•  521
    We face grave global problems. We urgently need to learn how to tackle them in wiser, more effective, intelligent and humane ways than we have done so far. This requires that universities become devoted to helping humanity acquire the necessary wisdom to perform the task. But at present universities do not even conceive of their role in these terms. The essays of this book consider what needs to change in the university if it is to help humanity acquire the wisdom it so urgently needs.
  •  418
    Introduction
    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
  •  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...
  •  114
    Recapturing the universal in the university
    Educational Philosophy and Theory 37 (6). 2005.
    The idea of ‘the university’ has stood for universal themes—of knowing, of truthfulness, of learning, of human development, and of critical reason. Through its affirming and sustaining of such themes, the university came itself to stand for universality in at least two senses: the university was neither partial nor local in its significance . Now, this universalism has been shot down: on the one hand, universal themes have been impugned as passé in a postmodern age; in the ‘knowledge society’, k…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 ...
  •  86
    Does higher education have aims?
    Journal of Philosophy of Education 22 (2). 1988.
    Ronald Barnett; Does Higher Education have Aims?, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 239–250, https://doi.org/10.1111/j.
  •  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.
  •  58
    Response to Pavel Zgaga’s Review of Being a University
    Studies in Philosophy and Education 31 (4): 427-429. 2012.
  •  55
    Higher Education and the University
    In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education, Wiley-blackwell. 2002.
    This chapter contains sections titled: I II III IV.
  •  46
    Thinking the university, again
    Educational Philosophy and Theory 32 (3). 2000.
  •  42
    The idea of academic administration
    Journal of Philosophy of Education 27 (2). 1993.
    ABSTRACT 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…Read more
  •  42
    In what senses can the academy be said to be a site of culture? Does that very idea bear much weight today? Perhaps the negative proposition has more substance, namely that the academy is no longer (if indeed it ever was) a place of culture. After all, we live in dark times-of unbridled power, tyranny, domination and manipulation. Some say that we have entered an age of the posthuman or even the inhuman. It just may be, however, that in such a world, the academic community is needed more than ev…Read more
  •  37
    Higher education: a critical business
    Open University Press. 1997.
    Criticism of Shakespeare's comedies has shifted from stressing their light-hearted and festive qualities to giving a stronger sense of their dark aspects and their social resonances. This volume introduces the key critical debates under five headings: genre, history and politics, gender and sexuality, language and performance.
  •  37
    Constructing the university: Towards a social philosophy of higher education
    Educational Philosophy and Theory 49 (1): 78-88. 2017.
    Almost 40 years ago, a book appeared by J.S. Brubacher entitled On the Philosophy of Higher Education. Today, we have neither its successor nor a sense as to what such a book might contain. The argument here is that we currently lack a recognised subfield of study that might be termed ‘the philosophy of higher education’. The paper attempts to begin to remedy this situation by assembling the main planks of such a field, and identifying broadly the kinds of resources that might be brought togethe…Read more
  •  34
    Academics as intellectuals
    Critical Review of International Social and Political Philosophy 6 (4): 108-122. 2003.
    Academic life in the UK is striking for the degree to which it is separated from the wider society and, particularly so, so far as the humanities and the social sciences are concerned. Whether the...
  •  32
    The Future University: Ideas and Possibilities (edited book)
    Routledge. 2011.
    What could the university become? What limitations do they face, and what opportunities might lie ahead? This volume in the International Studies in Higher Education series offers bold and imaginative possibilities.
  •  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
  •  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...
  •  27
    Academic Fragilities in a Marketised Age: The Case of Chile
    with Carolina Guzmán-Valenzuela
    British Journal of Educational Studies 61 (2): 203-220. 2013.
    Academics are confronted with multiple and conflicting narratives as to what it is to be an academic. Their identities, however, are not entirely of their own making. Through a qualitative study, and deploying a social realist perspective, this paper analyses academic identities in Chile and attempts to locate the patterns of identity in the context of a marketised higher education system. The data were collected in both a state and a private university. The results suggest that distinct kinds o…Read more
  •  25
    Realizing the university in an age of supercomplexity
    Society for Research into Higher Education & Open University Press. 2000.
    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. The university is faced with supercomplexity, in which our very frames of understanding, action and self-identity are all continually challenged. In such a world, the university has explicitly to take on a dual role: firstly, of compounding supercomplexity, so making the world ever more cha…Read more
  •  22
    Competence is a term which is making its entrance in the university. How might it be understood at this level? The Limits of Competence takes an uncompromising line, providing a sustained critique of the notion of competence as wholly inadequate for higher education.Currently, we are seeing the displacement of one limited version of competence by another even more limited interpretation. In the older definition - one of academic competence - notions of disciplines, objectivity and truth have bee…Read more
  •  22
    Imagining the university
    Routledge. 2013.
    Despite both positive and negative perceptions of the current state of higher education, the contemporary debate over what it is to be a university is limited. Most of all, it is limited imaginatively. The range of imagined options is narrow. The imagination has not been given anything even approaching a wide scope. As a result, our sense as to what a university could be and could become in the modern age is itself impoverished. If we are seriously to develop a wide range of ideas of the univers…Read more
  •  21
    On the matter of understanding
    Educational Philosophy and Theory 47 (3): 209-213. 2013.
  •  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...
  •  19
    Beyond All Reason: Living with Ideology in the University
    British Journal of Educational Studies 52 (1): 83-84. 2004.
  •  17
    Confronting the Dark Side of Higher Education
    with Søren Bengtsen
    Journal of Philosophy of Education 50 (4): 114-131. 2016.
    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
  •  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
  •  14
    Eco-dreams and university geopolitics
    Educational Philosophy and Theory 49 (5): 439-441. 2017.
  •  13
    The University after postmodernism: An ecological approach
    Educational Philosophy and Theory 50 (14): 1537-1538. 2018.