Is “Bologna” the new “Guernica” of education?

The `Bologna system` was initially designed as a large scale process intended to modernize and integrate the various national educational systems, thus contributing to the homogeneity of European Union‘s enlargement mechanisms and socio-cultural outcomes. Nevertheless, behind the glamorous words, the manner in which it is orchestrated and implemented on national or regional coordinates became a subject of criticism by the use of the `efficiency-driven` label in the way that the math accounting technique appears to be the final point of view. Is Bologna part of a European `McDonaldization process`? Thus, the relation between accountant type efficiency and the substantial rationality (the Weberian localized social logic and values) will be reflected in one of our topics. The segmentation of the higher education process under the name of the `Bologna reform` seems to balk both the organic phases regarding the student‘s personality maturation and the burden of early entering in life‘s working stage during the BA or MA studies. In these circumstances, education is transformed into an industrial process that leads to a fragmentation of the apprenticeship-professor bond during the educational years.