摘要：The idea that the Bologna process and the reform of the university entail a radical change to the educational model, and a genuine teaching renovation, is not matched by the pedagogical theory of higher education. Being aware of the importance and repercussion of this change, which is already a fait accompli in the academy, this paper attempts to compare this current situation and what happened in other key moments of modern pedagogy. Concerning the teaching domain of the Twenty Century, several initiatives did not receive the appropriate theoretical analyses because they focussed on the practical dimension of schooling. This paper will consider to what extent it is necessary to look at pre-university schooling in order to predict changes to the future of higher education. And special consideration will be given to probable transformations to both learning process and teaching content together with the role of teacher and student. All of this will be done by studying the concrete example of Súnion. Institució Cultural Catalana
