Ronald Barnett
I am interested in the idea of the university in the twenty-first century. More specifically, is it possible to hang onto/ reclaim an idea of the university for the twenty-first century? If so, what might it be?
This is a venture in which I have been engaged for the last 30 years. It is also an interdisciplinary project. While essentially philosophical, I see it as also drawing on sociology, social theory, the study of higher education systems and processes, theology and other related areas of inquiry. I understand this project as an attempt to develop and to advance a 'social philosophy' of the university.
I also see it as involving the imagining of what I am calling 'feasible utopias' (though I am aware that others have used similar phrases). What kind of university might we imagine for the future that would be feasible (and which we might even glimpse in embryo today)? My own suggestion has been that of the idea of 'the ecological university'. (I have sketched this idea in a number of papers and chapters - and a book, 'The Ecological University: A Feasible Utopia' (Routledge, 2018).) In press is 'The Philosophy of Higher Education: Issues, Debates, Proposals' (Routledge 2021)
I'd be very happy to hear from other scholars who are interested in this whole project of a social philosophy of the university or, indeed, my particular idea of the ecological university.
Phone: 07973295469
Address: (Home address)
56 Arundel Road
Kingston-upon-Thames
Surrey
KT1 3RZ
UK
This is a venture in which I have been engaged for the last 30 years. It is also an interdisciplinary project. While essentially philosophical, I see it as also drawing on sociology, social theory, the study of higher education systems and processes, theology and other related areas of inquiry. I understand this project as an attempt to develop and to advance a 'social philosophy' of the university.
I also see it as involving the imagining of what I am calling 'feasible utopias' (though I am aware that others have used similar phrases). What kind of university might we imagine for the future that would be feasible (and which we might even glimpse in embryo today)? My own suggestion has been that of the idea of 'the ecological university'. (I have sketched this idea in a number of papers and chapters - and a book, 'The Ecological University: A Feasible Utopia' (Routledge, 2018).) In press is 'The Philosophy of Higher Education: Issues, Debates, Proposals' (Routledge 2021)
I'd be very happy to hear from other scholars who are interested in this whole project of a social philosophy of the university or, indeed, my particular idea of the ecological university.
Phone: 07973295469
Address: (Home address)
56 Arundel Road
Kingston-upon-Thames
Surrey
KT1 3RZ
UK
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Books by Ronald Barnett
This book’s argument is that, in understanding the university, both the sociological and the philosophical imaginations are necessary but that neither is sufficient in itself. Both the sociologists, in their study of the university as an institution, and the philosophers, in their study of concepts and ideas associated with the university, neglect key aspects. The university has to be understood both as an institution and as sets of ideas about it. But both perspectives have to be pressed, downwards into the deep global structures that are constraining the university and upwards, so as to discern general ideas that may yet form a new and wider conceptual university hinterland. The university moves on no less than three planes at once.
Only in understanding the university in this way can the way open to possibilities that are at once imaginative and realistic. Those who care about the university and wish to see it develop beyond its present situation are not condemned to live in its ‘ruins’ (as some believe). A sense of its emerging powers as an agent can help to develop the place of the university in the wider world.
This book offers not just a critique of current practices and ideas of the university but also identifies constructive ways forward. It will inform university policies, strategies and practices, both at the system level and at the level of individual institutions. Accessibly written, it is a must-read for leaders and senior managers in universities, and for all those who have an interest in higher education across the world.
"The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy." - Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA
"A sweeping, landmark collection of perspectives on theory and practice from key thinkers and practitioners. This is a must read book for anyone who wants to know what critical thinking is, or might be, in higher education." - Richard James, Pro Vice-Chancellor and Director, Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia
"'Critical thinking' is one of the key aims of higher education. But what is it? And, does it mean the same thing in all fields, disciplines and cultures? While insisting on the importance of critical thinking in higher education, this book problematises and debates what it means, and how it may be developed and implemented in curriculum. It fills a key gap in the literature, and in curricular and policy debates." - Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute of Studies for Education, University of Toronto, Canada
This book’s argument is that, in understanding the university, both the sociological and the philosophical imaginations are necessary but that neither is sufficient in itself. Both the sociologists, in their study of the university as an institution, and the philosophers, in their study of concepts and ideas associated with the university, neglect key aspects. The university has to be understood both as an institution and as sets of ideas about it. But both perspectives have to be pressed, downwards into the deep global structures that are constraining the university and upwards, so as to discern general ideas that may yet form a new and wider conceptual university hinterland. The university moves on no less than three planes at once.
Only in understanding the university in this way can the way open to possibilities that are at once imaginative and realistic. Those who care about the university and wish to see it develop beyond its present situation are not condemned to live in its ‘ruins’ (as some believe). A sense of its emerging powers as an agent can help to develop the place of the university in the wider world.
This book offers not just a critique of current practices and ideas of the university but also identifies constructive ways forward. It will inform university policies, strategies and practices, both at the system level and at the level of individual institutions. Accessibly written, it is a must-read for leaders and senior managers in universities, and for all those who have an interest in higher education across the world.
"The Palgrave Handbook of Critical Thinking in Higher Education edited by Martin Davies and Ronald Barnett is a comprehensive and systematic treatment of critical thinking with philosophical approaches balanced by chapters that address its teaching and incorporation in the curriculum, and the relation of critical thinking to culture, to the cognitive sciences, to the professions and to society. In short, it is an indispensable guide and state-of-the-art compendium of critical thinking in the academy." - Michael A. Peters, Professor of Education, University of Waikato, New Zealand, and University of Illinois at Urbana-Champagne, USA
"A sweeping, landmark collection of perspectives on theory and practice from key thinkers and practitioners. This is a must read book for anyone who wants to know what critical thinking is, or might be, in higher education." - Richard James, Pro Vice-Chancellor and Director, Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia
"'Critical thinking' is one of the key aims of higher education. But what is it? And, does it mean the same thing in all fields, disciplines and cultures? While insisting on the importance of critical thinking in higher education, this book problematises and debates what it means, and how it may be developed and implemented in curriculum. It fills a key gap in the literature, and in curricular and policy debates." - Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute of Studies for Education, University of Toronto, Canada