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"Universities continue to expand bringing considerable debate about their purposes and relationship to the world. In The Ecological University, Ronald Barnett argues that universities fall short of their potential and responsibilities in an ever changing and challenging environment. This book centres on the idea that the expansion of higher education has opened new spaces and possibilities. The university is inter-connected with a number of ecosystems: knowledge, social institutions, culture, individuals, learning, the economy and the natural environment. These seven ecosystems of the university are all fragile and in order to advance and develop them, universities need to engage with each one. By looking at matters such as the challenges of learning, professional life and research and inquiry, this book outlines just what it could mean for higher education institutions to understand and realise themselves as exemplars of the ecological university. With bold and original insights and practical principles for development, this radical and transformative book is essential reading for university leaders and administrators, academics, students, and all interested in the future of the university" --

Universities and colleges --- Social ecology. --- Ecology, Social --- Environment, Human --- Human ecology (Social sciences) --- Human environment --- Environmental aspects. --- Ecological university. --- Social sciences --- Social ecology --- Environmental aspects

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Education, Higher --- Aims and objectives

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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 a cloistered college, but a fully developed individual and social engagement of critical reflection and discussion with the current pressing disciplinary, political, and philosophical issues. The editors hold that the element of thought, and the ability to think in a deep and groundbreaking way is, still, the essence of the university. But what does it mean to think in the university today? And in what ways is thought related not only to the epistemological and ontological issues of philosophical debate, but also to the social and political dimensions of our globalised age? In many countries, the state is imposing limitations on universities, dismissing or threatening academics who speak out critically. With this volume, the editors ask questions such as: What is the value of thought? What is the university’s proper relationship to thought? To give the notion of thought a thorough philosophical treatment, the book is divided into in three parts. The focus moves from an epistemological perspective in Part I, to a focus on existence and values in higher education in Part II, and then to a societal-oriented focus on the university in Part III. All three parts, in their own ways, debate the notion of thought in higher education and the university as a thinking form of being.

Philosophy --- Philosophy and psychology of culture --- Political philosophy. Social philosophy --- Sociology --- Teaching --- Higher education --- Educational sciences --- Ethnology. Cultural anthropology --- HO (hoger onderwijs) --- onderwijsfilosofie --- etnologie --- sociologie --- sociale filosofie --- culturele antropologie