Differentiated integration was conceived of as a political methodology and as a technology to achieve a European “union” in the field of knowledge policies. However, the non-achievement with regard to the political goals of the European Higher Education Area has highlighted the limitations of this approach to promote furthering the EHEA. In this paper, unthinking is both a research strategy aiming to question those limits and a pedagogical tactic to question the assumptions about the futures. As a research strategy, articulations between unity and diversity are examined. Based on the analysis of the documents endorsed by the Education Ministers in keeping the pace of the Bologna process, the paper contributes to expand knowledge on the nature of Bologna’s differences and underlines the paradoxes in dealing with those differences. As a pedagogical tactic, unthinking questions the assumptions about the future scenarios sketched for higher education. Alternative ways to further integration are discussed on the basis of the idea of integration of the “differences”, bringing to the centre education as a political concern, as higher education institutions, professors, and students/graduates are those at the core of the political management of the “differences”.

差异化整合被认为是一种政治方法论，是一种在知识政策领域实现欧洲“联盟”的技术。但是，由于欧洲高等教育地区的政治目标未能实现，突出表明了这种方法在促进EHEA推广方面的局限性。在本文中，未思考既是旨在质疑这些局限性的研究策略，也是旨在质疑关于期货的假设的教学策略。作为研究策略，研究了统一与多样性之间的联系。在分析教育部长们为保持博洛尼亚进程的步伐而批准的文件的基础上，本文有助于扩大对博洛尼亚差异本质的认识，并强调应对这些差异的悖论。作为一种教学策略，没有思想的人对关于高等教育的未来情景的假设提出了质疑。在以下思想的基础上讨论了进一步整合的替代方法融合“差异”，使中央教育成为政治关注，因为高等教育机构，教授和学生/学生是“差异”政治管理的核心。