concept to cover up and enshrine social forms. The clearest example of this is the loss of power and unity of action of the departments that although university responded to a fragmented and disjointed structure, are now in turn dissolved in various ways for the sake of quality.
One way is the emergence of other power units and stronger over the departments, agencies and quality assessment. Now, a department, to the design (perhaps along with others) plans or doctoral programs, has to wait for the endorsement of the listed agencies where decisions are always virtually impossible to challenge (the legal remedies crash against repeated restatements as above.)
A second way is that the faculty is divided to the absurd, the latest drafts of the Ministry of Education, in a hierarchy that makes a kind of infinite ladder of degrees (again Neoplatonic and Gnostic type) ranging a promising and giving prestige to the detriment of others who are denied. The result is in fact exacerbate the struggle of all against all, the internal division of the faculty and the subsequent cancellation of its power to require a minimum unit of action. Thus, the unit is dissolved in a fragmented world, split, full of divisions, offered both as threat and as a reward. The teacher's feeling is that institutional realization that never ends, that he stands on an infinity of steps that are lost in the sky with the promise of leading the Olympian god of the elusive quality.
This structural fragmentation is suddenly imposed on law and order with the help and support of the rating agencies that filter the ideological and political element of this product making it look like an attempt to streamline and organize the university. Thus, the agencies hold quality assessment clearly ideological role in justifying and neutralize all that really has a political origin, and ultimately instance, economic (lower budgets, more staff do not follow guidelines of the European Union or the United States takeover of the market economy and the company's potential enemy would be an autonomous university about the commercial, etc.).. Achieved the miracle that we all believe that pursuit of quality with a seriousness and interest never seen before in Spain (when in fact it is investing more than ever on education). Could illustrate this with many examples that I will not write now not dwell too much. But the interesting thing is how all this massive change in structure is accompanied by a huge change not least in ideology of university faculty in their universe of beliefs and their self-image. Thus, fragmented reality corresponds to a fragmented science. A teacher carries a world of disjointed facts and not unified. The fact is it as a fetish, as the crystallization of a social thing that is invisible. The look is going to the facts as accurately shows Lukacs, the look that you have no interest in any social changes that doom and understood as the iron law. Thus, the same iron law that condemns job insecurity for millions of people in pursuit of a ghost called "production" (which is based on another fetish: the goods). We say that the same iron law governing all that is happening in the current English university after Bologna. The same myopia, the same fatalism own consciousness, said Paulo Freire, oppressed that reflects and serves a world hungry and requires a majority rationale that justifies it.
The commodification of the university so wisely reported mostly by students in their protests (which have never been accompanied by protests of teachers, which already invited to be investigated) is that we are describing. As with the fetish "good" about the other fetishes, such as the Quality god we took in the previous post. A fetish itself magically attracts the gaze and deflects the fabric of human relationships (capitalist commodifying) that produced it. We said that this is the case with many deified as the god of the quality standard on all English universities with the mediation of their oracles and priests.
Thus, awareness of the teacher after the Bologna Process is an awareness that reflects this showcase fetishist university, which is adapted to it, and that justifies it. The teacher is not allowed to see or go beyond what is presented as a fact that points to another major historical event: the Berlin Wall and the rule of the economy neoliberal market. And if you try to go beyond fragmentation encounters both the world of facts and their conscience, a rambling verticalizante fragmentation, insulation, solvents both in thinking and human relations. Capturing reality is precluded by the epistemological conditions (paradigms) that are imposed on the look. A look obliged to quantitatively grasp reality, as well as by segment of reality, so as to delete the contents of all, where is precisely the critical potential. An article analyzing an education law, for example, is disabled at the time considered only if said lot or a little (impact) for others items are also based on the times they are cited. Thus, a number that serves well as guidance on reality, is considered an absolute representation of reality and, even more, it's reality. This illustrates the process of abstraction and formalization quantitativist the world that it intends to apply to university structure. In this process corresponds quantitativist the world an image in the minds of teachers so it is no longer interested in content or discuss them dangerously, but strive to be cited often by family pacts. So also the old networks of power and influence are promoted by this irrational rationality of numbers and bureaucratic fragmentation.
The dialectical method involves the opposite, according to Lukacs, that is, an explanatory model of what is, supposedly, in the content, in qualitative terms, of reality. The ingredient of knowledge is not only the formal quantitativist, but this somewhat ambiguous and complex things are (social, such as education) beyond its numerical aspect. Contrary to what appears, if we abandon the qualitative, is when we get lost in phantasmagoria. Historical, for example, and politics belong to the qualitative, as far as it avoids the qualitative approach also avoids the dangerous political and historical component of reality, and scientific discourse about it (sociology, but more extensive, all the sciences "human" and social, such as education or science education). When we talk about dehumanization we mean just in the process of formalizing the world and its rational reflection in consciousness (not talking about another vague abstract). What indeed vague so called "human" that is lost is this very quality that can not be formalized and that any formalization leaves.
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