Re-enchanting the academy: popular education and the search for soul in the modern university Professor Linden West Canterbury Christ Church University 2015

Introduction: the context Wider cultures in crisis? Racism, fundamentalism and distressed urban contexts: the decline of public space and the absent university? Disenchantment in the university? The ‘soul’ of the modern business, entrepreneurial and bureaucratic university? Economically focused, marketised, individualised, commodified, and the decline of social responsibility; ‘look on the websites’ Re-visiting an older experiment in democratic higher education: serving society rather than elites

R.H.Tawney and an ‘experiment’ in democratic higher education Tawney, privileged, Christian ethical socialist The tutorial class movement; 30 working class people as learners and teachers, a constructivist view. Disenchantment, incorporation and Jonathan Rose; encounters with otherness, ‘recognition’ and social solidarity The purpose of university education: local, liberal, and an education for citizens, rather than meritocracy; learning fraternal, democratic association, encounters with the other, and building the Kingdom on earth

Old hat, Victorian earnestness and lost faith in religious narratives and education? Mass higher education, its disenchantment: ‘another lifestyle choice’? The fragility of the multi-cultural social order, of democracy, the decline of public space and the social responsibility of universities Re-enchanting the modern university? Democracy will only thrive if it is experienced, or learned, widely across a culture Rediscovering soul in social purpose/the education of citizens?

Readings Bainbridge A and West L (2012) (Eds) Psychoanalysis and Education, minding the gap. London: Karnac. Barnett R (2011) Being a University. London: Routledge Biesta G (2011) Learning democracy in school and society: education, lifelong learning and the politics of citizenship. Boston: Sense. Fieldhouse R (1996) A History of Modern British Adult Education. Leicester, NIACE. Finnegan F., Merrill B. and Thunborg C. (2014) (Eds) Student Voices on Inequalities in European Higher Education: Challenges for theory, policy and practice in a time of change. London: Routledge (in press). Freeman, M (2014) The Priority of the Other. Thinking and Living beyond the Self. Oxford: University Press. Goldman, L (2013) The Life of R.H.Tawney; socialism and history. London: Bloomsbury Honneth, A. (2007). Disrespect, the normative foundations of critical theory. Polity Press. Honneth, A. (2009). Pathologies of Reason. Columbia University Press. Merrill B and West L (2009) Using biographical methods in social research. London: Sage Mirowski, R. (2012) Never let a serious crisis go to waste. London: Verso. Rose J (2010) (2 nd edn). The intellectual life of the British Working Classes. London: Yale University Press Varvin S (2012). Islamism and Xenophobia, in L.Auested (ed), Psychoanalysis and Politics: exclusion and representation. London: Karnac. Watson D (2014) The Question of Conscience; higher education and personal responsibility. London: IOE. West L (1972) The Tawney Legend Re-examined. Studies in Adult Education, 4, 2. West, L., Fleming, T., and Finnegan, F., (2013) Connecting Bourdieu, Winnicott, and Honneth: Understanding the experiences of non-traditional learners through an interdisciplinary lens, Studies in the Education of Adults, Volume 45 Number 2, Autumn 2013 West L (2014) Learning democracy and fundamentalism ; narratives of change, disrespect and recognition. In Reid H and West L (Eds). Narratives of Change and Continuity. London: Routledge (in press). West L (2014) Transformative Learning and the form that transforms: towards a psychosocial theory of recognition using auto/biographical narrative research. Journal of transformative education, 12, (2), West L (2016, forthcoming) Distress in the city: racism, fundamentalism and a democratic education. London: Trentham Books