Embodied Being in Higher Education

Various demands from a range of stakeholders are being made of higher education, including contributing to economic productivity and prosperity of nations, preparing graduates for employment, developing knowledge and skills, sharpening thinking and much more besides. As these demands and debates continue to exert influence on higher education policy and practice, it is timely to revisit questions about what higher education is to focus on doing and for what purpose. Higher education arguably has a responsibility to develop how students are learning to be in the present and becoming into the future, within the communities to which they belong and those within which they aspire to participate, such as professional communities. To this end, in this book I argue for heightened emphasis on expanding possibilities for knowing, acting and being, toward fuller lives of interdependence with others and things in an interconnected world.