A PSYCHO-PEDAGOGICAL APPROACH OF THE BOLOGNA SYSTEM - EXPECTATIONS AND LIMITS -

According to postmodern thinkers, humanism – as a philosophical trend in general – faces a crisis. According to Lyotard this crisis is generated by the creation of a technological society that affects the entire spectrum of knowledge, including the human nature. But Vattimo is more radical and affirms that this crisis is older and it is related to the theory of „God’s death” formulated by Nietzsche at the end of the 19th century. No matter which explanation we consider, it seems that the postmodern man, the man of the 21st century, faces a crisis because he has to manage a more and more complicated technology, and at the same time, in order to fundament his existence he cannot rely on a supernatural being. The humanist society becomes a society of communication, and the relation between this society and the human sciences is “closer and more organic than it is generally thought.”
Pedagogy as a part of the human sciences is also affected by this humanism crisis. Moreover, it seems the pedagogy is affected more directly by this crisis of the spirit, some postmodern thinkers even speak about the “death oh pedagogy” and “the end of teacher’s era“, because it is replaced by machines for the didactic activities. However, both pedagogy as well as the teacher can solve this crisis because they have a well defined role in the postmodern society of communication, even though a smaller one.
The implementation of the Bologna system in Romania in 2005 was intended to draw out of crisis education in general and pedagogy in particular. But … the initial expectations did not materialized, moreover the Bologna system showed its limits. Therefore, the present paper will analyze the Bologna system form a psycho-pedagogical perspective, highlighting its expectations and its limits regarding the main components of the didactic activity: student-teacher relation, communication activity, teaching activity and evaluation activity.