Vishon Ajazi avoids investigation PARL ...

Accident in Bishop, Dies ...
Vishon Ajazi avoids investigation PARL ...
In his famous book "The Causes home value sites of World War III" (The Causes of World War III, 1963), C. Wright Mills, sociologist and one of the most prominent public intellectuals home value sites of the 20th century, wrote: " The academic community lives and works in a society home value sites that desensibilizon .... [Its members] do not offer their knowledge and show no sensitivity required home value sites by the public, when the public is the one who should make liable those who make decisions' on behalf the nation '"(p. 145). These Mills's words came more spontaneously to mind while reading the reaction of a group of professors at the University of Tirana, who, as part of a Forum for Autonomy and Academic Freedom, created, apparently, home value sites the last days, as opposition "academic" project to reform the higher education system in Albania, made public their objections a few days ago. Mills, no doubt, would have appreciated such an intellectual act, but only if their demands home value sites will be motivated by the wider public interest and would be protected "on behalf of the nation", not on behalf of private interests of some teachers to Frustrated by problems that eventually could create for them, as individuals, the reform in question.
Even earlier, in many cases, in the media, but especially in my books, "Knowledge, university and Democracy" (2012) home value sites and "Higher Education for an Open Society" (2013), I have spoken publicly about the need for the system of higher education in our country, not just reformed, but be transformed radically, to enable the universities to gradually establish the needs of the 21st century. I have stated that I wanted autonomy home value sites (not only financial it) the universities should protect realized in practice, and that even more important than autonomy, is the quality of programs, curricula and teaching process in our universities. Also, I pointed out the necessity Albanian universities become centers of scientific truths. If I had noticed that the criticism of teachers whose group was intended to refer to the same thing, I would join their voices. But I do agree with many of the objections that they raise and, especially, home value sites with the spirit of the message conveyed, which is not constructivist. Although home value sites it is absolutely home value sites their right to criticize everything they do not like in universities and in Albanian society, the attitude of some of them appreciate as an attempt to curb development, positive finally, in Albania, in the name alleged public interests and destinies of the country. Always has been and there is a contradiction, or a tense relationship between knowledge home value sites and the system in which production actually performed, broadcast and its teaching. Knowledge changes and evolves much faster than the system as "genetic tendencies" of the higher education home value sites system, or what Harvard University professor, Clayton Christensen calls "the DNA of the university", are very strong. According home value sites to him, "institutional genes expressed in the catalogs of courses and admission standards for students and teachers to promote are selfish; they faithfully reproduce themselves, even at the expense of the welfare of the institution. " Institutions generally, but especially those of higher education, are more resistant, hardly handled and change very slowly. Likewise, university professors, and even in many democratic countries, have historically been conservative, preservative stutus quo. Attitude that keeps this group of Tirana University professors said, in terms of the Albanian academic environment, precisely such a conservatism that aims to keep a foot in the educational system of the calcified anachronistic. Created over 60 years ago, according to the Soviet model, this system has changed little since that time, particularly from a structural standpoint, but, in many cases, even the content knowledge that students and transmit the work method that teaches them. If there are those who can oppose at this point, just enough to remind you that the American model of the university, which has proven to be the most successful to date, is the product of the 19th century and, in fact, structurally, it has changed little since after the First World War. This is not just an opinion of mine, but the assessment of a very famous professor of Harvard University itself, Louis Menand, clearly articulated in his book "The Market of Ideas: Reform and resistance in the American University" (The Market Place of Ideas : Reform and Resistance in the American University, 2010, p. 17). This system has certainly changed in many other ways (demographically, intellectually, financially, technologically and in terms of my