Към социогенезиса на знанието. Защо университетското образование не се поддава на унификация?
On the Socio-Genesis of Knowledge: Why is the Unification of Higher Education Impossible?

Summary/Abstract: The paper examines the tendencies of standardization and unification of Higher Education implied by the so-called “Bologna process”. These tendencies postulate that educational contents can be defined independently from the interactions between professors and students and from the contexts of these interactions. I argue against that postulation by referring to Robert Brandom’s theory of social constitution of conceptional contents, according to which the formation of individual knowledge occurs on the ground of an intersubjectively conferring of propositional claims on initially particular notions and intuitions. Thus, these biographically situated intuitions are the departing point of educational processes - and not Europe-wide unified curricula. The quality of the European higher education cannot be guaranteed by holding on such curricula, but rather by maintaining and cultivating a vital research ethos of the European professors. This ethos enables a transforming articulation of those biographic situated intuitions to propositional assertions that claim universal validity and so become knowledgeable.

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