• This book charts the university's entanglement with eight mega-ecosystems - knowledge, learning, persons, social institutions, culture, the economy, the polity and nature - and offers principles through which universities can imaginatively explore possibilities. This book sets out, in broad terms, what it is to realise the idea of the ecological university. Barnett draws together relevant contemporary scholarship from philosophy, social theory, comparative higher education, ethics, and theology.…Read more
  •  11
    This paper examines the relation between epistemology and higher education. We shall start by briefly examining three classical texts on the understanding of knowledge at universities, as well as noting some others, and go on to sketch a version of our own. Our argument is as follows: the world is such that the relationship between the university and knowledge remains fundamental but that it needs to be reconceptualised. In particular, the 21st century is seeing the emergence of digital reason, …Read more
  • Introduction to Part II
    with John Strain and Peter Jarvis
    In John Strain, Ronald Barnett & Peter Jarvis (eds.), Universities, ethics, and professions: debate and scrutiny, Routledge. pp. 55. 2009.
  •  418
    In W. Martin Davies & Ronald Barnett (eds.), The Palgrave Handbook of Critical Thinking in Higher Education, Palgrave. pp. 1-25. 2015.
    What is critical thinking, especially in the context of higher education? How have research and scholarship on the matter developed over recent past decades? What is the current state of the art here? How might the potential of critical thinking be enhanced? What kinds of teaching are necessary in order to realize that potential? And just why is this topic important now? These are the key questions motivating this volume. We hesitate to use terms such as “comprehensive” or “complete” or “definit…Read more
  •  81
    Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective Project
    with Lauren Misiaszek, Tina Besley, Marek Tesar, Rob Tierney, Lynda Stone, Michael Apple, Suzanne S. Choo, Petar Jandrić, Gert Biesta, Greg Misiaszek, James Conroy, Aslam Fataar, Bill Cope, Mary Kalantzis, Pankaj Jalote, Liz Jackson, Nick Burbules, Marianna Papastephanou, Rima Apple, Peter McLaren, Wang Chengbing, Danilo Taglietti, Justin Malbon, John Quay, Susan Robertson, Marie Brennan, Lew Zipin, Yoonjung Hwang, Moon Hong, Radhika Gorur, Paul Gibbs, Gary McCulloch, Fazal Rizvi, and Michael A. Peters
    Educational Philosophy and Theory 54 (6): 717-760. 2022.
  •  3
    Thinking about Higher Education (edited book)
    with Paul Gibbs
    Imprint: Springer. 2014.
    With higher education around the world in a period of extreme flux, this volume explores its underlying philosophy, a core element of the ongoing debate. Offering a diverse range of perspectives from an international selection of renowned scholars of higher education, the book is full of imaginative insights that add up to a substantive contribution to the discussion. As universities attempt to adapt to a new environment characterized by stiff international competition, networked remote learning…Read more
  •  2
    Universities in a Fluid Age
    In Randall Curren (ed.), A Companion to the Philosophy of Education, Wiley-blackwell. 2003.
    This chapter contains sections titled: The End of Universality Knowing about Knowledge Reshaping the Curriculum The Idea of the Student Conclusion.
  •  9
    The Thinking University: A Philosophical Examination of Thought and Higher Education (edited book)
    with Søren S. E. Bengtsen
    Springer Verlag. 2018.
    This book reinvigorates the philosophical treatment of the nature, purpose, and meaning of thought in today’s universities. The wider discussion about higher education has moved from a philosophical discourse to a discourse on social welfare and service, economics, and political agendas. This book reconnects philosophy with the central academic concepts of thought, reason, and critique and their associated academic practices of thinking and reasoning. Thought in this context should not be consid…Read more
  •  14
    The Idea of Academic Administration
    Journal of Philosophy of Education 27 (2): 179-192. 1993.
    Academic administration is not to be construed simply as a technical practice, the development of efficient management systems, nor as reactive, as response to the collective views of the academic community, nor in terms of academic leadership, the establishment and implementation of institutional aims. A full account of academic administration will provide a sense of the integral relationship between the academic administrator and the academic community. For that, a prior notion of the academic…Read more
  •  2
    Re-valuing the University: An Ecological Approach
    In Paul Gibbs, Jill Jameson & Alex Elwick (eds.), Values of the University in a Time of Uncertainty, Springer Verlag. 2019.
    Universities and the values that they embody are on a cusp. Over the past half century or more, they have been drawn into, if not corralled into, a value framework of economic and market rationality and state managerialism and have, in turn, been obliged at least to ventriloquise the values of those powerful forces, if not actually to take on those attendant values. Some see the university as occupying a values desert, being devoid of values. For them, the university has fallen in with an age of…Read more
  •  1
    Mostly, it seems as if universities no longer have anything to do with culture. Indeed, “culture” has come to take on negative connotations. However, a positive idea of culture in relation to the university may yet be available. Here, the tack is taken of looking to the coming of the ecological university. Such a university would take an interest in itself as a space of culture and would also exemplify a particular culture, namely, an ecological culture. This would be a culture of concern for th…Read more
  •  19
    Beyond All Reason: Living with Ideology in the University
    British Journal of Educational Studies 52 (1): 83-84. 2004.
  •  21
    In many ways, Ron Barnett’s academic oeuvre is unique. Without a doubt, he is one of the (if not the) most central founding academics of the research field ‘the philosophy of higher education’, whi...
  •  12
    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 v…Read more
  •  5
    Understanding the University: institution, idea, possibilities
    Routledge is an imprint of the Taylor & Francis Group, an Informa business. 2016.
    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 conditi…Read more
  •  5
    The part that the university plays is increasingly of external and economic value, ignoring the importance of the value of knowledge in itself. By analyzing the university's current relationship with knowledge, this book tackles the problem head-on. It considers how the concept of knowledge can be reclaimed in an era of post truth and alternative fact, provides conceptual tools for people to think and debate about knowledge and education in new ways and offers a clear focus for the future develo…Read more
  •  10
    Providing a comprehensive introduction to the philosophy of higher education, through the lens of ecological realism, this text presents an imaginative way through the field and leads it into new areas. 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 t…Read more
  •  29
    Public intellectuals in the age of viral modernity: An EPAT collective writing project
    with Michael A. Peters, Petar Jandrić, Steve Fuller, Alexander J. Means, Sharon Rider, George Lăzăroiu, Sarah Hayes, Greg William Misiaszek, Marek Tesar, and Peter McLaren
    Educational Philosophy and Theory 54 (6): 783-798. 2022.
    Michael A. PetersBeijing Normal University, Beijing, PR China;There is an ecology of bad ideas, just as there is an ecology of weeds– Gregory Bateson (1972, p. 492)While there are classical anteced...
  •  139
    Reimagining the new pedagogical possibilities for universities post-Covid-19
    with Michael A. Peters, Fazal Rizvi, Gary McCulloch, Paul Gibbs, Radhika Gorur, Moon Hong, Yoonjung Hwang, Lew Zipin, Marie Brennan, Susan Robertson, John Quay, Justin Malbon, Danilo Taglietti, Wang Chengbing, Peter McLaren, Rima Apple, Marianna Papastephanou, Nick Burbules, Liz Jackson, Pankaj Jalote, Mary Kalantzis, Bill Cope, Aslam Fataar, James Conroy, Greg Misiaszek, Gert Biesta, Petar Jandrić, Suzanne S. Choo, Michael Apple, Lynda Stone, Rob Tierney, Marek Tesar, Tina Besley, and Lauren Misiaszek
    Educational Philosophy and Theory 1-44. forthcoming.
    Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...
  •  7
    The Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application.
  •  2
    Critical professionalism in an age of supercomplexity
    In Bryan Cunningham (ed.), Exploring professionalism, Institute of Education, University of London. 2008.
  •  5
    Academic Community: Discourse or Discord? (edited book)
    Jessica Kingsley. 1992.
    Across the western world the academic community is sensing that its practices and values are under attack, and is trying to give the impression that it is a single, united community. However, its modern character suggests otherwise, making it easy for the state to play off the different parts (sectors, subjects, modes of study, mission) against each other. There are signs, nevertheless, that the members of academe are beginning to think in terms of the academic community as a whole, rather than …Read more
  •  97
    Being a university
    Routledge. 2011.
    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 ...
  •  6
    Universities, ethics, and professions: debate and scrutiny (edited book)
    with John Strain and Peter Jarvis
    Routledge. 2009.
    Every business and organization today needs to impress stakeholders with its ethics policy. Universities, Ethics and Professions examines how this emphasis on ethics by the professional world is impacting universities, institutions that have long been key contributors to ethical reflection and debate, and shapers of ethical discourse. Changing objectives, globalization, and public concerns continue to bring professionalism, and commercialization, into the dialogue about what ethics mean on campu…Read more
  •  30
    Confronting the Dark Side of Higher Education
    with Søren Bengtsen
    Journal of Philosophy of Education 51 (1): 114-131. 2017.
    In this paper we philosophically explore the notion of darkness within higher education teaching and learning. Within the present-day discourse of how to make visible and to explicate teaching and learning strategies through alignment procedures and evidence-based intellectual leadership, we argue that dark spots and blind angles grow too. As we struggle to make visible and to evaluate, assess, manage and organise higher education, the darkness of the institution actually expands. We use the ter…Read more