This book shows the significance of the thinking of philosophers (and other key thinkers) in understanding the university and higher education. Through those explorations, it widens and substantially adds to the emerging philosophy of higher education. It builds on the historical literature on the idea of the university, and provides higher education scholars with highly accessible introductions to the thinking of key philosophers and thinkers, alerting them to a set of literature that otherwise might not be encountered. Until very recently, most of the debate on higher education – both in the public domain and in the scholarly literature – has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university – over the past two hundred years – has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly, many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to ‘be’ a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature – very broadly understood – can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate. Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marks out this large territory and prepares the ground for the reader. The book impressively builds a rich meshwork of careful and thorough thinking around the university and higher education by way of introducing 14 important philosophers on timely subjects such as culture and the university, higher education and democracy, and the role of the university. The volume is a great contribution to the important task of deepening the debate about higher education and the university, through introducing important philosophers in ways that might help the university and higher education work through some of the issues and challenges that it is currently facing. As such, this book is essential reading for anyone wanting to wander and wonder deeper into the core purposes and possibilities of higher education in the good companionship of outstanding thinkers and distinguished academics on these matters. A playground for philosophical thought and adventure.Rikke Toft Nørgård, Associate Professor, Aarhus University, Denmark 'This book is an excellent introduction to a wide range of famous thinkers and what they have to say about the university and higher education today. It goes beyond the contemporary preoccupation with metrics, based on managerialism, and takes a much needed philosophical look at what higher education should be, or should aspire to be.'Assoc. Prof. Stephen Loftus, Foundational Medical Studies, Oakland University William Beaumont School of Medicine, USA

This volume assembles for the first time writings from the past two hundred years by philosophers engaging the dramatic work of William Shakespeare.

Providing a comprehensive introduction to the philosophy of higher education this book steps nimbly through the field, leading it into new areas and advancing an imaginative ecological realism. Each chapter takes the form of a short essay, tackling a particular topic such as values, knowledge, teaching, critical thinking and social justice. It also examines key issues including academic freedom, the digital university and the Anthropocene, and draws on classic as well as contemporary texts in the field. Composed of five parts, the book travels on a compelling journey: Part one identifies foundations of the field, distinguishing between the ideas of university and higher education, Part two examines key concepts, including research, culture, academic freedom and reason, Part three focuses on higher education as a set of educational practices and being a student, Part four is concerned with the university as an institution and includes the matters of leadership and the spirit of the university, Part five turns to the university in the world, and argues for an ecological perspective. Written in a lively and accessible style, and ideal for anyone coming to the field for the first time but also of interest to experienced scholars, this book offers sightings of new possibilities for higher education and the university.

Philosophers on Education offers us the most comprehensive available history of philosopher's views and impacts on the directions of education. As Amelie Rorty explains, in describing a history of education, we are essentially describing and gaining the clearest understanding of the issues that presently concern and divide us. The essays in this stellar collection are written by some of the finest comtemporary philosophers. Those interested in history of philosophy, epistemology, moral psychology and education, and political theory will find Philosophers on Education to be both an engaging and fascinating read.

In Plato’s Republic Socrates contends that philosophers make the best rulers because only they behold with their mind’s eye the eternal and purely intelligible Forms of the Just, the Noble, and the Good. When, in addition, these men and women are endowed with a vast array of moral, intellectual, and personal virtues and are appropriately educated, surely no one could doubt the wisdom of entrusting to them the governance of cities. Although it is widely—and reasonably—assumed that all the Republic’s philosophers are the same, Roslyn Weiss argues in this boldly original book that the Republic actually contains two distinct and irreconcilable portrayals of the philosopher. According to Weiss, Plato’s two paradigms of the philosopher are the "philosopher by nature" and the "philosopher by design." Philosophers by design, as the allegory of the Cave vividly shows, must be forcibly dragged from the material world of pleasure to the sublime realm of the intellect, and from there back down again to the "Cave" to rule the beautiful city envisioned by Socrates and his interlocutors. Yet philosophers by nature, described earlier in the Republic, are distinguished by their natural yearning to encounter the transcendent realm of pure Forms, as well as by a willingness to serve others—at least under appropriate circumstances. In contrast to both sets of philosophers stands Socrates, who represents a third paradigm, one, however, that is no more than hinted at in the Republic. As a man who not only loves "what is" but is also utterly devoted to the justice of others—even at great personal cost—Socrates surpasses both the philosophers by design and the philosophers by nature. By shedding light on an aspect of the Republic that has escaped notice, Weiss’s new interpretation will challenge Plato scholars to revisit their assumptions about Plato’s moral and political philosophy.

How the role of the philosopher has changed over time and across cultures—and what it reveals about philosophy today What would the global history of philosophy look like if it were told not as a story of ideas but as a series of job descriptions—ones that might have been used to fill the position of philosopher at different times and places over the past 2,500 years? The Philosopher does just that, providing a new way of looking at the history of philosophy by bringing to life six kinds of figures who have occupied the role of philosopher in a wide range of societies around the world over the millennia—the Natural Philosopher, the Sage, the Gadfly, the Ascetic, the Mandarin, and the Courtier. The result is at once an unconventional introduction to the global history of philosophy and an original exploration of what philosophy has been—and perhaps could be again. By uncovering forgotten or neglected philosophical job descriptions, the book reveals that philosophy is a universal activity, much broader—and more gender inclusive—than we normally think today. In doing so, The Philosopher challenges us to reconsider our idea of what philosophers can do and what counts as philosophy.

This highly readable volume offers a broad introduction to modern philosophy and philosophers. Scharfstein contends that personal experience, especially that of childhood, affects philosophers' sense of reality and hence the content of their philosophies. Basing his argument on biographical studies of twenty great philosophers, from Descartes to Sartre, he provides the beginnings of a psychological history of philosophy.

The first English-language reference of its kind, The Encyclopedia of Philosophy was hailed as 'a remarkable and unique work' (Saturday Review) that contained 'the international who's who of philosophy and cultural history' (Library Journal).

While Johnson charged that Milton "unhappily perplexed his poetry with his philosophy," Stephen M. Fallon argues that the relationship between Milton's philosophy and the poetry of Paradise Lost is a happy one. The author examines Milton's thought in light of the competing philosophical systems that filled the vacuum left by the repudiation of Aristotle in the seventeenth century. In what has become the classic account of Milton's animist materialism, Fallon revises our understanding of Milton's philosophical sophistication. The book offers a new interpretation of the War in Heaven in Paradise Lost as a clash of metaphysical systems, with free will hanging in the balance.

'What does it mean to be a human being?' Given this perennial question, Alasdair MacIntyre, one of America's preeminent philosophers, presents a compelling argument on the necessity and importance of philosophy. Because of a need to better understand Catholic philosophical thought, especially in the context of its historical development and realizing that philosophers interact within particular social and cultural situations, MacIntyre offers this brief history of Catholic philosophy. Tracing the idea of God through different philosophers' engagement of God and how this engagement has played out in universities, MacIntyre provides a valuable, lively, and insightful study of the disintegration of academic disciplines with knowledge. MacIntyre then demonstrates the dangerous implications of this happening and how universities can and ought to renew a shared understanding of knowledge in their mission. This engaging work will be a benefit and a delight to all readers.