Results for 'Marianna Bergamaschi Ganapini'

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  1. Why We Can Still Believe the Error Theory.Marianna Bergamaschi Ganapini - 2016 - International Journal of Philosophical Studies 24 (4):523-536.
    The error theory is a metaethical theory that maintains that normative judgments are beliefs that ascribe normative properties, and that these properties do not exist. In a recent paper, Bart Streumer argues that it is impossible to fully believe the error theory. Surprisingly, he claims that this is not a problem for the error theorist: even if we can’t fully believe the error theory, the good news is that we can still come close to believing the error theory. In this (...)
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  2. Belief’s minimal rationality.Marianna Bergamaschi Ganapini - 2020 - Philosophical Studies 177 (11):3263-3282.
    Many of our beliefs behave irrationally: this is hardly news to anyone. Although beliefs’ irrational tendencies need to be taken into account, this paper argues that beliefs necessarily preserve at least a minimal level of rationality. This view offers a plausible picture of what makes belief unique and will help us to set beliefs apart from other cognitive attitudes.
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  3.  51
    Confabulating Reasons.Marianna Bergamaschi Ganapini & Marianna Bergamaschi Ganapini - 2020 - Topoi 39 (1):189-201.
    In this paper, I will focus on a type of confabulation that emerges in relation to questions about mental attitudes whose causes we cannot introspectively access. I argue against two popular views that see confabulations as mainly offering a psychological story about ourselves. On these views, confabulations are the result of either a cause-tracking mechanism or a self-directed mindreading mechanism. In contrast, I propose the view that confabulations are mostly telling a normative story: they are arguments primarily offered to justify (...)
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  4.  58
    Doubting Assertion.Marianna Bergamaschi Ganapini - 2016 - Philosophia 44 (3):1-13.
    One main argument that has been offered in support of the Knowledge Account of Assertion is that it successfully makes sense of a variety of Moorean-paradoxical claims. David Sosa has objected to the Knowledge Account by arguing that it does not generalize satisfactorily to make sense of the oddity of iterated conjunctions of the form “p but I don’t know whether I know that p”. Recently, Martin Montminy has offered a defense of the Knowledge Account. In this paper, I show (...)
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  5.  33
    No Epistemic Norm or Aim Needed.Marianna Bergamaschi Ganapini - forthcoming - Episteme:1-16.
    Many agree that one cannot consciously form a belief just because one wants to. And many also agree this is a puzzling component of our conscious belief-forming processes. I will look at three views on how to make sense of this puzzle and show that they all fail in some way. I then offer a simpler explanation that avoids all the pitfalls of those views, which is based instead on an analysis of our conscious reasoning combined with a commonly accepted (...)
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  6.  56
    No, We Cannot.Bart Streumer - 2016 - International Journal of Philosophical Studies 24 (4):537-546.
    Marianna Bergamaschi Ganapini argues that we can believe the error theory. In this reply, I explain why I still think we cannot.
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  7. Emozioni, giudizi e valori.Marianna Ganapini - 2008 - Aisthesis: Pratiche, Linguaggi E Saperi Dell’Estetico 1 (1).
    This paper represents only the initial stage of my research and its main goal is to go over some aspects of the current debate on emotions. After laying out the cognitivist position, I will review some objections that have been moved to it. After that I will focus on the work on emotions recently done by de Sousa, Mulligan and Wollheim. In the literature, views on emotions have played a role in the debate on the nature of values. So at (...)
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  8.  20
    Editors' Introduction: Abstract Concepts: Structure, Processing, and Modeling.Marianna Bolognesi & Gerard Steen - 2018 - Topics in Cognitive Science 10 (3):490-500.
  9.  31
    Philosophy of Education in a New Key: Education for Justice Now.Marianna Papastephanou, Michalinos Zembylas, Inga Bostad, Sevget Benhur Oral, Kalli Drousioti, Anna Kouppanou, Torill Strand, Kenneth Wain, Michael A. Peters & Marek Tesar - forthcoming - Educational Philosophy and Theory:1-16.
    Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive and the normative (rea...
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  10.  38
    The Effect of a Brief Mindfulness Induction on Processing of Emotional Images: An ERP Study.Marianna D. Eddy, Tad T. Brunyé, Sarah Tower-Richardi, Caroline R. Mahoney & Holly A. Taylor - 2015 - Frontiers in Psychology 6.
  11.  31
    Patriotism and Pride Beyond Richard Rorty and Martha Nussbaum.Marianna Papastephanou - 2017 - International Journal of Philosophical Studies 25 (4):484-503.
    Old and new complicities of collective political attachment in violence give patriotism a bad name. Simplistic positions often view collective attachment as either entirely bad or as sanitizable merely by adding to patriotism the adjective ‘critical’. Patriotic affectivity, as illustrated with the political emotion of pride, stands out within philosophical debates. This article argues that, to think about patriotism differently, we need to look more closely at ‘optics’ of patriotism and pride that have escaped debate although they are crucial for (...)
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  12.  25
    Muslims’ View of God as a Predictor of Ethical Behaviour in Organisations: Scale Development and Validation.Marianna Fotaki, Saleema Kauser & Faisal Alshehri - 2019 - Journal of Business Ethics 158 (4):1009-1027.
    While there is a widespread acceptance of the link between religiosity and ethics, there is less certainty how this influence occurs exactly, necessitating further research into these issues. A main roadblock to our understanding of this influence from an Islamic perspective is the absence of a validated measurement tool. The purpose of this study therefore is to develop a Scale of Muslims’ Views of Allah. This article discusses how the SMVA was developed through the following five steps: establishment of content (...)
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  13.  22
    Conditional Beliefs: From Neighbourhood Semantics to Sequent Calculus.Marianna Girlando, Sara Negri, Nicola Olivetti & Vincent Risch - 2018 - Review of Symbolic Logic 11 (4):736-779.
    The logic of Conditional Beliefs has been introduced by Board, Baltag, and Smets to reason about knowledge and revisable beliefs in a multi-agent setting. In this article both the semantics and the proof theory for this logic are studied. First, a natural semantics forCDLis defined in terms of neighbourhood models, a multi-agent generalisation of Lewis’ spheres models, and it is shown that the axiomatization ofCDLis sound and complete with respect to this semantics. Second, it is shown that the neighbourhood semantics (...)
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  14.  9
    Justice at the Workplace: A Review.Marianna Virtanen & Marko Elovainio - 2018 - Cambridge Quarterly of Healthcare Ethics 27 (2):306-315.
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  15.  17
    Mental Heath as a Weapon: Whistleblower Retaliation and Normative Violence.Kate Kenny, Marianna Fotaki & Stacey Scriver - 2019 - Journal of Business Ethics 160 (3):801-815.
    What form does power take in situations of retaliation against whistleblowers? In this article, we move away from dominant perspectives that see power as a resource. In place, we propose a theory of normative power and violence in whistleblower retaliation, drawing on an in-depth empirical study. This enables a deeper understanding of power as it circulates in complex processes of whistleblowing. We offer the following contributions. First, supported by empirical findings we propose a novel theoretical framing of whistleblower retaliation and (...)
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  16.  42
    The Implicit Assumptions of Dividing a Cake: Political or Comprehensive? [REVIEW]Marianna Papastephanou - 2004 - 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 (...)
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  17.  16
    Interoception and Autonomic Correlates During Social Interactions. Implications for Anorexia.Marianna Ambrosecchia, Martina Ardizzi, Elisa Russo, Francesca Ditaranto, Maurizio Speciale, Piergiuseppe Vinai, Patrizia Todisco, Sandra Maestro & Vittorio Gallese - 2017 - Frontiers in Human Neuroscience 11.
  18.  32
    Education, Risk and Ethics.Marianna Papastephanou - 2006 - Ethics and Education 1 (1):47-63.
    While the notion of risk remains under-theorised in moral philosophy, risk aversion and moralist self-protection appear as dominant cultural tendencies saturating educational orientation and practice. Philosophy of education has responded to the educational emphasis on risk management by exposing the unavoidable and positive presence of risk in any endeavour to learn and teach. Taking such responses into account, I discuss how the theoretical connection of risk and education could be radicalised through an ethical approach combined with epistemological and existential concerns. (...)
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  19.  84
    Value Sensitive Design to Achieve the UN SDGs with AI: A Case of Elderly Care Robots.Steven Umbrello, Marianna Capasso, Maurizio Balistreri, Alberto Pirni & Federica Merenda - forthcoming - Minds and Machines:1-25.
    The increasing automation and ubiquity of robotics deployed within the field of care boasts promising advantages. However, challenging ethical issues arise also as a consequence. This paper takes care robots for the elderly as the subject of analysis, building on previous literature in the domain of the ethics and design of care robots. It takes the value sensitive design (VSD) approach to technology design and extends its application to care robots by not only integrating the values of care, but also (...)
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  20.  28
    Multisensory Technology for Flavor Augmentation: A Mini Review.Carlos Velasco, Marianna Obrist, Olivia Petit & Charles Spence - 2018 - Frontiers in Psychology 9.
  21.  14
    Spatial Stimulus-Response Compatibility and Affordance Effects Are Not Ruled by the Same Mechanisms.Marianna Ambrosecchia, Barbara F. M. Marino, Luiz G. Gawryszewski & Lucia Riggio - 2015 - Frontiers in Human Neuroscience 9.
  22.  70
    Globalisation, Globalism and Cosmopolitanism as an Educational Ideal.Marianna Papastephanou - 2005 - 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 (...)
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  23.  8
    Unimanual SNARC Effect: Hand Matters.Marianna Riello & Elena Rusconi - 2011 - Frontiers in Psychology 2.
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  24.  28
    Investigating the Improvement of Decoding Abilities and Working Memory in Children with Incremental or Entity Personal Conceptions of Intelligence: Two Case Reports.Marianna Alesi, Gaetano Rappo & Annamaria Pepi - 2015 - Frontiers in Psychology 6.
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  25.  18
    The Effect of Mindfulness Interventions for Parents on Parenting Stress and Youth Psychological Outcomes: A Systematic Review and Meta-Analysis.Virginia Burgdorf, Marianna Szabó & Maree J. Abbott - 2019 - Frontiers in Psychology 10.
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  26.  11
    Michel Foucault’s Limit-Experience Limited.Marianna Papastephanou - 2018 - Educational Philosophy and Theory 50 (4):390-403.
    Educational philosophy has not discussed Foucault’s publications on the Iranian Revolution and the related controversy. Foucauldian concepts are applied to education, though his only writings which ‘sidetracked’ him from exploring power within the state, namely, his journalistic accounts of his visits to Iran, remain unexplored in our field. Against moralist accusations of Foucault’s views on Iran as ‘singularly uncritical’, and beyond standard postcolonial charges of Foucault with exoticism and orientalism, I examine how the writings in question reveal ambivalences and limits (...)
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  27.  22
    Eurocentrism Beyond the ‘Universalism Vs. Particularism’ Dilemma: Habermas and Derrida’s Joint Plea for a New Europe.Marianna Papastephanou - 2011 - 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’. (...)
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  28.  10
    Motor and Cognitive Growth Following a Football Training Program.Marianna Alesi, Antonino Bianco, Johnny Padulo, Giorgio Luppina, Marco Petrucci, Antonio Paoli, Antonio Palma & Annamaria Pepi - 2015 - Frontiers in Psychology 6.
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  29.  10
    Of Course: Michel Foucault, the Mobile Philosopher and His Dreamworlds.Marianna Papastephanou - 2019 - Tandf: Critical Horizons 20 (1):1-19.
    Volume 20, Issue 1, February 2019, Page 1-19.
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  30.  16
    Virtue-Epistemology and the Chagos Unknown: Questioning the Indictment of Knowledge Transmission.Marianna Papastephanou - 2015 - Ethics and Education 10 (3):284-301.
    Though concerned with knowledge, this article begins with unknown political events that are ignored by the culture and educational practices of the societies in whose name the events took place. The questions that these events raise indicate a relation of epistemology with ethics and education that complicates some theoretical and managerial attitudes to knowledge. This relation, along with Richard Smith’s notion of knowingness, will frame an exploration of virtue-epistemologies that contests epistemic exaggerations of the knower as accomplished virtuous character. The (...)
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  31.  3
    Of(F) Course: Michel Foucault, the Mobile Philosopher and His Dreamworlds.Marianna Papastephanou - 2019 - Critical Horizons 20 (1):1-19.
    ABSTRACTFoucault extolled the Iranian revolution and, anticipating the havoc that his public intervention in favour of the revolution would create, he wrote: “I can already hear the French laughing, but I know that they are wrong”. Examining Foucault’s valorisation of certainty and the partisan affectivity it bestows upon knowledge and truth, I read his unusual engagement with the Iranian revolution against the grain. A major tendency is to approach Foucault’s Iranian writings as aberration; against this tendency, I read them as (...)
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  32. Informal Proofs and Mathematical Rigour.Marianna Antonutti Marfori - 2010 - Studia Logica 96 (2):261-272.
    The aim of this paper is to provide epistemic reasons for investigating the notions of informal rigour and informal provability. I argue that the standard view of mathematical proof and rigour yields an implausible account of mathematical knowledge, and falls short of explaining the success of mathematical practice. I conclude that careful consideration of mathematical practice urges us to pursue a theory of informal provability.
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  33.  76
    The ‘Cosmopolitan’ Self Does Her Homework.Marianna Papastephanou - 2011 - 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 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 respect and tolerance of global diversity. In this article, I (...)
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  34.  20
    The Experience of Pleasure: A Perspective Between Neuroscience and Psychoanalysis.Lorenzo Moccia, Marianna Mazza, Marco Di Nicola & Luigi Janiri - 2018 - Frontiers in Human Neuroscience 12.
  35.  19
    Philosophy, Kairosophy and the Lesson of Time.Marianna Papastephanou - 2014 - Educational Philosophy and Theory 46 (7):1-17.
    The conception of time that dominates in the educational world of today is that of measurable, invested and managed chronological time. It is the conception of time that corresponds to current priorities such as performativity, global synchronization of educational systems, raising standards and meeting the challenges of the market. The educational transformation of the self and the world, however, requires another conception of time, one that frames another kind of thought and another meaning of education. This article discusses these two (...)
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  36.  23
    Michel Alhadeff-Jones, Time and the Rhythms of Emancipatory Education: Rethinking the Temporal Complexity of Self and Society. Routledge, 2017.Marianna Papastephanou - 2018 - Studies in Philosophy and Education 37 (1):97-102.
  37.  14
    Ulysses' Reason, Nobody's Fault: Reason, Subjectivity and the Critique of Enlightenment.Papastephanou Marianna - 2000 - 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 (...)
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  38.  47
    Critical Thinking Beyond Skill.Marianna Papastephanou & Charoula Angeli - 2007 - 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 (...)
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  39.  4
    Entangled In Stories.Marianna Papastephanoui - 2005 - Philosophy Today 49 (1):14-23.
  40.  41
    Rawls' Theory of Justice and Citizenship Education.Marianna Papastephanou - 2005 - Journal of Philosophy of Education 39 (3):499–518.
  41.  7
    Rawls' Theory of Justice and Citizenship Education.Marianna Papastephanou - 2005 - Philosophy of Education 39 (3):499-518.
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  42.  39
    Cosmopolitanism Discarded: Martha Nussbaum's Patriotic Education and the Inward–Outward Distinction.Marianna Papastephanou - 2013 - Ethics and Education 8 (2):166-178.
    In her famous text ‘Patriotism and Cosmopolitanism’, Martha Nussbaum argued for cosmopolitan education in ways that evoked a tension between cosmopolitanism and patriotism. Among others, Charles Taylor considered her treatment of patriotism vague and lopsided, and pointed out that patriotism is not as secondary or as dispensable as Nussbaum seemed to imply. Later, Nussbaum gradually reconsidered the notion of patriotism in texts that remained largely unknown and rarely discussed. This article begins with a brief account of her shift from cosmopolitanism (...)
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  43.  22
    Material Specters: International Conflicts, Disaster Management, and Educational Projects.Marianna Papastephanou - 2011 - 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 (...)
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  44.  14
    The Scientist Demanding Wisdom: The "Bridge to the Future" by Van Rensselaer Potter.Marianna Gensabella Furnari - 2002 - Perspectives in Biology and Medicine 45 (1):31-42.
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  45.  32
    Forgiving and Requesting Forgiveness.Marianna Papastephanou - 2003 - Journal of Philosophy of Education 37 (3):503–524.
  46. Ontology-Assisted Database Integration to Support Natural Language Processing and Biomedical Data-Mining.Jean-Luc Verschelde, Marianna C. Santos, Tom Deray, Barry Smith & Werner Ceusters - 2004 - Journal of Integrative Bioinformatics. Repr. In: Yearbook of Bioinformatics , 39–48 1:1-10.
    Successful biomedical data mining and information extraction require a complete picture of biological phenomena such as genes, biological processes, and diseases; as these exist on different levels of granularity. To realize this goal, several freely available heterogeneous databases as well as proprietary structured datasets have to be integrated into a single global customizable scheme. We will present a tool to integrate different biological data sources by mapping them to a proprietary biomedical ontology that has been developed for the purposes of (...)
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  47.  42
    Method, Philosophy of Education and the Sphere of the Practico-Inert.Marianna Papastephanou - 2009 - 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 (...)
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  48.  18
    Detention and the Evolving Threat of Tuberculosis: Evidence, Ethics, and Law.Richard Coker, Marianna Thomas, Karen Lock & Robyn Martin - 2007 - Journal of Law, Medicine and Ethics 35 (4):609-615.
    The issue of detention as a public health control measure has attracted attention recently. This is because the threat of strains of tuberculosis that are resistant to a wider range of drugs has been identified, and there is renewed concern that public health is threatened. This paper considers whether involuntary detention is justified where voluntary measures have failed or where a patient poses a danger, albeit uncertain, to the public. We discuss the need for strengthening evidence-based assessments of public health (...)
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  49.  13
    Globalisation, Globalism and Cosmopolitanism as an Educational Ideal.Marianna Papastephanou - 2005 - 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 (...)
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  50.  10
    Method, Philosophy of Education and the Sphere of the Practico-Inert.Marianna Papastephanou - 2009 - 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 (...)
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