In a remarkable decade of public investment in higher education, some 200 new university campuses were established worldwide between 1961 and 1970. This volume offers a comparative and connective global history of these institutions, illustrating how their establishment, intellectual output and pedagogical experimentation sheds light on the social and cultural topography of the long 1960s. With an impressive geographic coverage - using case studies from Europe, the Americas, Africa and Asia - the book explores how these universities have influenced academic disciplines and pioneered new types of teaching, architectural design and student experience. From educational reform in West Germany to the establishment of new institutions with progressive, interdisciplinary curricula in the Commonwealth, the illuminating case studies of this volume demonstrate how these universities shared in a common cause: the embodiment of 'utopian' ideals of living, learning and governance. At a time when the role of higher education is fiercely debated, Utopian Universities is a timely and considered intervention that offers a wide-ranging, historical dimension to contemporary predicaments.

Discouraged with the state of higher education in the United States, Dr. Constance Cappel visited over fifty institutions of higher education worldwide. Pooling from her experiences, Dr. Cappel described five examples of «utopian colleges, » where she was ultimately either a student or an employee. The resulting study, Utopian Colleges, examines both the strengths and weaknesses of any human institution. Utopian Colleges gives both historical and contemporary insights into American higher education that are both experimental and progressive.

Named one of Vulture’s Top 10 Best Books of 2020! Leftist firebrand Fredrik deBoer exposes the lie at the heart of our educational system and demands top-to-bottom reform. Everyone agrees that education is the key to creating a more just and equal world, and that our schools are broken and failing. Proposed reforms variously target incompetent teachers, corrupt union practices, or outdated curricula, but no one acknowledges a scientifically-proven fact that we all understand intuitively: Academic potential varies between individuals, and cannot be dramatically improved. In The Cult of Smart, educator and outspoken leftist Fredrik deBoer exposes this omission as the central flaw of our entire society, which has created and perpetuated an unjust class structure based on intellectual ability. Since cognitive talent varies from person to person, our education system can never create equal opportunity for all. Instead, it teaches our children that hierarchy and competition are natural, and that human value should be based on intelligence. These ideas are counter to everything that the left believes, but until they acknowledge the existence of individual cognitive differences, progressives remain complicit in keeping the status quo in place. This passionate, voice-driven manifesto demands that we embrace a new goal for education: equality of outcomes. We must create a world that has a place for everyone, not just the academically talented. But we’ll never achieve this dream until the Cult of Smart is destroyed.

This reference contains more than 600 cross-referenced dictionary entries on utopian thought and experimentation that span the centuries from ancient times to the present. The text not only covers utopian communities worldwide, but also its ideas from the well known such as those expounded in Thomas More's Utopia and the ideas of philosophers and reformers from ancient times, the Middle Ages, the Renaissance, the Enlightenment, and from notable 20th-century figures. Included are the descriptions of utopian experiments attempted in the United Sates, like those of the Shakers, Oneida, Robert Owen, and the Fourierists, and elsewhere throughout the world from Europe to Australia, Latin America, and the Far East. Major utopian literary works and their literary counterparts and dystopian novels are also profiled because these have fueled the fires of time-honored arguments about the feasibility of creating a perfect society. From the early theoreticians and thinkers who proposed republican, democratic, and authoritarian innovations; to those who sought equality of classes, races, and genders; to those who insisted on hierarchy under a supreme leader, or god; and to those who had more practical economic, social, and ethical plans, this reference enables the reader to explore the Western mind's desire to improve the world and the lives of the people within it as utopianism has persisted over the centuries.

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.

The authors have structured five centuries of utopian invention by identifying successive constellations, groups of thinkers joined by common social and moral concerns. Within this framework they analyze individual writings, in the context of the author's life and of the socio-economic, religious, and political exigencies of his time.

In a modern Europe, even with 900 years of history and learning behind it, the European Research University faces major challenges on multiple fronts. This book maps out both the present and the long-term issues that the European Research University must now tackle.

Imagining the universities of the future. How can we re-envision the university? Too many examples of what passes for educational innovation today—MOOCs especially—focus on transactions, on questions of delivery. In Alternative Universities, David J. Staley argues that modern universities suffer from a poverty of imagination about how to reinvent themselves. Anyone seeking innovation in higher education today should concentrate instead, he says, on the kind of transformational experience universities enact. In this exercise in speculative design, Staley proposes ten models of innovation in higher education that expand our ideas of the structure and scope of the university, suggesting possibilities for what its future might look like. What if the university were designed around a curriculum of seven broad cognitive skills or as a series of global gap year experiences? What if, as a condition of matriculation, students had to major in three disparate subjects? What if the university placed the pursuit of play well above the acquisition and production of knowledge? By asking bold "What if?" questions, Staley assumes that the university is always in a state of becoming and that there is not one "idea of the university" to which all institutions must aspire. This book specifically addresses those engaged in university strategy—university presidents, faculty, policy experts, legislators, foundations, and entrepreneurs—those involved in what Simon Marginson calls "university making." Pairing a critique tempered to our current moment with an explanation of how change and disruption might contribute to a new "golden age" for higher education, Alternative Universities is an audacious and essential read.

The 500th anniversary of Thomas More’s Utopia has directed attention toward the importance of utopianism. This book investigates the possibilities of cooperation between the humanities and the social sciences in the analysis of 20th century and contemporary utopian phenomena. The papers deal with major problems of interpreting utopias, the relationship of utopia and ideology, and the highly problematic issue as to whether utopia necessarily leads to dystopia. Besides reflecting the interdisciplinary nature of contemporary utopian investigations, the eleven essays effectively represent the constructive attitudes of utopian thought, a feature that not only defines late 20th- and 21st-century utopianism, but is one of the primary reasons behind the rising importance of the topic. The volume’s originality and value lies not only in the innovative theoretical approaches proposed, but also in the practical application of the concept of utopia to a variety of phenomena which have been neglected in the utopian studies paradigm, especially to the rarely discussed Central European texts and ideologies.