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.

Summary of the impact

Sustained research on citizenship issues by Professor David Archard and Dr Jeremy Watkins has:

• Provided the intellectual content for a Philosophy for Citizenship course which has been undertaken by hundreds of children in schools across Northern Ireland since its inception in January, 2012;
• Improved children's intellectual and interpersonal skills by promoting better quality reasoning, listening and oral communication;

and,

• Delivered a sustainable model of citizenship education that is particularly tailored to the needs of post-conflict societies and that has been embedded in a number of teacher training courses in Northern Ireland.

Summary of the impact

Jennifer Saul's research on sexual harassment in philosophy has received extensive media coverage. It has influenced practices of philosophy departments and professional associations, leading to the establishment of an American Philosophical Association Task Force on Sexual Harassment and to working groups in various departments. It has played a role in shaping the best practice guides of the American Philosophical Association and British Philosophical Association, both in progress. Finally, it has affected the thinking of many individuals. This research has been crucially informed by Christopher Bennett's work on mechanisms for expressing disapproval.

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/].

Summary of the impact

Through our very successful schools outreach programme, Philosophy in the City, several members of staff have brought their research ideas to school students and teachers, with considerable influence both on the students themselves and on the way in which philosophy is taught and thought of within those schools. This activity has formed an important part of our civic engagement with Sheffield and its region, in enabling our research work to be understood beyond the academy, while drawing school pupils into the subject and influencing their attitude both to the issues we deal with and to higher education more generally.

Summary of the impact

`What sort of person should I be?' is central to Plato's ethical framework, and carries significant relevance for reflection on modern society. Based on her research into Plato's virtue ethics, Angie Hobbs, Associate Professor and Senior Fellow for the Public Understanding of Philosophy (until 2012), has sought to engage the public with philosophy. Regularly appearing on radio, television and in print media, Hobbs has encouraged the public to engage with the knowledge and skills offered by philosophy as a means of understanding contemporary issues. Her public advocacy for philosophy also includes promoting philosophy in schools. She has engaged with educators, policymakers, broadcasters and audiences of all ages.

Summary of the impact

Promoting public diffusion of philosophical research via new and online media, The 10-Minute Puzzle podcast series seeks to engage lay audiences with some of the central puzzles driving contemporary research in analytic philosophy. As of September 19^th, 2013, there had been over 63,000 downloads.

The series has two interrelated aims: to provide an innovative springboard for listeners (who may have had no previous exposure to philosophy) to engage with these puzzles on their own, and to provide a new, free resource for educators at all levels to stimulate interest in contemporary philosophy at any age.

As of September 19^th, 2013, the three episodes of The 10-Minute Puzzle described in this case study had been downloaded 14,418 times, with downloads continuing steadily.

Summary of the impact

The project makes accessible the history of philosophy `without any gaps' to a global audience. It capitalises on one of the Unit's research strengths, the history of philosophy, and brings this expertise to the general public maintaining a high level of intellectual rigour while making it accessible both intellectually and practically, thus maximizing reach. The public has access to the research through a series of podcasts (downloadable audio content) available on the project's website: www.historyofphilosophy.net, via software like iTunes. The podcasts are free to download and have been accessed more than 4 million times by thousands of listeners around the world. Because of their detail and format (often interviews) the podcasts convey advanced ideas and the fruits of recent research to this broad audience. The impact of the project lies in its ability to present our intellectual heritage in an accessible form, transforming the imaginations and sensibilities of individuals, enriching and expanding their lives and, given the nature of the topics discussed, informing and influencing their intellectual, cultural and personal development.

Summary of the impact

A booklet was produced to address a problem identified by A-level teachers of Philosophy. They had reported that while independent critical engagement is strongly emphasised in the A-level Philosophy marking criteria, the available teaching materials do not foster this skill. The booklet contains essays summarising research papers from three members of the Unit that represent opposing views of Nietzsche's critique of morality. Through questions and puzzles, students are able to compare the claims and take up critical positions. The booklet has contributed a new type of educational material for developing critical thinking in A-level Philosophy and has been used in the UK and overseas.

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).