The New Year is always a good time for resolution for the unknown future that opens up in front of us but also for reflections and reviews about the past closing behind us. And when I looked at my academic past, I became aware that, somehow, my world revolves around Europe, with 4 (out of 6) papers written on European topics:
- Lifelong Learning and social cohesion in the EU policy discourse (Copenhagen, fall semester, 2010)
The main argument of this paper is that in the EU’s official policy documents on lifelong learning, released in the period 1993-2008, the link between the lifelong learning and social cohesion is defined largely in economic terms. This argument implies that: first, at the EU policy level, the meaning of the two includes a more economic oriented content; second, the link between the two concepts is grounded on the economic content.
- A comparison of the Western European and Chinese pedagogic traditions (Copenhagen, spring semester, 2011)
The paper argues that, in the Western European pedagogy, the qualitative learning tradition has emerged starting the XVIII century while in the Chinese pedagogy, the quantitative learning tradition has remained dominant till nowadays. The aim of the paper is to identify and to discuss the factors within the cultural domain that have influenced the rise of the qualitative learning in the case of Western European pedagogy and have maintained the quantitative tradition in the Chinese pedagogy.
- Communication competences in the EU policy in lifelong learning (Bilbao, fall, 2011)
The EU policy in lifelong learning, as a promoter of specific competences within the Member States can play a decisive role in encouraging the study of communication and the development of the communication competences. To what extent the communication competences are addressed at the EU policy in lifelong learning represents the topic of the present paper. More specifically, the aim of the paper is to analyze the communication competences promoted by the EU policy in lifelong learning, bringing into discussion which elements of communication are addressed, what is omitted, and what purposes (personal wellbeing, social effectiveness, professional success) are attached to these competences.
- The contribution of “Standards and Guidelines for Quality Assurance in the European Higher Education Area” (S&G) to the Lisbon goal (Bilbao, fall, 2011)
If quality is context bound and the Lisbon Strategy explicitly defines the context where S&G was drafted, the aim of this paper is to inquire to what extent the Lisbon Strategy requirements for education and training are reflected by what S&G defines quality in higher education. More specific, the research question of the present paper can be formulated as: How do the quality requirements for higher education in S&G contribute to the achievement of the Lisbon Strategy goal?
So, during a master programme with six paper (two each semester), I ended up dedicating four of them to the European area (policy, pedagogic tradition, communication competences or QA).
Next step? The thesis. Of course, about another issue of the European education: social movement in Europe against neoliberalism. But let’s not get into resolutions now as the thesis belongs to the future (still) and just reflect on the results of the past that closes.