81 found
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  1.  22
    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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  2.  41
    Reimagining the New Pedagogical Possibilities for Universities Post-Covid-19.Michael A. Peters, Fazal Rizvi, Gary McCulloch, Paul Gibbs, Radhika Gorur, Moon Hong, Yoonjung Hwang, Lew Zipin, Marie Brennan, Susan Robertson, John Quay, Justin Malbon, Danilo Taglietti, Ronald Barnett, Wang Chengbing, Peter McLaren, Rima Apple, Marianna Papastephanou, Nick Burbules, Liz Jackson, Pankaj Jalote, Mary Kalantzis, Bill Cope, Aslam Fataar, James Conroy, Greg Misiaszek, Gert Biesta, Petar Jandrić, Suzanne S. Choo, Michael Apple, Lynda Stone, Rob Tierney, Marek Tesar, Tina Besley & Lauren Misiaszek - forthcoming - Educational Philosophy and Theory:1-44.
    Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...
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  3.  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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  4.  69
    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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  5.  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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  6.  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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  7.  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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  8. Can Subjectivity Be Salvaged?Marianna Papastephanou - 2005 - Common Knowledge 11 (1):136-159.
  9.  75
    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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  10.  29
    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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  11.  14
    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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  12.  12
    The Utopianism of John Locke's Natural Learning.Zelia Gregoriou & Marianna Papastephanou - 2013 - 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 (...)
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  13.  30
    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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  14.  21
    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.
  15.  44
    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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  16.  7
    Rawls' Theory of Justice and Citizenship Education.Marianna Papastephanou - 2005 - Philosophy of Education 39 (3):499-518.
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  17.  41
    Rawls' Theory of Justice and Citizenship Education.Marianna Papastephanou - 2005 - Journal of Philosophy of Education 39 (3):499–518.
  18.  7
    Cosmopolitan Dice Recast.Marianna Papastephanou - 2017 - Educational Philosophy and Theory 49 (14):1338-1350.
    This article argues that hegemonic cosmopolitan narrativity fails to frame a complex cosmopolitan normativity. The hegemonic cosmopolitan narrative celebrates a mobile selfhood merely hospitable to the encountered, mobile diversity that comes ashore. A recent educational-theoretical ‘refugee-crisis’ initiative serves as an illustration of the normative shortcomings of the new cosmopolitanism. The implicit normativity of the dominant cosmopolitan narrativity is, I claim, politically too weak to cover the normative surplus of a more critical cosmo-politics. Cosmopolitanism should be recast to make higher ethico-political (...)
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  19.  30
    Forgiving and Requesting Forgiveness.Marianna Papastephanou - 2003 - Journal of Philosophy of Education 37 (3):503–524.
  20.  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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  21.  85
    Deconstruction, Anti–Realism and Philosophy of Science—an Interview with Christopher Norris.Christopher Norris & Marianna Papastephanou - 2002 - 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 (...)
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  22.  13
    Kant's Cosmopolitanism and Human History.Marianna Papastephanou - 2002 - 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 (...)
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  23.  8
    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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  24.  6
    Genocide, Diversity, and John Dewey's Progressive Education.Marianna Papastephanou - 2016 - Metaphilosophy 47 (4-5):627-655.
    This article discusses how John Dewey's “Report and Recommendation upon Turkish Education” and some of Dewey's related travel narratives reflect “civilizing mission” imperatives and involve multiple utopian operations that have not yet attracted political-philosophical attention. Such critical attention would reveal Dewey's misjudgments concerning issues of diversity, geopolitics, and global justice. Based on an ethicopolitical reading of the relevant sources, the aim here is to expose developmentalist and colonial vestiges, to raise searching questions, and to obtain a heightened view on the (...)
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  25.  23
    Arrows Not yet Fired: Cultivating Cosmopolitanism Through Education.Marianna Papastephanou - 2002 - Journal of Philosophy of Education 36 (1):69–86.
  26.  36
    The Idea of Emancipation From a Cosmopolitan Point of View.Marianna Papastephanou - 2000 - 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 (...)
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  27.  11
    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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  28.  39
    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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  29.  30
    Deconstruction, Anti–Realism and Philosophy of Science—an Interview with Christopher Norris.Christopher Norris & Marianna Papastephanou - 2002 - Philosophy of Education 36 (2):265-289.
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  30.  37
    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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  31.  21
    Locke’s Children? Rousseau and the Beans of the Colonial Learner.Marianna Papastephanou & Zelia Gregoriou - 2014 - Studies in Philosophy and Education 33 (5):463-480.
    Rousseau’s story about Emile having his first moral lesson in property rights by planting beans in a garden plot has educationally been discussed from various perspectives. What remains unexplored in such readings, however, is the connection of the theory of the natural learner with the Lockean rationalization of appropriation of land through cultivation. We will show that this connection forms the subtext of the ‘beans’ episode and grounds the rich and complex textual operations that give to the episode a strong (...)
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  32.  7
    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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  33.  20
    To Mould or to Bring Out? Human Nature, Anthropology and Educational Utopianism.Marianna Papastephanou - 2014 - 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 (...)
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  34.  78
    Dystopian Reality, Utopian Thought and Educational Practice.Marianna Papastephanou - 2008 - Studies in Philosophy and Education 27 (2-3):89-102.
    The significance of utopian thought for education can be made evident through reconceptualizing utopia and approaching it alongside the notion of dystopia. Awareness of dystopian elements of reality radicalizes the kind of critique that assists utopian thought and makes engagement with it more pressing. Awareness of the lurking danger of future dystopia goes hand in hand with a utopia that is cautious and vigilant of its own possible turn into catastrophe. If education is not just an institution of the unreflective (...)
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  35.  6
    Prospects for Thinking Reconstruction Postmetaphysically: Postmodernism Minus the Quote‐Marks.Marianna Papastephanou - 1999 - Cultural Values 3 (3):291-303.
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  36. Communicative Utopia and Political Re-Education.Marianna Papastephanou - 2010 - In Mark Murphy & Ted Fleming (eds.), Habermas, Critical Theory and Education. Routledge. pp. 33--46.
  37.  8
    Arrows Not Yet Fired: Cultivating Cosmopolitanism Through Education.Marianna Papastephanou - 2002 - Philosophy of Education 36 (1):69-86.
  38.  1
    Forgiving and Requesting Forgivenes.Marianna Papastephanou - 2003 - Philosophy of Education 37 (3):503-524.
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  39.  13
    Ethics After God's Death and the Time of the Angels.Marianna Papastephanou - 2012 - Cosmos and History : The Journal of Natural and Social Philosophy 8 (1):94-130.
    The philosophical idea of the death of God has had various semantic operations within dominant modern positions on human empowerment. Beginning with the significance of this, the article aims to discuss the half-life of a God who has become a metaphor. In other words, it explores the reverberation of God and God's death in secularized philosophy as well as the consequences of this for ethics and the conception of the Good. Then, the article illustrates the complex connection of this aim (...)
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  40.  37
    Crossing the Divide Within Continental Philosophy: Reconstruction, Deconstruction, Dialogue and Education.Marianna Papastephanou - 2012 - 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 (...)
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  41.  37
    Onto-Theology and the Incrimination of Ontology in Levinas and Derrida.Marianna Papastephanou - 2005 - Philosophy and Social Criticism 31 (4):461-485.
    My aim in this article is to analyse the incrimination of ontology and ontological manifestations in reason, articulated speech and social order and argue that such an incrimination, which is characteristic of traditional philosophy, can be explained as a phenomenon of onto-theology. Then I demonstrate that the ideas of Levinas - and to some degree the Derridean response to them - suffer from residues of onto-theology to the extent that they preserve and promote the assumption that ontology is essentially violent. (...)
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  42.  19
    Communicative Action and Philosophical Foundations: Comments on the Apel-Habermas Debate.Marianna Papastephanou - 1997 - 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 (...)
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  43.  33
    Walls and Laws: Proximity, Distance and the Doubleness of the Border.Marianna Papastephanou - 2011 - 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, (...)
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  44.  7
    Educational Critique, Critical Thinking and the Critical Philosophical Traditions.Marianna Papastephanou - 2004 - Philosophy of Education 38 (3):369-378.
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  45.  21
    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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  46.  21
    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 emotional (...)
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  47.  9
    Educational Critique, Critical Thinking and the Critical Philosophical Traditions.Marianna Papastephanou - 2004 - Journal of Philosophy of Education 38 (3):369–378.
  48.  6
    Estranged but Not Alienated: A Precondition of Critical Educational Theory.Marianna Papastephanou - 2001 - Philosophy of Education 35 (1):71-84.
  49.  11
    Estranged but Not Alienated: A Precondition of Critical Educational Theory.Marianna Papastephanou - 2001 - Journal of Philosophy of Education 35 (1):71–84.
  50.  33
    Aesthetics, Education, the Critical Autonomous Self, and the Culture Industry.Marianna Papastephanou - 2006 - Journal of Aesthetic Education 40 (3):75-91.
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