World Issues in the Philosophy and Theory of Higher Education – serie

Transformation of the University imagines preferable futures for the university, building hope for the institution’s necessary transformation. It transcends old criticisms and presents fresh ideas on how the institution might be conceived, organised and put into practice while safeguarding that which makes it a university – the pursuit of knowledge.This book is divided into three main parts: Part One – ‘Knowledge’ assumes the role of the university in generating knowledge for the benefit of society; Part Two – ‘Cultural Growth’ expands on how the university might contribute to and benefit from the cultural growth of society, with both explicit and implicit connections to social and epistemic (in)justice; and Part Three – ‘Institutions’ focuses on imaginative processes for enacting the university as an institution that meets the unforeseen future challenges facing societies around the world.With contributions from scholars across the world, Transformation of the University is an essential read for all academics, practitioners, institutional leaders and broad social thinkers who are concerned with the future of the university and its contributions to society.

Transformation of the University imagines preferable futures for the university, building hope for the institution’s necessary transformation. It transcends old criticisms and presents fresh ideas on how the institution might be conceived, organised and put into practice while safeguarding that which makes it a university – the pursuit of knowledge.This book is divided into three main parts: Part One – ‘Knowledge’ assumes the role of the university in generating knowledge for the benefit of society; Part Two – ‘Cultural Growth’ expands on how the university might contribute to and benefit from the cultural growth of society, with both explicit and implicit connections to social and epistemic (in)justice; and Part Three – ‘Institutions’ focuses on imaginative processes for enacting the university as an institution that meets the unforeseen future challenges facing societies around the world.With contributions from scholars across the world, Transformation of the University is an essential read for all academics, practitioners, institutional leaders and broad social thinkers who are concerned with the future of the university and its contributions to society.

This book explores the purpose, role and function of the university and examines the disconnection between students’ approaches to learning and university strategy. It centres on the idea that it is vital to explore what counts as a university in the twenty-first century, what it is for, and for whom, as well as how it can transcend social divisions. The universities of the twenty-first century need to have larger audiences, a broader voice, a shift away from othering and an effective means of progressing such shifts. What is central to such exploration is the idea that learning needs to be seen as postdigital. With a focus on how the growth of technology has and continues to affect university learning, this book:explores the concepts of the digital and the postdigitalpromotes just and inclusive pedagogies for higher educationconsiders ways to ensure learning is an ethical and political experiencestudies how to understand community and collective values through higher educationsuggests ways of promoting personal and collective responsibility for our world and its peoplespresents ways in which the university can challenge ideologies based on capitalist modes of consumption, privilege and exploitationDigital and Postdigital Learning for Changing Universities is essential reading for anyone seeking to reimagine the university in a postdigital age, despite institutional structuration and government intervention. It challenges current assumptions and practices, and encourages new ways of thinking about higher education and learning in the twenty-first century.

This book explores the purpose, role and function of the university and examines the disconnection between students’ approaches to learning and university strategy. It centres on the idea that it is vital to explore what counts as a university in the twenty-first century, what it is for, and for whom, as well as how it can transcend social divisions. The universities of the twenty-first century need to have larger audiences, a broader voice, a shift away from othering and an effective means of progressing such shifts. What is central to such exploration is the idea that learning needs to be seen as postdigital. With a focus on how the growth of technology has and continues to affect university learning, this book:explores the concepts of the digital and the postdigitalpromotes just and inclusive pedagogies for higher educationconsiders ways to ensure learning is an ethical and political experiencestudies how to understand community and collective values through higher educationsuggests ways of promoting personal and collective responsibility for our world and its peoplespresents ways in which the university can challenge ideologies based on capitalist modes of consumption, privilege and exploitationDigital and Postdigital Learning for Changing Universities is essential reading for anyone seeking to reimagine the university in a postdigital age, despite institutional structuration and government intervention. It challenges current assumptions and practices, and encourages new ways of thinking about higher education and learning in the twenty-first century.

This book provides philosophical, political and practical insights that open ways for the university in going beyond its tightly controlled state and into more playful and imaginative futures.In the context of a marketised and regulated environment that stifles creativity and curiosity in higher education, this collection provides an antidote that lies in the potential of play. It identifies tactics and tools for playful practices to conjure real utopias and pathways for the present and possible futures. Pulling together global perspectives from a wide array of different disciplines including higher education, sociology, philosophy, media studies, design, literature, play studies, game studies and political science, it concludes with a collaborative chapter that offers philosophically and theoretically grounded principles for the playful university. The book shows that it is possible to reimagine a higher education in which students and staff approach their studies with a sense of purpose, care, and openness to explore, imagine and build a better future.Looking beyond pedagogy to imagination, and wonder as important perspectives within the university, this is an essential read for those interested in play and subversion in higher education.

This book provides philosophical, political and practical insights that open ways for the university in going beyond its tightly controlled state and into more playful and imaginative futures.In the context of a marketised and regulated environment that stifles creativity and curiosity in higher education, this collection provides an antidote that lies in the potential of play. It identifies tactics and tools for playful practices to conjure real utopias and pathways for the present and possible futures. Pulling together global perspectives from a wide array of different disciplines including higher education, sociology, philosophy, media studies, design, literature, play studies, game studies and political science, it concludes with a collaborative chapter that offers philosophically and theoretically grounded principles for the playful university. The book shows that it is possible to reimagine a higher education in which students and staff approach their studies with a sense of purpose, care, and openness to explore, imagine and build a better future.Looking beyond pedagogy to imagination, and wonder as important perspectives within the university, this is an essential read for those interested in play and subversion in higher education.

Universities are primarily social institutions, but they are also physical, material structures. This book bridges this divide by examining the links between the two and explores how good connectivity can result in a more effective university.Through an original study of connectivity in university design, Paul Temple explores what it is, why it’s important, and how it works. Using case studies and practical examples to examine the nature of social and material interactions, this book reviews what is known about connectivity and how it can be used to enhance academic effectiveness.This book will be of interest to academics, students, and researchers interested in higher education theory and practice, the philosophy of higher education, and those working at the interface between higher education studies and architecture and design.

Universities are primarily social institutions, but they are also physical, material structures. This book bridges this divide by examining the links between the two and explores how good connectivity can result in a more effective university.Through an original study of connectivity in university design, Paul Temple explores what it is, why it’s important, and how it works. Using case studies and practical examples to examine the nature of social and material interactions, this book reviews what is known about connectivity and how it can be used to enhance academic effectiveness.This book will be of interest to academics, students, and researchers interested in higher education theory and practice, the philosophy of higher education, and those working at the interface between higher education studies and architecture and design.

From Critical Thinking to Criticality sets out a bold case for renewing critical thinking across the university. It inquires into the need for critical thinking; and it expounds new theories and arguments that are applicable not only across study programmes but also across the university in its wider societal and worldly roles. The book argues that promoting critical thinking means first understanding what it means to be a critical being and that calls for a recognition of the potential of the university’s full critical powers.Against the horizon of the contemporary world, this book notes how critical thinking is in jeopardy partly due to the enormous powers in society that have little interest in critical thinking and are actually thwarting it. It picks up and radically develops the idea of critical thinking into a new idea of criticality in a troubled world. There is not just one criticality that student can acquire but a myriad of modes of criticality, with each student becoming their own critical person.Situated in the contexts of ecological crises, the rise of artificial intelligence, the tense relationship of states and their universities, political populism, the emergence of a post-truth age, and the diminution of reasoned debate in society, this book urges that criticality be re-instated anew as a central feature of the university’s mission. Universities have tremendous, but unrealised, potential in being a critical conscience of society and so nothing less than the fate of society and the world are at stake.