“Universities have been with us on this Earth for at least one thousand years and will surely be with us in the future; perhaps so long as there is life on this planet that has any well-being. There is now something in not just the name of the institution but in the idea of the university that seems to have durability. But the question imposes itself again: just what is it to be a university?(Barnett,2011)”
Ronald Barnett sets out a masterly critique of our ideas of a university. By offering a forensic analysis of their past and present trajectory he posits that there is a positive and ontological case for the evolution of an Ecological University. As he argues, we need to develop feasible utopias as part of what he describes as social philosophy, with a critical edge ,which seek to develop ideas which address the question of how to create universities which might be the best fit for this world, and not the best in all possible worlds.
These ideas are perpetuated and reinforced in a world of increasing uncertainty and unpredictability. Hence, there are strong arguments as advocated by Facer(2021) that business as usual is an insufficient response to the crises of the COVID-19 pandemic and the Climate Crisis. In these circumstances Barnett coins, the descriptor –the therapeutic university—a stance based on the idea of helping the world live purposely with uncertainty-which he advocates is based on the reality that the world cannot be controlled and that for any university, control is an anathema to their core values. And its pedagogy becomes less epistemological and more ontological in character. In this orientation its policies and practices play out in its concerns for human flourishing and the connection to the wider dimension of well-being along with concerns about ethical dilemmas.
But most of these orientations have both negative and positive and even pernicious possibilities. Another more acceptable alternative offered by Barnett is the idea of the authentic university. – one that is true to itself. But as he argues the pushes and pulls from its environment make this hugely difficult especially those that come from regulation and funding mechanisms. Hence, he questions whether we can realistically speak of a responsible university, because these external pressures make it impossible to speak of the university and authenticity in the same breath. His answer is that these apparent tensions between authenticity and responsibility -between the inner and outer calling of the university can be resolved by a different concept – the Ecological University.
This is a university which seriously focusses on both its interconnectedness with the world and the interconnectedness of the world. Its tangible learning outcomes being towards developing students as global citizens with a care or concern for the world and their contribution via civic engagement towards the realisation of a more environmentally and socially just sustainable world. This characterisation also encompasses the idea of a networked university– which engages actively both locally and globally to bring about a better world.
“This is a university neither in-itself( the research university)nor for itself(the entrepreneurial university)but for others. Or we might even say simply, for -the-other, for the ecological university has an abiding sense of alterity ,of there being external realms to which it has responsibilities, even while holding fast to its traditional interest in the emancipatory power of understanding for enlightenment”.
Ronald Barnett (2011) The coming of the ecological university, Oxford Review of Education, 37:4, 439-455.
Keri Facer(2021) Beyond business as usual: Higher education in the era of climate change. HEPI Debate Paper 24.
Martin S., Ives C., Carney B. (2023) Universities as Agencies of Human and Social Change: From Green Academy to Ecological Universities, The Bloomsbury Handbook of Sustainability in Higher Education: An Agenda for Transformational Change.
