EDUCATIONAL PROBLEMS AND NEEDS ADDRESSED
From the beginning of the nineties of the past
century,
During the past fifteen years, the advancing
process of European integration produced major changes in the situation of the
two countries, which reached a critical point at the beginning of the new
millennium, when most of the previously agreed concepts and approaches seemed
to fell apart. The fact that
Recognizing this need, the two already mentioned Sociology departments located at the two sides of the border, but nevertheless geographically and spiritually so close to each other, decided to hold discussions in order to see what kind of educational response would be most adequate for the challenges posed by the different pace of EU enlargement in the two countries. As the outcome of these discussions, we identified three basic problems which needed to be addressed:
1. Lack of interdisciplinary and integrated
approach in teaching social sciences
In spite of the increasing importance of
regional thinking and understanding in shaping the future economic, social and
cultural development of the new
2. Accent on memorizing,
on accumulating theoretical and factual knowledge, rather than on developing
long term professional skills
At both universities, university curricula of
most social science disciplines were designed in such a way as to promote a
mono-directional flow of information, from lecturers towards students, rather
than the another way around. This situation denotes the survival of a
traditional view on education, which primarily valued passive assimilation and
verbal reproduction of knowledge, rather than the development of essential
professional skills. Such curricula structure is sharply contrasting the
contemporary job-market requirements, the increasing demand for highly
qualified, flexible and practice-oriented social experts able to respond to the
need of building up new structures compatible with EU standards.
3.
Increasing distance between the perceptions of current social reality by
the students from
The outcome of joined or mutually supervised
research projects conducted in the past few years in partnership by specialists
from the Partium University and Debrecen University indicated an increasing
distance and differentiation in the way of thinking of the population and the
emerging of distinct approaches to the integration process in the case of
various population segments living in the Romania and those living in Hungary,
including members of the emerging youth professional elite. We found that this
differentiation originates mainly in the differences of perceptions caused by
differences of economic development, political culture and the mentality of
people, which are only amplified by the different EU integration calendar of
the two states.
We presupposed, and indeed, our day to day
teaching experience confirmed, that such differences of outlook are also
reflected in the often divergent and even contradictory views shared by the
students educated in the two countries. We estimated that the emerging of
incompatible views of future specialists in the fields connected with regional
institution-building and cooperation might have a negative effect on the
development of an adequate understanding of global/local dynamics in view of
European integration objectives, so this phenomenon needs to be overcome, or at
least, to become attenuated.
Thus the major question posed for us as
university educators was how to integrate this diversity of thinking and
perceptions into a new, superior unity of shared theoretical and methodological
vision. We needed to find the optimal framework in order to be able to
discuss with our students concerning their views, both in term of similarity
and difference.