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Morality, Humanity and Narrative – the Impact of Rai Gaita’s Work

Summary of the impact

Rai Gaita's work brings a distinctive conception of good and evil to bear on a range of central and abiding moral questions. His work has shaped and changed the understanding of core moral and political issues by the general public in Australia and in other countries, and it has influenced the attitudes of policy makers and lawyers. Some of his books are on the reading list for the Higher School Certificate in Australia and have therefore had an immediate impact on the moral sensitivities of young Australians.

Not many contemporary moral philosophers have had such impact beyond the academic sphere. Why and how has Gaita achieved this impact? While academic philosophers tend to present their ideas in more technical form, Gaita's work crosses the boundaries between philosophical inquiry and literature. He brings philosophical issues to life by using the narrative form. For instance, his book Romulus, My Father, which uses biography to meditate on the human condition, has reached and influenced vast numbers of people. It was adapted into a film of the same title internationally released in 2007 and 2008. The inextricable connection between form and content in Gaita's work enables non-philosophical audiences to engage with, and respond to, his moral philosophy. In addition, his work has made a substantial contribution to the publishing and creative industries through the outstanding success of his books and related outputs.

Submitting Institution

King's College London

Unit of Assessment

Philosophy

Summary Impact Type

Societal

Research Subject Area(s)

Language, Communication and Culture: Literary Studies
Philosophy and Religious Studies: History and Philosophy of Specific Fields, Philosophy

Spinoza Research Network

Summary of the impact

The Spinoza Research Network (SRN) contributed to public discourse through online presence, public lectures and radio interviews, with impact through increased understanding and awareness, and changes in behaviour. The project had impact on cultural life through engagement with artists and impact on their practice. The SRN was a 2-year AHRC-funded project for researchers in multiple disciplines working on Spinoza with non-academics. In 2008-10 SRN gained 200 members from over 16 countries. Membership is currently around 250. The outputs were an interactive website, two conferences, and an edited book, public speaking, a Facebook group, a reading group, and two radio interviews.

Submitting Institution

University of Dundee

Unit of Assessment

Philosophy

Summary Impact Type

Societal

Research Subject Area(s)

Language, Communication and Culture: Literary Studies
Philosophy and Religious Studies: Philosophy

Philosophy and Public Affairs

Summary of the impact

St Andrews philosophers have brought their expertise into dialogue with professionals and members of the wider public, on matters of current concern. The impact has been created in three domains:

  • Impact on professional practice (Haldane's research on values, practical reasoning and punishment helps healthcare professionals make difficult decisions, and helps judges reflect upon ethical dilemmas);
  • Impact on Christian organisations and institutions (Haldane's research on the role of religion in education and in public life influences educators, campaigners, and policy-makers);
  • Impact on public debate about environmentalism and climate change (Mulgan's work on future generations and Scruton's research on environmental conservatism have played significant roles in public debate, in part mediated by Mulgan's introductory writings).

Submitting Institution

University of St Andrews

Unit of Assessment

Philosophy

Summary Impact Type

Cultural

Research Subject Area(s)

Language, Communication and Culture: Cultural Studies, Literary Studies
Philosophy and Religious Studies: Philosophy

PHIL02 - Highlighting and advancing analytic methods in the philosophy of art

Summary of the impact

Impact arises from two books that have helped reshape and give new focus to the teaching of philosophy of art and, in particular, the philosophy of literature by giving wide acceptance to analytic methods and producing an alternative paradigm to previously dominant `continental' approaches to philosophy of literature and critical theory. The beneficiaries of this research were Higher Education Institutions involved in the teaching of literature, critical theory and philosophy. The books are having a significant impact on the way both these subjects are taught and conceived.

Submitting Institution

University of York

Unit of Assessment

Philosophy

Summary Impact Type

Cultural

Research Subject Area(s)

Language, Communication and Culture: Cultural Studies, Literary Studies
Philosophy and Religious Studies: Philosophy

History of Philosophy in the Public Sphere

Summary of the impact

Researchers in the history of philosophy at the University of St Andrews have brought their findings into public discourse both within Scotland and beyond. St Andrews philosophers have particular expertise in the tradition of Scottish philosophy, and in finding a place for that tradition in the Scotland of today. They also show the continuing vitality and relevance of the thought of major figures from beyond Scotland, such as Thomas Aquinas and Immanuel Kant. Through media outlets, continuing discussions with audiences outwith the academic world, and relationships with contemporary artists, philosophers at St Andrews are involved in on-going conversation with the larger community about what the philosophical tradition has to offer us in today's world.

Submitting Institution

University of St Andrews

Unit of Assessment

Philosophy

Summary Impact Type

Cultural

Research Subject Area(s)

Language, Communication and Culture: Cultural Studies, Literary Studies
Philosophy and Religious Studies: Philosophy

Informing and Supporting the Delivery of Philosophy in Pre-Tertiary Education

Summary of the impact

The published research of University of St Andrews philosophers has been used to inform, support, and develop the work of teachers of philosophy in primary and secondary education, principally within Scotland where the teaching of philosophy has doubled in the last 10 years [S7]. There are two elements to the impact.

(1) Colleagues' world-leading research into philosophical topics and authors covered by school syllabi has been made accessible to secondary-school teachers and their pupils, via `introductory' publications, via events and personal contacts in St Andrews and in schools, and via a formal programme of continuing professional development. To date, teachers from one-third of all Scottish centres (schools/colleges) delivering Philosophy Higher have received accredited philosophy training via this St Andrews programme — this is significant insofar as it is not currently possible for teachers to complete a course of Initial Teacher Education in Philosophy in Scotland, meaning teachers must gain philosophy training and support elsewhere.

(2) Berys Gaut's novel philosophical work on creativity has had an impact on the teaching of philosophy to very young children, mediated both through a book for teachers co-authored by Gaut with a nursery-school teacher, and by events and personal contacts as detailed below. Both elements of impact have been coordinated by Dr Lisa Jones, under the auspices of a philosophy-in-schools programme (POPS) [see http://www.st-andrews.ac.uk/philosophy/pops/].

Submitting Institution

University of St Andrews

Unit of Assessment

Philosophy

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education
Philosophy and Religious Studies: Philosophy

Using philosophical research to improve teaching and learning in schools

Summary of the impact

This case study focuses upon the translation of academic research into the improved school teaching of philosophy. Since 2003, the Department has run an annual one-day national conference, free of charge, alternating between sixth-form teachers and pupils. The impact of these has been:

  • to enhance teachers' understanding of the relevant philosophical issues, and thereby to pass on this understanding to students;
  • to facilitate the production of teaching materials and other classroom resources; and
  • to provide a model for at least one other similar sort of conference.

Submitting Institution

University of Sussex

Unit of Assessment

Philosophy

Summary Impact Type

Societal

Research Subject Area(s)

Philosophy and Religious Studies: History and Philosophy of Specific Fields, Philosophy

Aesthetics and its Modern History

Summary of the impact

For two decades, researchers at Southampton have played a leading role in demonstrating the value of bringing contemporary aesthetics into dialogue with its past. Through an extensive programme of public engagement activities, including talks, podcasts, videos, gallery events and 6th form conferences, we have brought our research on this theme to more than 200,000 people, stimulating them to think about unfamiliar topics, or about familiar topics in new and illuminating ways. These activities have enriched our interlocutors' intellectual and cultural lives, and, in some cases, have influenced their understanding of their own artistic practice.

Submitting Institution

University of Southampton

Unit of Assessment

Philosophy

Summary Impact Type

Cultural

Research Subject Area(s)

Language, Communication and Culture: Cultural Studies, Literary Studies
History and Archaeology: Historical Studies

Philosophical Dialogue and Rhetoric Creating an Alternative Space for Thinking Together

Summary of the impact

This case study demonstrates the impact of research on Philosophical Dialogue and Rhetoric in the context of the marketisation of Higher Education. In this context, impact was (and is) created through the facilitation of Socratic dialogues, and the dissemination of reflections on the pedagogical nature of these dialogues against the increasing marketisation of Higher Education. This case study aims to show a change in awareness, attitude and understanding of individual participants, especially a (philosophical) revaluation of their own experience. It also aims to change the pedagogical attitudes and practices of participating teachers and lecturers.

Submitting Institution

St Mary's University, Twickenham

Unit of Assessment

Philosophy

Summary Impact Type

Societal

Research Subject Area(s)

Language, Communication and Culture: Literary Studies
Philosophy and Religious Studies: History and Philosophy of Specific Fields, Philosophy

Schopenhauer and Nietzsche on the Value of Existence

Summary of the impact

In recent years, few institutions have contributed more intensively than Southampton to the wider appreciation of two of the 19th Century's most influential thinkers, Arthur Schopenhauer and Friedrich Nietzsche. By way of a determined campaign of public engagement, we have shared our research on Schopenhauer and Nietzsche with over three million members of several different publics. This has resulted in genuine cultural enrichment: our interlocutors have encountered new approaches to topics that they find intrinsically compelling, and have been prompted to think and feel differently about issues that are — or that have come to be — of real significance for them.

Submitting Institution

University of Southampton

Unit of Assessment

Philosophy

Summary Impact Type

Cultural

Research Subject Area(s)

Language, Communication and Culture: Literary Studies
History and Archaeology: Historical Studies
Philosophy and Religious Studies: Philosophy

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