November 2022
Summary: Barnett, R. (2021). The philosophy of higher education: A critical introduction. Routledge.
The book represents a tour de force as an overview of the field of the Philosophy of Higher Education. The level of abstraction that is required of the reader boggles the mind, and Barnett admits that anyone even to attempt to summarise undoubtedly displays tendencies of “hubris”. Nevertheless, this very nicely dovetails to three core-themes that stretch themselves throughout the book, which he very elegantly returns to repeatedly. These are, (1) the crushing level of (super)complexity implied by trying to grasp the notion of what Higher Education and a university are for, (2) the functional and integral importance of distinguishing the concepts of Higher Education and a university – that overlap significantly, yet are – distinct categories, and (3) the role of truthfulness and other associated virtues.
He makes a repeated point, that even the very attempt of defining what Higher Education and a university is, is inevitably a fool’s errand. The reason being, any definition needs to account for the dimensions of the very idea (conceptual), its possibilities (imaginative) and how universals (as implied by the name university) are in conflict/relation to the real (p. 34). Acknowledging, this crushing level of complexity is important, as any attempt to demarcate inadvertently will leave out certain dimensions whilst emphasizing others, based on the presuppositions of the individual who is doing the labelling. Furthermore, the static nature of any written definition will belie and ultimately fall short of the complex interaction and how these dimensions stretch over both time and space, as well as the multiplicity of interpretations that are in constant tension, conflict and movement.
Regardless of the aforementioned difficulties, he thinks it is useful to distinguish between the concept of Higher Education and the University. The reason being, Higher Education for all its complexity, only represents one function of a university, others being research, civic, ethical, environmental, economic functions etc. This is not to say that Higher Education as a concept does not touch upon these domains, as it certainly does. However, the utility in distinguishing between them, is that the former is concerned with things that can be changed, whilst the later needs to live and function in the world as it is. He never quite puts it into this crass distinction, yet with the many illustrative examples he constantly conjures up it becomes clear that this tension is what concerns him.
Ultimately, he does not have a prescriptive answer to the problems he poses and this is OK. A quote from Tao Te Ching comes to mind, that encapsulates his ‘solution’. Namely, “the Master concerns himself with the depths and not the surface, with the fruit and not the flower.” In Barnett’s mind that ‘fruit’ is the integral role of truthfulness, with ramifications for both ontological and epistemological virtues (e.g. courage, steadfastness, humility, justice, concern for others etc.) and how such value assumption overlap and contradict in practice. How the lived experiences of people being a university today and in the future, open up possibility and restrict others, and how these justifications happen.
In conclusion, the book represents a ‘quick and dirty’ road map (for a critical) introduction to the field. This epithet is not criticism, but rather the highest form of praise. In the sense, that the reader feels they have gained an understanding over the complexity of the field. There are aspects worthy of criticism, for example, he does not address the internal contradictions of concepts like social justice and other social activist causes antithetical to truthfulness. Yet, given the books overarching scope and breadth, this is more than excusable. In Barnett’s mind, the addressed issues are of universal concern due to ecological and not just human importance. The book also serves as a reminder that every understanding also creates blindness. Whilst having moralistic overtones, Barnett stresses, that we should not take for granted Higher Education and the institution of the university, but appreciated them for the rare and fragile gift that they are. Similarly, we need to carefully protect and preserve them, as to allow future generations their own bountiful harvests, as to reconnect to the fruit metaphor. This can only done via the medium of truthfulness, this Barnett’s take, for better or worse.
