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"For several decades, Ron Barnett has been provoking those with an interest in higher education to think long and hard about the idea of higher education and prompting us to reflect critically and imaginatively on its contribution to society. This text is no exception. In his inimitable, imaginative, engaging and thought-provoking manner, he weaves a powerful and persuasive narrative that does not shy away from espousing a normative attitude, provoking consideration of big ideas as well as their practical implications for policy-makers, academics and students alike. The text invites us to become partners in the endeavour of creating 'feasible utopias', fostering 'vibrant motion' that continuously re-invents the best possible teaching, learning and leading opportunities for higher education for our uncertain times. It is vital that all concerned avail of his invitation to engage in this dialogue. Read it!"
-Tone Dyrdal Solbrekke, Professor of Higher Education Pedagogy, Department of Education and Centre for Learning, Innovation and Academic Development University of Oslo
"This new book is a breath-taking and essential overview of scholarship on higher education. Accessible to a range of readers, the work situates higher education within an imaginative, analytical, and practical framework that will appeal to philosophers, social scientists, graduate students, and professionals in the field."
-Wesley Shumar, Professor, Department of Communication, Graduate Faculty in Communication, Culture & Media, Affiliated Faculty, School of Education, Drexel University, USA
"Professor Ronald Barnett's indispensable new guide to The Philosophy of Higher Education: Issues, Debates, Proposals is essential reading, a field-defining tour de force which is suited to multiple audiences, from postgraduate students to senior managers, academic developers and research experts. What sets this fascinating book apart is its comprehensive three-planar critico-imaginative realist perspective, which simultaneously embraces conceptual, social, realist, critical, ecological, imaginative, and practical aspects of higher education. Barnett's excellent new synoptic resource is highly recommended - a wonderful read for all those wishing to learn more about the field of the philosophy of higher education."
-Professor Jill Jameson, Chair of Leadership and Enterprise Research and Professor of Education, Institute of Lifecourse Development, Faculty of Education, Health and Human Sciences, University of Greenwich
"In a world confronted by conflict, global pandemics, economic uncertainly and climate change, the role of universities and higher education have never been more important or prescient. Despite this, they have themselves become a site of conflict over ideas, possible futures and even the interpretation of history. In a timely, nuanced and insightful way, Ron Barnett provides universities and higher education a philosophical guide in not only confronting such issues, but also showing how they they can lead us to practical and inclusive solutions."
-Professor James Arvanitakis, PhD, Pro Vice-Chancellor (Engagement & Advancement), Division of People and Advancement, Western Sydney University
"The main task of the university is to teach and all those who work and study in such institutions ought to carefully consider what this obligation might mean to them. In this excellent book, Ronald Barnett introduces us to a philosophy of higher education. It is written for a wide audience of university non-specialists and addresses the challenges we face while seeking a theoretical basis for understanding practice. Ronald argues that the sector is not achieving its potential with respect to societal obligations in our turbulent and unpredictable world. We can always do better, and the field of higher education philosophy has something important to offer in support of transforming the way we think."
-Tony Harland, Professor of Higher Education, Higher Education Development Centre, Chair of the Ecology Programme, University of Otago
"The Philosophy of Higher Education. A Critical Introduction is a must-read for anyone concerned not only with the higher education past and present, but more importantly - its future. A short review is hardly able to do justice to the breadth of argument and richness of insights encountered throughout the volume. It truly serves its purpose set at the very beginning - turning to a wide set of audiences and making a strong case for a persistence of philosophy in the context of higher education. As such it is an invaluable resource not only to anyone who enters the subfield of philosophy of higher education but also to academic teachers who ponder how to incorporate more philosophical and theoretical themes into their curriculums in higher education research."
- Jakub Krzeski, Higher Education (Springer)
-Tone Dyrdal Solbrekke, Professor of Higher Education Pedagogy, Department of Education and Centre for Learning, Innovation and Academic Development University of Oslo
"This new book is a breath-taking and essential overview of scholarship on higher education. Accessible to a range of readers, the work situates higher education within an imaginative, analytical, and practical framework that will appeal to philosophers, social scientists, graduate students, and professionals in the field."
-Wesley Shumar, Professor, Department of Communication, Graduate Faculty in Communication, Culture & Media, Affiliated Faculty, School of Education, Drexel University, USA
"Professor Ronald Barnett's indispensable new guide to The Philosophy of Higher Education: Issues, Debates, Proposals is essential reading, a field-defining tour de force which is suited to multiple audiences, from postgraduate students to senior managers, academic developers and research experts. What sets this fascinating book apart is its comprehensive three-planar critico-imaginative realist perspective, which simultaneously embraces conceptual, social, realist, critical, ecological, imaginative, and practical aspects of higher education. Barnett's excellent new synoptic resource is highly recommended - a wonderful read for all those wishing to learn more about the field of the philosophy of higher education."
-Professor Jill Jameson, Chair of Leadership and Enterprise Research and Professor of Education, Institute of Lifecourse Development, Faculty of Education, Health and Human Sciences, University of Greenwich
"In a world confronted by conflict, global pandemics, economic uncertainly and climate change, the role of universities and higher education have never been more important or prescient. Despite this, they have themselves become a site of conflict over ideas, possible futures and even the interpretation of history. In a timely, nuanced and insightful way, Ron Barnett provides universities and higher education a philosophical guide in not only confronting such issues, but also showing how they they can lead us to practical and inclusive solutions."
-Professor James Arvanitakis, PhD, Pro Vice-Chancellor (Engagement & Advancement), Division of People and Advancement, Western Sydney University
"The main task of the university is to teach and all those who work and study in such institutions ought to carefully consider what this obligation might mean to them. In this excellent book, Ronald Barnett introduces us to a philosophy of higher education. It is written for a wide audience of university non-specialists and addresses the challenges we face while seeking a theoretical basis for understanding practice. Ronald argues that the sector is not achieving its potential with respect to societal obligations in our turbulent and unpredictable world. We can always do better, and the field of higher education philosophy has something important to offer in support of transforming the way we think."
-Tony Harland, Professor of Higher Education, Higher Education Development Centre, Chair of the Ecology Programme, University of Otago
"The Philosophy of Higher Education. A Critical Introduction is a must-read for anyone concerned not only with the higher education past and present, but more importantly - its future. A short review is hardly able to do justice to the breadth of argument and richness of insights encountered throughout the volume. It truly serves its purpose set at the very beginning - turning to a wide set of audiences and making a strong case for a persistence of philosophy in the context of higher education. As such it is an invaluable resource not only to anyone who enters the subfield of philosophy of higher education but also to academic teachers who ponder how to incorporate more philosophical and theoretical themes into their curriculums in higher education research."
- Jakub Krzeski, Higher Education (Springer)