76 found
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  1. Can Subjectivity Be Salvaged?Marianna Papastephanou - 2005 - Common Knowledge 11 (1):136-159.
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  2.  3
    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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  3.  46
    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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  4.  58
    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 (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 (...)
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  5.  2
    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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  6.  10
    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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  7.  3
    Michel Alhadeff-Jones, Time and the Rhythms of Emancipatory Education: Rethinking the Temporal Complexity of Self and Society. Routledge, 2017.Marianna Papastephanou - forthcoming - Studies in Philosophy and Education:1-6.
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  8.  31
    Rawls' Theory of Justice and Citizenship Education.Marianna Papastephanou - 2005 - Journal of Philosophy of Education 39 (3):499–518.
  9.  9
    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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  10.  53
    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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  11.  28
    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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  12.  16
    Education, Risk and Ethics.Marianna Papastephanou - 2006 - Ethics and Education 1 (1):47-63.
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  13.  16
    Cosmopolitanism Discarded: Martha Nussbaum's Patriotic Education and the Inward–Outward Distinction.Marianna Papastephanou - 2013 - Ethics and Education 8 (2):166-178.
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  14.  25
    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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  15. Communicative Utopia and Political Re-Education.Marianna Papastephanou - 2010 - In Mark Murphy & Ted Fleming (eds.), Habermas, Critical Theory and Education. Routledge. pp. 33--46.
  16.  25
    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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  17.  18
    Arrows Not yet Fired: Cultivating Cosmopolitanism Through Education.Marianna Papastephanou - 2002 - Journal of Philosophy of Education 36 (1):69–86.
  18.  19
    Edusemiotics and Karl-Otto Apel’s Transcendental Semiotics.Marianna Papastephanou - 2016 - Semiotica 2016 (212):179-198.
    Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 179-198.
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  19.  24
    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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  20.  12
    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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  21.  26
    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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  22.  11
    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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  23.  15
    Forgiving and Requesting Forgiveness.Marianna Papastephanou - 2003 - Journal of Philosophy of Education 37 (3):503–524.
  24.  3
    Educational Critique, Critical Thinking and the Critical Philosophical Traditions.Marianna Papastephanou - 2004 - Journal of Philosophy of Education 38 (3):369–378.
  25.  7
    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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  26.  58
    Dystopian Reality, Utopian Thought and Educational Practice.Marianna Papastephanou - 2008 - Studies in Philosophy and Education 27 (2-3):89-102.
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  27.  7
    Estranged but Not Alienated: A Precondition of Critical Educational Theory.Marianna Papastephanou - 2001 - Journal of Philosophy of Education 35 (1):71–84.
  28.  2
    Prospects for Thinking Reconstruction Postmetaphysically: Postmodernism Minus the Quote‐Marks.Marianna Papastephanou - 1999 - Cultural Values 3 (3):291-303.
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  29.  27
    Postmodernism and the Revival of Socialism as Critique.Marianna Papastephanou - 2006 - The European Legacy 11 (3):241-258.
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  30.  24
    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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  31.  17
    Philosophies of Science/Feminist Theories. [REVIEW]Marianna Papastephanou - 1999 - Radical Philosophy 96.
  32.  15
    The Past in Pieces: Belonging in the New Cyprus.Marianna Papastephanou - 2013 - The European Legacy 18 (4):522-524.
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  33.  8
    Education, Subjectivity and Community: Towards a Democratic Pedagogical Ideal of Symmetrical Reciprocity.Marianna Papastephanou - 2003 - Educational Philosophy and Theory 35 (4):395–406.
  34. Rawls' Theory of Justice and Citizenship Education.Marianna Papastephanou - 2005 - Philosophy of Education 39 (3):499-518.
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  35.  13
    Ulysses' Reason, Nobody's Fault: Reason, Subjectivity and the Critique of Enlightenment.Marianna Papastephanou - 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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  36.  1
    Arrows Not Yet Fired: Cultivating Cosmopolitanism Through Education.Marianna Papastephanou - 2002 - Journal of the Philosophy of Education 36 (1):69-86.
  37.  5
    Reformulating Reason for Philosophy of Education.Marianna Papastephanou - 2001 - Educational Theory 51 (3):293-312.
  38.  13
    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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  39.  1
    Estranged but Not Alienated: A Precondition of Critical Educational Theory.Marianna Papastephanou - 2001 - Journal of the Philosophy of Education 35 (1):71-84.
  40.  12
    From Consensus to Dissensus and Back Again: Habermas and Lyotard.Marianna Papastephanou - 2014 - The European Legacy 19 (6):679-697.
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  41.  19
    Locke's Children? Rousseau and the Beans (Beings?) 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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  42. Arrows Not Yet Fired: Cultivating Cosmopolitanism Through Education.Marianna Papastephanou - 2002 - Philosophy of Education 36 (1):69-86.
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  43.  17
    Liberalism, Justice, and (A)Symmetrical Reciprocity.Marianna Papastephanou - 2013 - The European Legacy 7 (5):549-565.
  44. Estranged but Not Alienated: A Precondition of Critical Educational Theory.Marianna Papastephanou - 2001 - Philosophy of Education 35 (1):71-84.
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  45.  17
    Null.Greg Andonian, Natasa Bakic-Miric, Giorgio Baruchello, John Bokina, Silvia Bruti, Edmund J. Campion, Mihai Caprioara, Victor Castellani, Anthony H. Chambers, Camelia Mihaela Cmeciu, Doina Cmeciu, Stanley Corngold, Douglas J. Cremer, Jens De Vleminck, Liviu Drugus, Eberhard Eichenhofer, Dario Fernandez-Morera, Richard Findler, Irene Guenther, Jeff Horn, Richard H. King, Norma Landau, Walter S. H. Lim, Thomas Loebel, David W. Lovell, Michele Maggiore, Georgeta Marghescu, Aaron Massecar, Markus Meckl, Tim Murphy, Wan-Hsiang Pan, Marianna Papastephanou, Priscilla Ringrose, Marina Ritzarev, Christian Roy, Karl W. Schweizer, Carlo Scognamiglio, Stanley Shostak, Lora Sigler, Lavinia Stan, Matthew Sterenberg, Jonathan Stoekl, Dan Stone, Linda Toocaram, Barnard Turner, Gabrielle Weinberger & Phillip H. Wiebe - 2008 - The European Legacy 13 (4):499-543.
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  46.  16
    Europe's Remedial Revolutions or the Political Preconditions of a Medical Metaphor.Marianna Papastephanou - 2000 - The European Legacy 5 (2):215-227.
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  47.  10
    The Cyprus Problem: What Everyone Needs to Know.Marianna Papastephanou - 2014 - The European Legacy 19 (5):664-665.
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  48.  29
    Aristotle, the Action Researcher.Marianna Papastephanou - 2010 - Journal of Philosophy of Education 44 (4):589-595.
  49.  8
    Self-Knowledge.Marianna Papastephanou - 2014 - The European Legacy 19 (3):407-408.
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  50.  20
    Exploring Habermas's Critical Engagement with Chomsky.Marianna Papastephanou - 2012 - 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 (...)
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