Abstract
Study programmes once established as a direct answer to the Bologna Process have led to new bureaucratised versions of higher education. Students are increasingly distanced from their studies by dichotomously distinguishing relevant points from irrelevant points—not genuinely questioning learning for points or what that mode of learning does with ‘them’ personally. Students’ involvement is high when compulsory subjects—and the completion of the course points—can be directly linked to their anticipated professional future. Abstract parameters are seducing us to better assess comparability, but we must not forget that structures and borders are not fading but rather changing and that neoliberal topoi—which with teachers are also entangled with—tend to blur the continuing existence of heterogeneity/borders. Teachers also have to reflect on current proposals to deal with abstraction more directly.
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Mihalits, D.S., Rodax, N. (2018). Non Vitae Sed Scholae Discimus . In: Valsiner, J., Lutsenko, A., Antoniouk, A. (eds) Sustainable Futures for Higher Education. Cultural Psychology of Education, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-319-96035-7_24
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