The Thinking University Expanded considers how the university can be extended and developed to an institution of play that becomes a gateway to new compositions and enactments of opportunities and happiness for university academics and students alike. A university of and in continuous play can shape the public sphere in ways that reimagine both the epistemological and political, and the metaphysical and the ethical. Without abandoning the university’s emphasis on thinking, the book examines the prospects of opening the university to ‘a new, possible use’. The singular outcomes-based lens of seeing higher education distorts the humane and ethical nuance of what a university can potentially do and aspire towards. For this reason, the book intends to find a new use for the idea of a university – one that is responsible and responsive in both its pursuit of the truth and being open to different kinds of truth, as made manifest in diverse contexts and life-worlds. This book will be of great interest for academics, researchers and postgraduate students in the field of higher education.

Today, it can seem as if the world has nothing but problems. And more than ever the boundaries of those problems are expanding in terms of the speed, scale, and impact by which they can alter business conditions, public governance, entire societies, the health of our planet, and the quality of our lives. Meeting these growing challenges requires ambitious new ways of designing solutions. With Expand: Stretching the Future By Design, authors Jens Martin Skibsted, a multiple-award winning designer, entrepreneur, and design philosopher, and Christian Bason, political scientist and CEO of the Danish Design Centre, take readers beyond “design thinking” to challenge current habits and carve out new space for more sustainable innovation. From transforming the ways we do business and reimagining health care, to creating planet-restoring housing and humanizing our digital lives in an age of AI, Expand explores how expansive thinking across six key areas—time, proximity, value, life, dimensions, and sectors—can provide radical, useful solutions to a whole host of current problems around the globe. With powerful real-world examples, the book challenges our freewheeling belief in technological determinism and its insensitivity toward ethics, humanity, and the environment. Expand is the first book to not just critique design thinking, but welcome it as a starting point for an ambitious, wide-ranging tale of how to expand and think beyond it. The best way to predict the future is to design it. Expand is the book that shows us how.

Leading scholars respond to the famous proposition by Andy Clark and David Chalmers that cognition and mind are not located exclusively in the head.

Transforming Universities in South Africa: Pathways to Higher Education Reform responds to the pressing need to comprehensively review the post-apartheid experience and assess where South Africa’s higher education stands across the continent and globally, particularly within the country’s efforts to overcome decades of socio-economic imbalances.

This book explores the argument to reconsider the idea of a university in light of the African ethic of ubuntu; literally, human dignity and interdependence. The book discusses, through the context of higher education discourse of philosophy and comparative education, how global universities have evolved into higher educational institutions concerned with knowledge (re)production for various end purposes that range from individual autonomy, to public accountability, to serving the interests of the economy and markets. The question can legitimately be asked: Is an ubuntu university different from an entrepreneurial university, thinking university, and ecological university? While these different understandings of a university accentuate both the epistemological and moral imperatives in relation to itself and the societies in which they manifest, it is through the ubuntu university that emotivism in the forms of dignity and humaneness will enhance a university’s capacity for autonomy, responsibility, and criticality. This book would be of academic interest to university educators and students in philosophy of education, comparative education, and cultural studies.