101 found
Order:
  1. Marianna Papastephanou (2005). Can Subjectivity Be Salvaged? Common Knowledge 11 (1):136-159.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  2.  1
    Zelia Gregoriou & Marianna Papastephanou (2013). The Utopianism of John Locke's Natural Learning. Ethics and Education 8 (1):18 - 30.
    This article focuses on John Locke's understanding of the student as a natural learner and on the ambiguous utopia of childhood that underpins this understanding. It draws a parallel between the educational utopia of natural learning and colonization, and then investigates ethico-political implications. Locke politicizes natural learning in ways that normalize exclusions at the level of intersubjective ethical relations and naturalize colonial expansion at the level of cosmopolitan right. Thought through to its implications, this claim leads to exploring connections between (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  3.  55
    Marianna Papastephanou (2011). The 'Cosmopolitan' Self Does Her Homework. Journal of Philosophy of Education 45 (4):597-612.
    Cosmopolitan concern for the whole world is often treated as oppositional to particular collectivities, to corresponding sensibilities and to the obligations that follow from them. Tensions revolve around demands made upon the self (depending on the emphasis on the local or the global) and infuse educational discourse accordingly. Culturalism approaches the self as a culturally or multiculturally shaped identity, monopolises the terrain of cosmopolitan debate and narrows the scope of cosmopolitan education only to encouraging hybridity of selfhood and to cultivating (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  4.  40
    Marianna Papastephanou (2005). Globalisation, Globalism and Cosmopolitanism as an Educational Ideal. Educational Philosophy and Theory 37 (4):533–551.
    In this paper, I discuss globalisation as an empirical reality that is in a complex relation to its corresponding discourse and in a critical distance from the cosmopolitan ideal. I argue that failure to grasp the distinctions between globalisation, globalism, and cosmopolitanism derives from mistaken identifications of the Is with the Ought and leads to naïve and ethnocentric glorifications of the potentialities of globalisation. Conversely, drawing the appropriate distinctions helps us articulate a more critical approach to contemporary cultural phenomena, and (...)
    Direct download (10 more)  
     
    Export citation  
     
    My bibliography   7 citations  
  5.  5
    Marianna Papastephanou (2014). To Mould or to Bring Out? Human Nature, Anthropology and Educational Utopianism. Ethics and Education 9 (2):157-175.
    Against narrow understandings of educational research, this article defends the relevance of philosophical anthropology to ethico-political education and contests its lack of space in the philosophy of education. My approximation of this topic begins with comments on philosophical anthropology; proceeds with examples from the history of educational ideas that illustrate what is at stake in placing realism, impossibility and education side by side; and moves to what anthropologically counts as realism or realistic expectations from education. The etymology of the word (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  6.  2
    Marianna Papastephanou (2016). Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  7.  2
    Marianna Papastephanou (2016). Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  8.  23
    Marianna Papastephanou (2005). Rawls' Theory of Justice and Citizenship Education. Journal of Philosophy of Education 39 (3):499–518.
  9.  51
    Christopher Norris & Marianna Papastephanou (2002). Deconstruction, Anti–Realism and Philosophy of Science—an Interview with Christopher Norris. Journal of Philosophy of Education 36 (2):265–289.
    In this interview, Christopher Norris discusses a wide range of issues having to do with postmodernism, deconstruction and other controversial topics of debate within present-day philosophy and critical theory. More specifically he challenges the view of deconstruction as just another offshoot of the broader postmodernist trend in cultural studies and the social sciences. Norris puts the case for deconstruction as continuing the 'unfinished project of modernity' and—in particular—for Derrida's work as sustaining the values of enlightened critical reason in various spheres (...)
    Direct download (10 more)  
     
    Export citation  
     
    My bibliography   4 citations  
  10.  25
    Marianna Papastephanou & Charoula Angeli (2007). Critical Thinking Beyond Skill. Educational Philosophy and Theory 39 (6):604–621.
    The aim of this article is to investigate possibilities for conceptions of critical thinking beyond the established educational framework that emphasizes skills. Distancing ourselves from the older rationalist framework, we explain that what we think wrong with the skills perspective is, amongst other things, its absolutization of performativity and outcomes. In reviewing the relevant discourse, we accept that it is possible for the skills paradigm to be change?friendly and context?sensitive but we argue that it is oblivious to other, non?purposive kinds (...)
    Direct download (12 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  11.  24
    Marianna Papastephanou (2009). Method, Philosophy of Education and the Sphere of the Practico-Inert. Journal of Philosophy of Education 43 (3):451-469.
    This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre's notion of the 'practico-inert' as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico-inert, on the one hand, and praxis, on the other, lies at the heart of (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  12.  15
    Marianna Papastephanou (2006). Education, Risk and Ethics. Ethics and Education 1 (1):47-63.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  13. Marianna Papastephanou (2010). Communicative Utopia and Political Re-Education. In Mark Murphy & Ted Fleming (eds.), Habermas, Critical Theory and Education. Routledge 33--46.
  14.  13
    Marianna Papastephanou (2012). Crossing the Divide Within Continental Philosophy: Reconstruction, Deconstruction, Dialogue and Education. Studies in Philosophy and Education 31 (2):153-170.
    In this article I explore some points of convergence between Habermas and Derrida that revolve around the intersection of ethical and epistemological issues in dialogue. After some preliminary remarks on how dialogue and language are viewed by Habermas and Derrida as standpoints for departing from the philosophy of consciousness and from logocentric metaphysics, I cite the main points of a classroom dialogue in order to illustrate the way in which the ideas of Habermas and Derrida are sometimes received as well (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  15.  17
    Marianna Papastephanou (1999). Philosophies of Science/Feminist Theories. [REVIEW] Radical Philosophy 96.
  16.  10
    Marianna Papastephanou (2011). Eurocentrism Beyond the 'Universalism Vs. Particularism' Dilemma: Habermas and Derrida's Joint Plea for a New Europe. History of the Human Sciences 24 (5):142-166.
    Is it Eurocentric on the part of western philosophers (Habermas, Derrida) or of researchers in human sciences to set out from a specific locality (Europe) to formulate ethico-political ideals with universal aspirations? In this article, I critique the ‘universalism vs. particularism’ framework within which the charge of Eurocentrism is deployed and I redefine the notion of Eurocentrism outside the drastic choice between universalism and particularism and in light of an ‘ec-centric’ reflection on the entanglement of the ‘We’ and the ‘others’. (...)
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  17.  21
    Marianna Papastephanou (2011). Walls and Laws: Proximity, Distance and the Doubleness of the Border. Educational Philosophy and Theory 43 (3):209-224.
    In this article, I explore the way in which proximity and distance have been made relevant to cosmopolitanism and I discuss the significance contemporary theory attributes to border crossing. By employing colonial border crossing and its rationalization as an example, and by drawing from Alain Badiou's critique of political philosophy, I expose some of the problems of facile and faddish approaches to planetary movement. I argue that the real borders to be crossed by true cosmopolitans are internal and, regrettably, traversible, (...)
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  18.  1
    Marianna Papastephanou (2016). Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  19.  1
    Marianna Papastephanou (2016). Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  20.  1
    Marianna Papastephanou (2016). Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  21.  1
    Marianna Papastephanou (2016). Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  22.  1
    Marianna Papastephanou (forthcoming). Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  23.  1
    Marianna Papastephanou (2016). Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  24.  1
    Marianna Papastephanou (2016). Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  25.  1
    Marianna Papastephanou (2016). Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics. Semiotica.
    Journal Name: Semiotica Issue: Ahead of print.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  26.  11
    Marianna Papastephanou (2011). Material Specters: International Conflicts, Disaster Management, and Educational Projects. Educational Theory 61 (1):97-115.
    In this essay, Marianna Papastephanou discusses three books—Michalinos Zembylas's The Politics of Trauma in Education; Sigal Ben-Porath's Citizenship Under Fire: Democratic Education in Times of Conflict; and Kenneth Saltman's Capitalizing on Disaster: Taking and Breaking Public Schools—from the perspective of the material causality of conflict and of the significance this might have for conflict resolution and the role that education may play in it. Setting out from the Derridean standpoint of spectrality, Papastephanou explores divergences and convergences of Zembylas's critical emotional (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  27.  25
    Marianna Papastephanou (2004). The Implicit Assumptions of Dividing a Cake: Political or Comprehensive? [REVIEW] Human Studies 27 (3):307-334.
    Rawls''s recent modification of his theory of justice claims that political liberalism is free-standing and falls under the category of the political. It works entirely within that domain and does not rely on anything outside it In this article I pursue the metatheoretical goal of obtaining insight into the anthropological assumptions that have remained so far unacknowledged by Rawls and critics alike. My argument is that political liberalism has a dependence on comprehensive liberalism and its conception of a self-serving subjectivity (...)
    Direct download (8 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  28.  14
    Marianna Papastephanou (2003). Forgiving and Requesting Forgiveness. Journal of Philosophy of Education 37 (3):503–524.
  29.  18
    Marianna Papastephanou (2002). Arrows Not yet Fired: Cultivating Cosmopolitanism Through Education. Journal of Philosophy of Education 36 (1):69–86.
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  30.  6
    Marianna Papastephanou (2002). Kant's Cosmopolitanism and Human History. History of the Human Sciences 15 (1):17-37.
    In this article I discuss Kant's idea of cosmopolitanism both in its prescriptive dimension (its normative content and regulative aspirations) and also its descriptive basis (its crucial philosophical-anthropological assumptions constituting its theoretical justification). My aim is to show that the prescriptive dimension cannot be treated separately from the descriptive one for some difficulties that the latter confronts pervade the former and misinform it. I then proceed to an examination of those difficulties which I locate mainly in Kant's onto-theological commitment to (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  31.  3
    Marianna Papastephanou (2004). Educational Critique, Critical Thinking and the Critical Philosophical Traditions. Journal of Philosophy of Education 38 (3):369–378.
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  32.  27
    Marianna Papastephanou (2008). Dystopian Reality, Utopian Thought and Educational Practice. Studies in Philosophy and Education 27 (2-3):89-102.
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  33.  15
    Marianna Papastephanou (2006). Postmodernism and the Revival of Socialism as Critique. The European Legacy 11 (3):241-258.
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  34.  2
    Marianna Papastephanou (1999). Prospects for Thinking Reconstruction Postmetaphysically: Postmodernism Minus the Quote‐Marks. Cultural Values 3 (3):291-303.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  35.  14
    Marianna Papastephanou (2013). Cosmopolitanism Discarded: Martha Nussbaum's Patriotic Education and the Inward–Outward Distinction. Ethics and Education 8 (2):166-178.
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  36.  8
    Marianna Papastephanou (2003). Education, Subjectivity and Community: Towards a Democratic Pedagogical Ideal of Symmetrical Reciprocity. Educational Philosophy and Theory 35 (4):395–406.
  37.  3
    Marianna Papastephanou (2014). From Consensus to Dissensus and Back Again: Habermas and Lyotard. The European Legacy 19 (6):679-697.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  38.  29
    Marianna Papastephanou (2010). Aristotle, the Action Researcher. Journal of Philosophy of Education 44 (4):589-595.
  39.  10
    Marianna Papastephanou (2000). Ulysses' Reason, Nobody's Fault: Reason, Subjectivity and the Critique of Enlightenment. Philosophy and Social Criticism 26 (6):47-59.
    Drawing on notions of alienation, reification and rationalization in their book Dialectic of Enlightenment, Adorno and Horkheimer explored the phenomenon of reason as such concerning the subject and the species, and diagnosed the pathologies of occidental societies. Reason provides the means for a vulnerable being to subordinate nature and serve its desire for self-preservation. However, this reason is instrumental since it objectifies the world and reifies other beings in order to render them manipulable. It is a subjective reason because it (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  40.  12
    Marianna Papastephanou (1997). Communicative Action and Philosophical Foundations: Comments on the Apel-Habermas Debate. Philosophy and Social Criticism 23 (4):41-69.
    Anglo-American and continental philosophy are often con sidered sharply divergent, even hostile, movements of thought. However, there have been several attempts to cross the divide between them, leading some theorists to very interesting and promising new projects. Apel has been one of the first German philosophers whose serious preoccupation with continental themes has not impeded his thorough and responsible investigation of analytic and post-analytic issues. Thus, Apel promotes a linguistic analysis that aspires to unveil the hidden, implicit, but non circumventible (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  41.  6
    Marianna Papastephanou (2001). Estranged but Not Alienated: A Precondition of Critical Educational Theory. Journal of Philosophy of Education 35 (1):71–84.
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  42.  4
    Marianna Papastephanou (2001). Reformulating Reason for Philosophy of Education. Educational Theory 51 (3):293-312.
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  43.  18
    Marianna Papastephanou (2012). Exploring Habermas's Critical Engagement with Chomsky. Human Studies 35 (1):51-76.
    This article explores Jürgen Habermas’s critical employment of Noam Chomsky’s insights and the philosophical assumptions that motivate or justify Habermas’s early enrichment of his universal pragmatics with material drawn from generative linguistics. The investigation of the influence Chomsky’s theory has exerted on Habermas aims to clarify what Habermas means by universalism, reason embedded in language and the universal core of communicative competence—away from various misinterpretations of Habermas’s rationalist commitments and from reductive, conventionalist readings of his notion of consensus. Much against (...)
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography  
  44. Marianna Papastephanou (2002). Arrows Not Yet Fired: Cultivating Cosmopolitanism Through Education. Journal of the Philosophy of Education 36 (1):69-86.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  45.  23
    Marianna Papastephanou (2000). The Idea of Emancipation From a Cosmopolitan Point of View. Continental Philosophy Review 33 (4):395-416.
    R. Rorty uncouples cosmopolitanism from emancipation and rejects the latter on both phylogenetic and ontogenetic grounds. Thus: 1. There is no human nature to be emancipated, and 2. The notion of a rational, transcendental and conditioning subject (presupposed by traditional theories of emancipation) is obsolete. He preserves the idea of cosmopolitanism, which, in an effort to avoid foundationalisrn, he associates only with the development and progress of liberal societies. His cosmopolitanism relies on the distinction between persuasion and force and his (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography  
  46.  19
    Marianna Papastephanou (2010). The Conflict of the Faculties: Educational Research, Inclusion, Philosophy and Boundary Discourses. Ethics and Education 5 (2):99-116.
    The aim of this article is to examine ways in which localized research runs the risk of becoming a boundary discourse in a negative sense. The exaggerated emphasis on immanent critique, contextualization and incommensurability may lead discourse and disciplines to an isolationist self-understanding that leaves unchallenged or even entrenches existing discursive hegemonies. Or, it may side with the kind of facile and hasty fusion of discourses and disciplines that ignores epistemic demands and concerns for validity and semantic accuracy. That is, (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  47.  4
    Marianna Papastephanou (1996). The Cambridge Companion to Habermas. International Philosophical Quarterly 36 (4):498-500.
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  48.  2
    Marianna Papastephanou (2014). Self-Knowledge. The European Legacy 19 (3):407-408.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  49.  2
    Marianna Papastephanou (2014). The Cyprus Problem: What Everyone Needs to Know. The European Legacy 19 (5):664-665.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  50.  3
    Marianna Papastephanou (2013). The Past in Pieces: Belonging in the New Cyprus. The European Legacy 18 (4):522-524.
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
1 — 50 / 101