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Being a University
There is no single idea of the university. Ever since its medieval origin, the concept of the university has continued to change. The metaphysical university gave way successively to the scientific university, and then to the corporate and the entrepreneurial university. But what, then, might lie ahead? Being a University both charts this conceptual development and examines the future possibilities for the idea of the university. Ronald Barnett pursues this quest through an exploration of pairs of contending concepts that speak to the idea of the university – such as space and time; being and becoming; and culture and anarchy. On this foundation is developed an imaginative exposition of po...
Thinking and Rethinking the University
In the World Library of Educationalists series, international scholars compile career-long selections of what they judge to be among their finest pieces so the world has access to them in a single manageable volume. Readers are able to follow the themes and strands and see how their work contributes to the development of the field. Over more than three decades, Professor Ronald Barnett has acquired a distinctive position as a leading philosopher of the university and higher education, and this volume brings together 15 of his key writings, particularly papers from leading journals. This volume also includes, as his introductory chapter, an intellectual autobiography, in which Professor Barne...
The Philosophy of Higher Education
Providing a comprehensive introduction to the philosophy of higher education this book steps nimbly through the field, leading it into new areas and advancing an imaginative ecological realism. Each chapter takes the form of a short essay, tackling a particular topic such as values, knowledge, teaching, critical thinking and social justice. It also examines key issues including academic freedom, the digital university and the Anthropocene, and draws on classic as well as contemporary texts in the field. Composed of five parts, the book travels on a compelling journey: Part one identifies foundations of the field, distinguishing between the ideas of university and higher education, Part two e...
Imagining the University
Around the world, what it is to be a university is a matter of much debate. The range of ideas of the university in public circulation is, however, exceedingly narrow and is dominated by the idea of the entrepreneurial university. As a consequence, the debate is hopelessly impoverished. Lurking in the literature, there is a broad and even imaginative array of ideas of the university, but those ideas are seldom heard. We need, consequently, not just more ideas of the university but better ideas. Imagining the University forensically examines this situation, critically interrogating many of the current ideas of the university. Imagining the University argues for imaginative ideas that are critical, sensitive to the deep structures underlying universities and are yet optimistic, in short feasible utopias of the university. The case is pressed for one such idea, that of the ecological university. The book concludes by offering a vision of the imagining university, a university that has the capacity continually to re-imagine itself.
The Ecological University
Universities continue to expand, bringing considerable debate about their purposes and relationship to the world. In The Ecological University, Ronald Barnett argues that universities are short of their potential and responsibilities in an ever-changing and challenging environment. This book centres on the idea that the expansion of higher education has opened new spaces and possibilities. The university is interconnected with a number of ecosystems: knowledge, social institutions, persons, the economy, learning, culture and the natural environment. These seven ecosystems of the university are all fragile and in order to advance and develop them universities need to engage with each one. By ...
Understanding the University
Understanding the University constitutes the final volume in a trilogy – the first two books having been Being a University (2010) and Imagining the University (2012) – and represents the trilogy’s ultimate aims and endeavours. The three volumes together offer a unique attempt at a fairly systematic and exhaustive level to map out just what it might be seriously to understand the extraordinarily complex entity that is known across the world as ‘the university’. Through examination of the conditions and possibilities underlying and affecting universities, this work offers an understanding of specific ideas of the university which can inform policies, strategies and practices in relation to the university. This book is a must read for leaders and senior managers in universities , as well as those undertaking postgraduate studies in the policy and practice of higher education.
Realizing The University
The University has lost its way. The world needs the university more than ever but for new reasons. If we are to clarify its new role in the world, we need to find a new vocabulary and a new sense of purpose. This book offers nothing less than a fundamental reworking of the way in which we understand the modern university.
A Will to Learn: Being a Student in an Age of Uncertainty
There is an extraordinary but largely unnoticed phenomenon in higher education: by and large, students persevere and complete their studies. How should we interpret this tendency? Students are living in uncertain times and often experience anxiety, and yet they continue to press forward with their studies. The argument here is that we should understand this propensity on the part of students to persist through a will to learn. This book examines the structure of what it is to have a will to learn. Here, a language of being, becoming, authenticity, dispositions, voice, air, spirit, inspiration and care is drawn on. As such, this book offers an idea of student development that challenges the d...
Engaging the Curriculum
There is greater interest than ever before in higher education: more money is being spent on it, more students are registered and more courses are being taught. And yet the matter that is arguably at the heart of higher education, the curriculum, is noticeable for its absence in public debate and in the literature on higher education. This book begins to redress the balance. Even though the term ‘curriculum’ may be missing from debates on higher education, curricula are changing rapidly and in significant ways. What we are seeing, therefore, is curriculum change by stealth, in which curricula are being reframed to enable students to acquire skills that have market value. In turn, curricu...
Changing Identities in Higher Education
In this timely and innovative book scholars from Europe, the UK, North America and Australia, explore their own sense of identity, reflecting both on their research and scholarly interests, and their work experiences. Taking the form of a debate, Changing Identities in Higher Education helps to widen the contemporary space for debates on the future of higher education itself. The book is split into three parts: part one presents a set of essays each on a set of identities within higher education (academic, student, administrative/managerial and educational developers). part two includes responses to Part one from authors speaking from their own professional and scholarly identity perspective part three illustrates perspectives on the identities of students, provided by students themselves. With its original, dialogic form and varied content, this book is of interest to all those concerned in current debates about the state and nature of higher education today and those interested in questions of identity. It makes especially useful reading for students of higher education, lecturers in training, academics and managers alike.
