The modern university, which has its origins in 18th and 19th century Germany, is currently at war within itself. It seeks to portray itself on the one hand as an engine of economic development and, on the other hand, as existing for the sake of disinterested scholarly reflection and as a repository for human culture. The author outlines an entirely different conception of what the university must become if it is to be a force for good in the world. The author contends that the modern university actively participates in the breakdown of human communities and the destruction of the natural world. He identifies the university's commitments to academic disciplines, philosophical materialism, and economism (the modern faith that infinite economic growth is both possible and desirable) as the roots of its negative impact, and calls for changes that would make the university a powerful agent for good in the world.

Derek Bok examines the complex ethical and social issues facing modern universities today, and suggests approaches that will allow the academic institution both to serve society and to continue its primary mission of teaching and research.

Challenges the most basic ideas of what the university is and offers a profoundly different model, one that has as its focus the environmental and social issues of the 21st century.

Contentious debates over the benefits—or drawbacks—of a liberal education are as old as America itself. From Benjamin Franklin to the Internet pundits, critics of higher education have attacked its irrelevance and elitism—often calling for more vocational instruction. Thomas Jefferson, by contrast, believed that nurturing a student’s capacity for lifelong learning was useful for science and commerce while also being essential for democracy. In this provocative contribution to the disputes, university president Michael S. Roth focuses on important moments and seminal thinkers in America’s long-running argument over vocational vs. liberal education. Conflicting streams of thought flow through American intellectual history: W. E. B. DuBois’s humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington’s educational utilitarianism, for example. Jane Addams’s emphasis on the cultivation of empathy and John Dewey’s calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future.

Modernity, according to Bob Goudzwaard and Craig Bartholomew, is not a single ideology but rather a tension between four worldviews. In conversation with students from around the world and drawing upon a variety of sources and disciplines, the authors propose ways to transcend modernity and address global crises.

Why economics needs to focus on fairness and not just efficiency One of the central tenets of mainstream economics is Adam Smith's proposition that, given certain conditions, self-interested behavior by individuals leads them to the social good, almost as if orchestrated by an invisible hand. This deep insight has, over the past two centuries, been taken out of context, contorted, and used as the cornerstone of free-market orthodoxy. In Beyond the Invisible Hand, Kaushik Basu argues that mainstream economics and its conservative popularizers have misrepresented Smith's insight and hampered our understanding of how economies function, why some economies fail and some succeed, and what the nature and role of state intervention might be. Comparing this view of the invisible hand with the vision described by Kafka—in which individuals pursuing their atomistic interests, devoid of moral compunction, end up creating a world that is mean and miserable—Basu argues for collective action and the need to shift our focus from the efficient society to one that is also fair. Using analytic tools from mainstream economics, the book challenges some of the precepts and propositions of mainstream economics. It maintains that, by ignoring the role of culture and custom, traditional economics promotes the view that the current system is the only viable one, thereby serving the interests of those who do well by this system. Beyond the Invisible Hand challenges readers to fundamentally rethink the assumptions underlying modern economic thought and proves that a more equitable society is both possible and sustainable, and hence worth striving for. By scrutinizing Adam Smith's theory, this impassioned critique of contemporary mainstream economics debunks traditional beliefs regarding best economic practices, self-interest, and the social good.

This book argues that many of the basic concepts that we use to describe and analyze our governmental system are out of date. Developed in large part during the Middle Ages, they fail to confront the administrative character of modern government. These concepts, which include power, discretion, democracy, legitimacy, law, rights, and property, bear the indelible imprint of this bygone era's attitudes, and Arthurian fantasies, about governance. As a result, they fail to provide us with the tools we need to understand, critique, and improve the government we actually possess. Beyond Camelot explains the causes and character of this failure, and then proposes a new conceptual framework, drawn from management science and engineering, which describes our administrative government more accurately, and identifies its weaknesses instead of merely bemoaning its modernity. This book's proposed framework envisions government as a network of connected units that are authorized by superior units and that supervise subordinate ones. Instead of using inherited, emotion-laden concepts like democracy and legitimacy to describe the relationship between these units and private citizens, it directs attention to the particular interactions between these units and the citizenry, and to the mechanisms by which government obtains its citizens' compliance. Instead of speaking about law and legal rights, it proposes that we address the way that the modern state formulates policy and secures its implementation. Instead of perpetuating outdated ideas that we no longer really believe about the sanctity of private property, it suggests that we focus on the way that resources are allocated in order to establish markets as our means of regulation. Highly readable, Beyond Camelot offers an insightful and provocative discussion of how we must transform our understanding of government to keep pace with the transformation that government itself has undergone.

University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as: What are the ‘ways of thinking and practicing’ characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives? Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh

Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

In Beyond the Metropolis, Louise Young looks at the emergence of urbanism in the interwar period, a global moment when the material and ideological structures that constitute “the city” took their characteristic modern shape. In Japan, as elsewhere, cities became the staging ground for wide ranging social, cultural, economic, and political transformations. The rise of social problems, the formation of a consumer marketplace, the proliferation of streetcars and streetcar suburbs, and the cascade of investments in urban development reinvented the city as both socio-spatial form and set of ideas. Young tells this story through the optic of the provincial city, examining four second-tier cities: Sapporo, Kanazawa, Niigata, and Okayama. As prefectural capitals, these cities constituted centers of their respective regions. All four grew at an enormous rate in the interwar decades, much as the metropolitan giants did. In spite of their commonalities, local conditions meant that policies of national development and the vagaries of the business cycle affected individual cities in diverse ways. As their differences reveal, there is no single master narrative of twentieth century modernization. By engaging urban culture beyond the metropolis, this study shows that Japanese modernity was not made in Tokyo and exported to the provinces, but rather co-constituted through the circulation and exchange of people and ideas throughout the country and beyond.