27 found
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  1. 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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  2.  66
    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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  3. Higher Education: A Critical Business.Ronald Barnett - 1997 - Open University Press.
  4.  14
    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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  5.  8
    On the Matter of Understanding.Ronald Barnett - 2015 - Educational Philosophy and Theory 47 (3):209-213.
  6.  18
    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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  7.  9
    Imagining the University.Ronald Barnett - 2013 - 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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  8.  21
    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.
  9.  89
    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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  10. 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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  11.  29
    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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  12.  50
    Response to Pavel Zgaga's Review of Being a University.Ronald Barnett - 2012 - Studies in Philosophy and Education 31 (4):427-429.
  13. 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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  14.  20
    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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  15. Supercomplexity and the University.Ronald Barnett - 1998 - Social Epistemology 12 (1):43 – 50.
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  16.  11
    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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  17.  4
    The University After Postmodernism: An Ecological Approach.Ronald Barnett - 2018 - Educational Philosophy and Theory 50 (14):1537-1538.
  18.  61
    Does Higher Education Have Aims?Ronald Barnett - 1988 - Journal of Philosophy of Education 22 (2):239–250.
  19.  23
    The Idea of Academic Administration.Ronald Barnett - 1993 - Journal of Philosophy of Education 27 (2):179–192.
  20.  41
    Thinking the University, Again.Ronald Barnett - 2000 - Educational Philosophy and Theory 32 (3):319–326.
  21.  30
    Academics as Intellectuals.Ronald Barnett - 2003 - Critical Review of International Social and Political Philosophy 6 (4):108-122.
  22.  2
    Eco-Dreams and University Geopolitics.Ronald Barnett - 2017 - Educational Philosophy and Theory 49 (5):439-441.
  23. The Postmodern University.Ronald Barnett - 2009 - In John Strain, Ronald Barnett & Peter Jarvis (eds.), Universities, Ethics, and Professions: Debate and Scrutiny. Routledge. pp. 43.
  24. 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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  25. 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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  26. 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.
  27. Universities, Ethics, and Professions: Debate and Scrutiny.John Strain, Ronald Barnett & Peter Jarvis (eds.) - 2009 - Routledge.