Ronald Barnett - Academia.edu (original) (raw)
Papers by Ronald Barnett
The Palgrave Handbook of Critical Thinking in Higher Education
The Palgrave Handbook of Critical Thinking in Higher Education
... of Technology Rosemary Luckin Education and the Family Passing success across the generations... more ... of Technology Rosemary Luckin Education and the Family Passing success across the generations Leon Feinstein, Kathryn Duckworth and Ricardo ... Bill Taylor, Ted Tapper, Paul Temple, Simeon Underwood, David Watson, Gareth Williams, Geoff Whitty, Gina Wisker, Michael ...
The Palgrave Handbook of Critical Thinking in Higher Education
Universities in the Flux of Time, 2014
Contributors Introduction Part 1 Past, Present and Future The University in the Epoch of Digital ... more Contributors Introduction Part 1 Past, Present and Future The University in the Epoch of Digital Reason: Fast Knowledge in the Circuits of Cybernetic Capitalism Michael A Peters 1. University Fashions: On Ideas whose Time has Come Barbara Czarniawska 2. If Time Doesn't Exist, Why are We Learning about the Past? Paul Gibbs 3. Organizational Devolution: The Old, New and Future American Research Universities in the Age of Privatization John Aubrey Douglass Part 2 Knowledge and Time 4. Innovation as Conformity: Academic Research in the Accelerated University Robert Hassan 5. Conquered by project time? Conflicting temporalities in university research Oili-Helena Ylijoki 6.. Different Times: Temporality, Curriculum and Powerful Knowledge Sue Clegg 7. The Time of Reason and the Ecological University Ronald Barnett Part 3 Living with Time Discovery and Delivery: Time Schemas and the Bureaucratic University Peter Murphy 8. Competing narratives of time in the managerial university: the contradiction of fast time and slow time Carolina Guzman and Roberto Di Napoli 9. Higher Education and an Ethic of Time Marianna Papastephanou 10. Academic Time and the Time of Academics Angela Brew Coda Bibliography Index
Higher Education Policy
In Chile, higher education is characterised by a constellation of features that make 'public' a m... more In Chile, higher education is characterised by a constellation of features that make 'public' a multiplicitous idea. In the present study, academics in two public universities are seen to hold strong views in favour of public universities playing public roles and they identify several public goods that they value. These academics also hold ambivalent perceptions of the relationships between the state and the market. On the one hand, the market and the state's role in it are accorded a limited legitimacy. On the other hand, it is felt that the state does not sufficiently enable its public universities to realise their potential. The paper proceeds to argue that in this ambivalence can be detected four juxtapositions. It is suggested that these juxtapositions together open a space for a new settlement between the state and its public universities such that Chilean public universities might more fully realise their public possibilities. Higher Education Policy (2020).
International Journal of Sustainability in Higher Education
Purpose This paper aims to propose a thesis about the historical evolution of the relationship of... more Purpose This paper aims to propose a thesis about the historical evolution of the relationship of the European University in relation to the idea of social responsibility. Design/methodology/approach This paper is philosophical, conceptual and theoretical and in proffering a bold thesis, has an argumentative character appropriate to that style. Findings Three stages can be identified over the past 200 years in the relationship between the university and the matter of social responsibility, being successively tacit, weak and now hybrid. In the present stage, new spaces are opening for the university to transcend social responsibility, moving to a worldly and earthly responsibility. However, this new stage is having to contend against the university in an age of cognitive capitalism. As such, a large but hitherto unnoticed culture war is present, the outcome of which is unclear. Research limitations/implications The scholarship informing this paper is wide-ranging and multi-disciplina...
Journal of Praxis in Higher Education
The world is in motion, is interconnected and is imbued with large, conflicting and often hidden ... more The world is in motion, is interconnected and is imbued with large, conflicting and often hidden forces (natural and human). It is a world of double indeterminacy, present in systems and their interactions (complexity) and in discursive formations and their interactions (supercomplexity). This double indeterminacy may exceed an individual’s resources for action, there being no stable position of knowing or being. Pedagogies, therefore, are required that bring on individual’s capacities autonomously to see into the world beneath its immediate appearances, and form anew their thoughts and their actions. Two paths open, and two literatures largely held apart, have to be brought together. On the one hand, a teaching approach is called for that turns on open pedagogical situations, in which learners have both autonomy and responsibility; and here beckons the idea of heutagogy. On the other hand, more than critical thinking, the engendering of criticality is required, which includes the t...
Higher Education Management and Policy, 2005
Prima facie, in the context of higher education, “entrepreneurialism” offers an example of global... more Prima facie, in the context of higher education, “entrepreneurialism” offers an example of globalisation: the idea presages a sense of systems of higher education converging across the world. However, entrepreneurialism is not undifferentiated but is to be found in different modes. Various axes identified in the paper offer spectra of entrepreneurialism and two are picked out for close inspection: these are, on the one hand, hard-soft forms of entrepreneurialism; and, on the other hand, forms of entrepreneurialism that are set in the context of strong states or strong markets. Set against each other, these two axes produce a grid that depicts four forms of entrepreneurialism: civic; hesitant; unbridled; and curtailed. These forms of entrepreneurialism can be understood as making possible or limiting alternative modes of knowledge travel. Accordingly, it may be judged that, far from heralding convergence, entrepreneurialism turns out to be a metaphor for differences of academic identity and even of academic being. These differences are so profound that they point to value choices as to the desirable forms of academic life itself.
Cassell eBooks, 1998
Page 1. THE END OF KNOWLEDGE IN HIGHER EDUCATION Ronald Barnett and Anne Griffin Page 2. Contents... more Page 1. THE END OF KNOWLEDGE IN HIGHER EDUCATION Ronald Barnett and Anne Griffin Page 2. Contents Acknowledgements vii ... V Conclusion 165 THIRTEEN A Knowledge Strategy for Universities 166 Ronald Barnett Select Bibliography 181 Index of names 187 ...
Educational Philosophy and Theory, 2005
The idea of 'the university' has stood for universal themesof knowing, of truthfulness... more The idea of 'the university' has stood for universal themesof 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: ...
Educational Philosophy and Theory, Feb 10, 2023
Routledge eBooks, Jul 30, 2019
Routledge eBooks, Oct 12, 2017
Palgrave Macmillan eBooks, Apr 28, 2015
My argument is that criticality can be distinguished through two axes: first, its levels, ranging... more My argument is that criticality can be distinguished through two axes: first, its levels, ranging from narrow operational skills to transformatory critique, and second, its scope, consisting of the three domains of formal knowledge, the self, and the world. In summary, my schema takes the form shown in table 3.1.
Routledge eBooks, Mar 8, 2022
Routledge eBooks, Nov 5, 2021
Routledge eBooks, Nov 5, 2021
Routledge eBooks, Nov 5, 2021
London Review of Education, 2011
The Palgrave Handbook of Critical Thinking in Higher Education
The Palgrave Handbook of Critical Thinking in Higher Education
... of Technology Rosemary Luckin Education and the Family Passing success across the generations... more ... of Technology Rosemary Luckin Education and the Family Passing success across the generations Leon Feinstein, Kathryn Duckworth and Ricardo ... Bill Taylor, Ted Tapper, Paul Temple, Simeon Underwood, David Watson, Gareth Williams, Geoff Whitty, Gina Wisker, Michael ...
The Palgrave Handbook of Critical Thinking in Higher Education
Universities in the Flux of Time, 2014
Contributors Introduction Part 1 Past, Present and Future The University in the Epoch of Digital ... more Contributors Introduction Part 1 Past, Present and Future The University in the Epoch of Digital Reason: Fast Knowledge in the Circuits of Cybernetic Capitalism Michael A Peters 1. University Fashions: On Ideas whose Time has Come Barbara Czarniawska 2. If Time Doesn't Exist, Why are We Learning about the Past? Paul Gibbs 3. Organizational Devolution: The Old, New and Future American Research Universities in the Age of Privatization John Aubrey Douglass Part 2 Knowledge and Time 4. Innovation as Conformity: Academic Research in the Accelerated University Robert Hassan 5. Conquered by project time? Conflicting temporalities in university research Oili-Helena Ylijoki 6.. Different Times: Temporality, Curriculum and Powerful Knowledge Sue Clegg 7. The Time of Reason and the Ecological University Ronald Barnett Part 3 Living with Time Discovery and Delivery: Time Schemas and the Bureaucratic University Peter Murphy 8. Competing narratives of time in the managerial university: the contradiction of fast time and slow time Carolina Guzman and Roberto Di Napoli 9. Higher Education and an Ethic of Time Marianna Papastephanou 10. Academic Time and the Time of Academics Angela Brew Coda Bibliography Index
Higher Education Policy
In Chile, higher education is characterised by a constellation of features that make 'public' a m... more In Chile, higher education is characterised by a constellation of features that make 'public' a multiplicitous idea. In the present study, academics in two public universities are seen to hold strong views in favour of public universities playing public roles and they identify several public goods that they value. These academics also hold ambivalent perceptions of the relationships between the state and the market. On the one hand, the market and the state's role in it are accorded a limited legitimacy. On the other hand, it is felt that the state does not sufficiently enable its public universities to realise their potential. The paper proceeds to argue that in this ambivalence can be detected four juxtapositions. It is suggested that these juxtapositions together open a space for a new settlement between the state and its public universities such that Chilean public universities might more fully realise their public possibilities. Higher Education Policy (2020).
International Journal of Sustainability in Higher Education
Purpose This paper aims to propose a thesis about the historical evolution of the relationship of... more Purpose This paper aims to propose a thesis about the historical evolution of the relationship of the European University in relation to the idea of social responsibility. Design/methodology/approach This paper is philosophical, conceptual and theoretical and in proffering a bold thesis, has an argumentative character appropriate to that style. Findings Three stages can be identified over the past 200 years in the relationship between the university and the matter of social responsibility, being successively tacit, weak and now hybrid. In the present stage, new spaces are opening for the university to transcend social responsibility, moving to a worldly and earthly responsibility. However, this new stage is having to contend against the university in an age of cognitive capitalism. As such, a large but hitherto unnoticed culture war is present, the outcome of which is unclear. Research limitations/implications The scholarship informing this paper is wide-ranging and multi-disciplina...
Journal of Praxis in Higher Education
The world is in motion, is interconnected and is imbued with large, conflicting and often hidden ... more The world is in motion, is interconnected and is imbued with large, conflicting and often hidden forces (natural and human). It is a world of double indeterminacy, present in systems and their interactions (complexity) and in discursive formations and their interactions (supercomplexity). This double indeterminacy may exceed an individual’s resources for action, there being no stable position of knowing or being. Pedagogies, therefore, are required that bring on individual’s capacities autonomously to see into the world beneath its immediate appearances, and form anew their thoughts and their actions. Two paths open, and two literatures largely held apart, have to be brought together. On the one hand, a teaching approach is called for that turns on open pedagogical situations, in which learners have both autonomy and responsibility; and here beckons the idea of heutagogy. On the other hand, more than critical thinking, the engendering of criticality is required, which includes the t...
Higher Education Management and Policy, 2005
Prima facie, in the context of higher education, “entrepreneurialism” offers an example of global... more Prima facie, in the context of higher education, “entrepreneurialism” offers an example of globalisation: the idea presages a sense of systems of higher education converging across the world. However, entrepreneurialism is not undifferentiated but is to be found in different modes. Various axes identified in the paper offer spectra of entrepreneurialism and two are picked out for close inspection: these are, on the one hand, hard-soft forms of entrepreneurialism; and, on the other hand, forms of entrepreneurialism that are set in the context of strong states or strong markets. Set against each other, these two axes produce a grid that depicts four forms of entrepreneurialism: civic; hesitant; unbridled; and curtailed. These forms of entrepreneurialism can be understood as making possible or limiting alternative modes of knowledge travel. Accordingly, it may be judged that, far from heralding convergence, entrepreneurialism turns out to be a metaphor for differences of academic identity and even of academic being. These differences are so profound that they point to value choices as to the desirable forms of academic life itself.
Cassell eBooks, 1998
Page 1. THE END OF KNOWLEDGE IN HIGHER EDUCATION Ronald Barnett and Anne Griffin Page 2. Contents... more Page 1. THE END OF KNOWLEDGE IN HIGHER EDUCATION Ronald Barnett and Anne Griffin Page 2. Contents Acknowledgements vii ... V Conclusion 165 THIRTEEN A Knowledge Strategy for Universities 166 Ronald Barnett Select Bibliography 181 Index of names 187 ...
Educational Philosophy and Theory, 2005
The idea of 'the university' has stood for universal themesof knowing, of truthfulness... more The idea of 'the university' has stood for universal themesof 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: ...
Educational Philosophy and Theory, Feb 10, 2023
Routledge eBooks, Jul 30, 2019
Routledge eBooks, Oct 12, 2017
Palgrave Macmillan eBooks, Apr 28, 2015
My argument is that criticality can be distinguished through two axes: first, its levels, ranging... more My argument is that criticality can be distinguished through two axes: first, its levels, ranging from narrow operational skills to transformatory critique, and second, its scope, consisting of the three domains of formal knowledge, the self, and the world. In summary, my schema takes the form shown in table 3.1.
Routledge eBooks, Mar 8, 2022
Routledge eBooks, Nov 5, 2021
Routledge eBooks, Nov 5, 2021
Routledge eBooks, Nov 5, 2021
London Review of Education, 2011