A Cartography of Philosophy's Engagement with Society

Autor/inn/en	Hicks, Diana; Holbrook, J. Britt
Titel	A Cartography of Philosophy's Engagement with Society
Quelle	In: Minerva: A Review of Science, Learning and Policy, 58 (2020) 1, S.25-45 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-4695
DOI	10.1007/s11024-019-09384-3
Schlagwörter	Philosophy; Role; Intellectual Disciplines; College Faculty; Information Dissemination; Educational Research + Suchen Sie Ihr Suchwort? Philosophie; Rollen; Geisteswissenschaften; Fakultät; Informationsverbreitung; Bildungsforschung; Pädagogische Forschung
Abstract	Should philosophy help address the problems of non-philosophers or should it be something isolated both from other disciplines and from the lay public? This question became more than academic for philosophers working in UK universities with the introduction of societal impact assessment in the national research evaluation exercise, the REF. Every university department put together a submission describing its broader impact in case narratives, and these were graded. Philosophers were required to participate. The resulting narratives are publicly available and provide a unique resource permitting a more comprehensive, empirically based consideration of philosophy's influence outside the academy than has hitherto been possible. This paper takes advantage of this data to develop a cartography of the ways in which philosophers engage society in their work. We identify five approaches: dissemination, engagement, provocations, living philosophy, and philosophy of X. We compare these along the six dimensions proposed by Frodeman and Briggle to characterize the ideal field philosopher. We conclude that there are multiple ways of being a field philosopher, which vary in their emphasis. This pluralism bodes well for the expansion of philosophy's societal influence, since there are routes available to suit different preferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01