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Ronald Barnett
University College London
  1.  76
    Reimagining the New Pedagogical Possibilities for Universities Post-Covid-19.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, Ronald Barnett, 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 & Lauren Misiaszek - forthcoming - Educational Philosophy and Theory:1-44.
    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...
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  2.  9
    Higher Education: A Critical Business.Ronald Barnett - 1997 - Open University Press.
    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.
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  3.  6
    Realizing the University in an Age of Supercomplexity.Ronald Barnett - 2000 - Society for Research Into Higher Education & Open University Press.
    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 (...)
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  4.  84
    Being a University.Ronald Barnett - 2011 - Routledge.
    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 ...
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  5. Introduction.Martin Davies & Ronald Barnett - 2015 - In M. Davies and R. Barnett (ed.), The Palgrave Handbook of Critical Thinking in Higher Education. New York, NY, USA: pp. 1-25.
    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 (...)
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  6.  10
    Imagining the University.Ronald Barnett - 2012 - Routledge.
    Whether studying, researching or deciding policy, this book is vital reading to all those involved in the planning and delivery of higher education"--.
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  7. The Thinking University: A Philosophical Examination of Thought and Higher Education.Søren S. E. Bengtsen & Ronald Barnett (eds.) - 2018 - Springer Verlag.
    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 considered as a merely mental or cognitive construction, still less (...)
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  8.  33
    Reimagining the New Pedagogical Possibilities for Universities Post-Covid-19: An EPAT Collective Project.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, Ronald Barnett, Danilo Taglietti, Justin Malbon, John Quay, Susan Robertson, Marie Brennan, Lew Zipin, Yoonjung Hwang, Moon Hong, Radhika Gorur, Paul Gibbs, Gary McCulloch, Fazal Rizvi & Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (6):717-760.
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  9. Wisdom in the University.Nicholas Maxwell & Ronald Barnett - 2008 - Routledge.
    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 (...)
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  10.  20
    Confronting the Dark Side of Higher Education.Søren Bengtsen & Ronald Barnett - 2017 - Journal of Philosophy of Education 51 (1):114-131.
    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 term ‘dark’ to comprehend challenges, situations, reactions, (...)
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  11.  22
    Confronting the Dark Side of Higher Education.Søren Bengtsen & Ronald Barnett - 2016 - Journal of Philosophy of Education 50 (4):114-131.
    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 term ‘dark’ to comprehend challenges, situations, reactions, (...)
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  12.  33
    Higher Education and the University.Ronald Barnett & Paul Standish - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 215--233.
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  13.  13
    On the Matter of Understanding.Ronald Barnett - 2013 - Educational Philosophy and Theory 47 (3):209-213.
  14. Recapturing the Universal in the University.Ronald Barnett - 2005 - Educational Philosophy and Theory 37 (6):785–797.
    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’, knowledge (...)
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  15.  9
    Eco-Dreams and University Geopolitics.Ronald Barnett - 2017 - Educational Philosophy and Theory 49 (5):439-441.
  16. Supercomplexity and the University.Ronald Barnett - 1998 - Social Epistemology 12 (1):43 – 50.
  17.  31
    The Very Idea of Academic Culture: What Academy? What Culture?Ronald Barnett - 2014 - Human Affairs 24 (1):7-19.
    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 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 (...)
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  18.  53
    Response to Pavel Zgaga’s Review of Being a University.Ronald Barnett - 2012 - Studies in Philosophy and Education 31 (4):427-429.
  19.  70
    Does Higher Education Have Aims?Ronald Barnett - 1988 - Journal of Philosophy of Education 22 (2):239–250.
  20.  4
    Public Intellectuals in the Age of Viral Modernity: An EPAT Collective Writing Project.Michael A. Peters, Petar Jandrić, Steve Fuller, Alexander J. Means, Sharon Rider, George Lăzăroiu, Sarah Hayes, Greg William Misiaszek, Marek Tesar, Peter McLaren & Ronald Barnett - 2022 - Educational Philosophy and Theory 54 (6):783-798.
  21.  14
    Academic Fragilities in a Marketised Age: The Case of Chile.Carolina Guzmán-Valenzuela & Ronald Barnett - 2013 - British Journal of Educational Studies 61 (2):203-220.
    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 of fragilities (...)
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  22. Critical Professionalism in an Age of Supercomplexity.Ronald Barnett - 2008 - In Bryan Cunningham (ed.), Exploring Professionalism. Institute of Education, University of London.
     
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  23.  3
    Locating the Philosophy of Higher Education – and the Conditions of a Philosophy of Higher Education.Ronald Barnett - forthcoming - Educational Philosophy and Theory:1-6.
  24. The Postmodern University.Ronald Barnett - 2009 - In John Strain, Ronald Barnett & Peter Jarvis (eds.), Universities, Ethics, and Professions: Debate and Scrutiny. Routledge. pp. 43.
     
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  25. The Palgrave Handbook of Critical Thinking in Higher Education.W. Martin Davies & Ronald Barnett - 2015 - New York, NY, USA: Palgrave.
    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.
     
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  26. Introduction to Part II.John Strain, Ronald Barnett & Peter Jarvis - 2009 - In John Strain, Ronald Barnett & Peter Jarvis (eds.), Universities, Ethics, and Professions: Debate and Scrutiny. Routledge. pp. 55.
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  27. Jarvis Then Provides an Analysis of the Global Capitalist System and Concludes That 'Universities Are Ceasing to Be Universities in Either the Ideal or Even the Traditional Sense'. The Ethical University is No Longer Possible Because 169.John Strain & Ronald Barnett - 2009 - In John Strain, Ronald Barnett & Peter Jarvis (eds.), Universities, Ethics, and Professions: Debate and Scrutiny. Routledge. pp. 169.
     
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  28.  1
    Universities, Ethics, and Professions: Debate and Scrutiny.John Strain, Ronald Barnett & Peter Jarvis (eds.) - 2009 - Routledge.
    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 campus. Universities, Ethics and Professions offers an in-depth examination of the changing landscape of (...)
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  29.  41
    Thinking the University, Again.Ronald Barnett - 2000 - Educational Philosophy and Theory 32 (3):319–326.
  30.  30
    Academics as Intellectuals.Ronald Barnett - 2003 - Critical Review of International Social and Political Philosophy 6 (4):108-122.
  31.  7
    The University After Postmodernism: An Ecological Approach.Ronald Barnett - 2018 - Educational Philosophy and Theory 50 (14):1537-1538.
  32.  7
    Imagining the Humanities - Amid the Inhuman.Ronald Barnett - 2014 - Arts and Humanities in Higher Education 13 (1-2):42-53.
    The rationale for retaining the humanities in universities in the 21st century is not self-evident. A case for the humanities can only be fully made against a sense of their loss or their absence. Some say that we are already in a post-human society, but what role might the humanities play in such a society? Presumably, the fate of the humanities is bound up with a sense as to what it is to be human, and that such being–human, such human (...)
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  33.  30
    The Idea of Academic Administration.Ronald Barnett - 1993 - Journal of Philosophy of Education 27 (2):179–192.