The Idea of the University: Contemporary Perspectives, Volume 2 is a companion to The Idea of the University: A Reader, Volume 1, which presents readings from the major texts on the idea of the university over the last two hundred years. This volume consists of essays from the leading contemporary scholars of the university across the world. The essays examine ideas of the university that lie tacitly in its national and global framing, and offer creative ideas in taking the university forward, both on a regional and on a world-wide basis. Specific lines of inquiry include those of citizenship, cosmopolitanism, wisdom, ecology and freedom. The thirty chapters in this volume have been invitingly grouped to offer intriguing ways into the material, which in turn opens the way to very large conceptual and theoretical issues. In an era of marketization, can universities attend to any global responsibilities? Might regionalism-in Europe, in South America, in Africa-prompt new ideas of the university? What understandings of knowledge are feasible in a digital age? Amid local, national, regional and worldly callings, how might citizenship be construed? In a final section, a space opens for more speculative inquiries as to the conceptual possibilities ahead: Just what ideas of the university might feasibly be entertained for the twenty-first century? Might it be envisaged that the university has both responsibilities and possibilities in playing a part in bringing about a better world? Those concluding chapters in The Idea of the University: Contemporary Perspectives respond in original ways and all in an optimistic fashion.

This collection is the first book devoted to Paulo Freire's ongoing global legacy to provide an analysis of the continuing relevance and significance of Freire's work and the impact of his global legacy. The book contains essays by some of the world's foremost Freire scholars - McLaren, Darder, Roberts, and others - as well as chapters by scholars and activists, including the Maori scholars Graham Hingangaroa Smith and Russell Bishop, who detail their work with the indigenous people of Aotearoa-New Zealand. The book contains a foreword by Nita Freire as well as chapters from scholars around the world including Latin America, Asia, the United States, United Kingdom, New Zealand, and Australia. With a challenging introduction from the editors, Michael A. Peters and Tina Besley, this much-awaited addition to the Freire archive is highly recommended reading for all students and scholars interested in Freire, global emancipatory politics, and the question of social justice in education.

Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. It has been adopted by the United Nations, UNESCO and the Council of Europe as the basis for interreligious and interfaith initiatives and has become increasingly associated with a liberal theory of modernity and internationalism that presupposes freedom, democracy, human rights and tolerance. It is now the dominant paradigm for 'cultural policy' and the educational basis for the development of intercultural understanding. Governments have placed their hope in intercultural education as the way to avoid the worst excesses of globalization, especially exclusion and marginalization, and the problems of xenophobia and racism that afflict European societies. Interculturalism, Education and Dialogue is an international collection by renowned scholars who examine the ideological underpinnings of the European model and its global applications. It explores the historical, philosophical and educational dimensions of intercultural dialogue.

Cognitive capitalism - sometimes referred to as 'third capitalism,' after mercantilism and industrial capitalism - is an increasingly significant theory, given its focus on the socio-economic changes caused by Internet and Web 2.0 technologies that have transformed the mode of production and the nature of labor. The theory of cognitive capitalism has its origins in French and Italian thinkers, particularly Gilles Deleuze and Felix Guattari'sCapitalism and Schizophrenia, Michel Foucault's work on the birth of biopower and Michael Hardt and Antonio Negri's Empire and Multitude, as well as the Italian Autonomist Marxist movement that had its origins in the Italian operaismo (workerism) of the 1960s. In this collection, leading international scholars explore the significance of cognitive capitalism for education, especially focusing on the question of digital labor.

The Digital University: A Dialogue and Manifesto focuses on teaching, learning, and research in the age of the digital reason and their relationships to the so-called knowledge economy. The first part of the book, 'The University in the Epoch of Digital Reason,' presents the authors' insights into the nature of the contemporary university. The second part, 'Collective Intelligence and the Co-creation of Social Goods,' explores various collective ways of knowledge creation, dissemination, and education. The final part, 'Digital Teaching, Digital Learning and Digital Science,' presents an ongoing series of one-to one dialogues between Michael Adrian Peters and Petar Jandric about philosophy of education in the age of digital reason, relationships between learning, creative col(labor)ation, and knowledge cultures, digital reading, digital self, digital being, radical openness, creative labour, and the co-production of symbolic goods. Situated in, against, and beyond the current state of affairs, the book ends with the Digital University Manifesto, which explores what is to be done in and for a better future of the digital university.

The Idea of the University: A Reader, Volume 1 is a unique compilation of selected works of the major thinkers who have contributed to the discourse on the idea of the university in the German, English, American and French traditions, dating from the establishment of the University of Berlin in 1810. Readings include excerpts from Kant and Humboldt in the German tradition of Bildung through to Jaspers, Habermas and Gadamer; Newman, Arnold, Leavis and others in the British tradition; Kerr, Bok and Noble, among others, in the American tradition; and Bourdieu, Lyotard and Derrida in the French tradition. Each reading is prefaced with a brief editor's explanatory note. The Idea of the University: A Reader, Volume 1 provides a comprehensive account of the university, and is matched by a second volume of original essays on contemporary perspectives.

Cognitive capitalism - sometimes referred to as 'third capitalism,' after mercantilism and industrial capitalism - is an increasingly significant theory, given its focus on the socio-economic changes caused by Internet and Web 2.0 technologies that have transformed the mode of production and the nature of labor. The theory of cognitive capitalism has its origins in French and Italian thinkers, particularly Gilles Deleuze and Felix Guattari'sCapitalism and Schizophrenia, Michel Foucault's work on the birth of biopower and Michael Hardt and Antonio Negri's Empire and Multitude, as well as the Italian Autonomist Marxist movement that had its origins in the Italian operaismo (workerism) of the 1960s. In this collection, leading international scholars explore the significance of cognitive capitalism for education, especially focusing on the question of digital labor.