85 found
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  1. AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses.Michael A. Peters, Liz Jackson, Marianna Papastephanou, Petar Jandrić, George Lazaroiu, Colin W. Evers, Bill Cope, Mary Kalantzis, Daniel Araya, Marek Tesar, Carl Mika, Lei Chen, Chengbing Wang, Sean Sturm, Sharon Rider & Steve Fuller - 2024 - Educational Philosophy and Theory 56 (9):828-862.
    1. Michael A PetersBeijing Normal UniversityChatGPT is an AI chatbot released by OpenAI on November 30, 2022 and a ‘stable release’ on February 13, 2023. It belongs to OpenAI’s GPT-3 family (genera...
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  2. 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.  74
    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 - 2022 - Educational Philosophy and Theory 54 (8):1083-1098.
    Marianna PapastephanouUniversity of CyprusSince Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (reali...
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  4.  85
    Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective Project.Lauren Misiaszek, Tina Besley, Marek Tesar, Rob Tierney, Lynda Stone, Michael Apple, Suzanne S. Choo, Petar Jandrić, Gert Biesta, Greg Misiaszek, James Conroy, Aslam Fataar, Bill Cope, Mary Kalantzis, Pankaj Jalote, Liz Jackson, Nick Burbules, Marianna Papastephanou, Rima Apple, Peter McLaren, Wang Chengbing, Ronald Barnett, Danilo Taglietti, Justin Malbon, John Quay, Susan Robertson, Marie Brennan, Lew Zipin, Yoonjung Hwang, Moon Hong, Radhika Gorur, Paul Gibbs, Gary McCulloch, Fazal Rizvi & Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (6):717-760.
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  5.  41
    And That’s Not All: (Sur)Faces of Justice in Philosophy of Education.Marianna Papastephanou - 2021 - Philosophies 6 (1):10.
    Adjectives such as “environmental”, “social”, “cosmopolitan”, “relational”, “distributive”, etc. reflect how scholars discern the many faces of justice and put several claims to, and claimants of, justice in perspective. They have also helped related research to focus on some surfaces of justice, that is, on spaces that invite justice, localities and formations, such as the state, social policies, social institutions, etc. within which ethical-political challenges unravel. Diverse philosophical perspectives enable context-specific explorations of (sur)faces of justice. However, I argue, there is (...)
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  6.  22
    Incriminatory utopias: Utopian visions creating scapegoats.Kalli Drousioti & Marianna Papastephanou - 2022 - Thesis Eleven 173 (1):42-61.
    Many utopian visions operate by scapegoating an Otherness. They blame an ‘enemy’ for an unbearable, dystopian current reality, holding the ‘enemy’ responsible for it or for obstructing the passage to a desired, new reality. Then they exclude (or even promise the elimination of) this ‘enemy’. Despite the renewed interest in utopias, such utopian frames remain theoretically neglected or, worse, they are considered typical of the logical structure of utopianism. This paper aims to show that this issue merits a different political-philosophical (...)
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  7.  26
    Curiosity and Democracy: A Neglected Connection.Marianna Papastephanou - 2023 - Philosophies 8 (4):59.
    Curiosity’s connection with democracy remains neglected and unexplored. Various disciplines have mostly treated curiosity as an epistemic trait of the individual. Beyond epistemology, curiosity is studied as a moral virtue or vice of the self. Beyond epistemic and moral frameworks, curiosity is examined politically and decolonially. However, all frameworks remain focused on the individual and rarely imply a relevance of curiosity to democracy. The present article departs from such explorative frameworks philosophically to expand the research scope on curiosity in the (...)
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  8.  18
    Coming full circle: A pamphlet on Ukraine, education and catastrophe.Marianna Papastephanou - 2023 - Educational Philosophy and Theory 55 (1):77-88.
    With Ukraine as its subtext, this pamphlet-like text considers the recent U-turns of global reality and the need for well-meant universalist (pamphilic) ends. Such ends impel reconsideration of the standard educational-philosophical view on national affect, state sovereignty and international relations. After indicating interconnections of these issues with ecological and nuclear catastrophe, I discuss the argument that post-humanist educational theory has failed to critique the full and inherent educational complicities in the current global situation. While I agree with such diagnostics, I (...)
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  9. 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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  10.  44
    Philosophy, Kairosophy and the Lesson of Time.Marianna Papastephanou - 2014 - Educational Philosophy and Theory 46 (7):718-734.
    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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  11.  67
    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.  28
    Curiosity beyond Foucault.Marianna Papastephanou - 2022 - Constellations 29 (2):197-213.
    Constellations, Volume 29, Issue 2, Page 197-213, June 2022.
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  13.  45
    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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  14.  34
    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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  15.  25
    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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  16.  14
    Loyalty, Justice, and Limit-Situations.Marianna Papastephanou - 2021 - Journal of Philosophical Research 46:221-242.
    Discussions of loyalty typically focus on its alleged tendency to encourage pernicious attachments to collectivities. The present article intervenes in these discussions by asking how considerations of loyalty in limit-situations (Karl Jaspers) might illuminate neglected ethico-political intricacies. Rather than suggesting that loyalty, independently of circumstances, is always a virtue or a vice this article explores how loyalty’s complex synergies in limit-situations sometimes advance rather than oppose cosmopolitan justice. This perspective, I claim, helps us see that, instead of always making us (...)
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  17.  37
    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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  18.  10
    On (Crypto-)Normativity.Marianna Papastephanou - 2021 - Critical Horizons 22 (3):250-271.
    ABSTRACT The present article extracts the normative and the crypto-normative from the polemical contexts in which they have been deployed as charges to study them in their more affirmative dimensions. Polemics increasingly contribute to a disabling dismissal of normativity that ultimately blocks nuanced re-conceptualizations of normative operations. Against this backdrop, the article attempts a first theorization of crypto-normativity as a concept in its own right independently from the Habermasian-Foucauldian polemics that initially framed it. However, instead of emerging as an escape (...)
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  19.  61
    Rawls' theory of justice and citizenship education.Marianna Papastephanou - 2005 - Journal of Philosophy of Education 39 (3):499–518.
    Political liberalism purports to be independent from any controversial philosophical presuppositions, and its basic principles and features are often presented as the most accommodating of difference and heterogeneity, so long as the latter is not illiberal, oppressive and fanatic. Educational theory welcomes this assumption and attempts to utilise it in citizenship curriculum debates, often in a receptive and arguably uncritical way. I shall critique the above by unveiling the contestable epistemological and anthropological theses underlying Rawls' difference principle and by discussing (...)
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  20.  43
    Forgiving and requesting forgiveness.Marianna Papastephanou - 2003 - Journal of Philosophy of Education 37 (3):503–524.
    In this article I attempt to address three positions on forgiveness that could be encouraged in schools. They are the strict view defended by Philip Barnes, the relaxed view promoted by Patricia White and the idea of forgiving the unforgivable discussed by Jacques Derrida. I shall examine the tradition from which they emerge and explore some of their problems. This will lead me to a rehabilitation of what is other to that tradition (within and without)—an other that can serve as (...)
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  21.  34
    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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  22.  30
    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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  23.  39
    Arrows not yet fired: Cultivating cosmopolitanism through education.Marianna Papastephanou - 2002 - Journal of Philosophy of Education 36 (1):69–86.
    In this article I discuss Martha Nussbaum’s cosmopolitan educational ideal and its theoretical underpinnings. I argue that, in spite of its merits, it overlooks the historical-relational dimension of cross-cultural encounters and the impediments posed by unresolved historical conflicts to the goal of cultural reconciliation. I suggest a rehabilitation of the historical-relational dimension by applying the insights of Paul Ricoeur to this context. My steps comprise a description of Nussbaum’s position, an exploration of its shortcomings, an interpolation of Ricoeur’s ideas and (...)
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  24.  30
    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.  25
    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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  26.  57
    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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  27. 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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  28.  33
    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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  29.  21
    Prospects for thinking reconstruction postmetaphysically: Postmodernism minus the quote‐marks.Marianna Papastephanou - 1999 - Cultural Values 3 (3):291-303.
    Several accounts of postmodernist theories define them as discourses in quotation marks thus shifting the emphasis from reconstruction to deconstruction. Without contesting the import of deconstructive philosophy and Derrida's intervention in particular, in this essay I defend reconstruction and propose it as a mode of postmodernism that is compatible or even complementary with discursive strategies of quote‐mark use. By drawing on Albrecht Wellmer's and Klaus Eder's ideas, I introduce a definition of postmodernism as postmetaphysical thinking and explore some basic metaphysical (...)
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  30.  42
    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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  31.  58
    Education, subjectivity and community: Towards a democratic pedagogical ideal of symmetrical reciprocity.Marianna Papastephanou - 2003 - Educational Philosophy and Theory 35 (4):395–406.
  32.  63
    (1 other version)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.  23
    (1 other version)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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  34.  60
    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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  35.  66
    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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  36.  13
    Before, now and after.Marianna Papastephanou - 2018 - Educational Philosophy and Theory 50 (14):1529-1530.
  37.  19
    Analytic philosophy of education: Some suggested questions and directions.Christian Norefalk & Marianna Papastephanou - 2023 - Theory and Research in Education 21 (3):337-349.
    This article investigates whether there is any place for the school of thought that is known as analytic philosophy of education in the aftermath of postmodernism, and whether analytic philosophy of education can be treated as a ‘method’, among other alternative ‘methods’, that can be applied regardless of what kind of ‘-ism’ or ideology one embraces. An additional aim is to suggest some important questions for analytic philosophy of education to take into consideration. We argue that conceptual engineering may be (...)
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  38.  63
    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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  39.  27
    Estranged but not alienated: A precondition of critical educational theory.Marianna Papastephanou - 2001 - Journal of Philosophy of Education 35 (1):71–84.
    Alienation is a double-edged concept adaptable to both positive and negative or critical accounts of the individual, culture and society. It is also elastic enough to describe very different economical and cultural effects, and thus it is a potential source of confusion and inconsistency. Alienation is characterised by a Janus-faced adaptability to both neutral/positive and negative uses: the former may be considered as endemic, the latter as historical. In some respects alienation is neither avoidable in education nor wholly undesirable.
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  40.  22
    Educational critique, critical thinking and the critical philosophical traditions.Marianna Papastephanou - 2004 - Journal of Philosophy of Education 38 (3):369–378.
    Responding to Jan Masschelein's discussion of critical distance and the trivialisation of critique in his ‘How to Conceive of Critical Educational Theory Today?’, I draw attention to the antinomic character of immanence and transcendence—that is, to the way that it entails both non-circumventible necessity and omnipresent risks. I argue that the discourse of critical thinking in education is exemplary of the tensions generated by such consolidated meanings. Through this prism, I aim to offer a nuanced account of ways in which (...)
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  41. Communicative utopia and political re-education.Marianna Papastephanou - 2010 - In Mark T. F. Murphy & Ted Fleming (eds.), Habermas, critical theory and education. New York: Routledge. pp. 33--46.
  42.  30
    Michel Alhadeff-Jones, Time and the Rhythms of Emancipatory Education: Rethinking the Temporal Complexity of Self and Society. Routledge, 2017.Marianna Papastephanou - 2017 - Studies in Philosophy and Education 37 (1):97-102.
  43. Can subjectivity be salvaged?Marianna Papastephanou - 2005 - Common Knowledge 11 (1):136-159.
  44.  12
    Education and democratization. An introduction.Torill Strand & Marianna Papastephanou - 2023 - Ethics and Education 18 (3-4):231-241.
    Democracy as a regime and as a way of life requires strong ethical-political sensibilities and enabling social preconditions to the creation of which education may be especially conductove. The related normative tasks that we expect from education to carry out are daunting as such. However, they become even more difficult to fulfil in the contemporary contexts of exacerbated adversities. Democracy and democratic education have fallen into various crisis and are facing multiple challenges; this worry is shared by many educational theorists. (...)
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  45.  38
    From Consensus to Dissensus and Back Again: Habermas and Lyotard.Marianna Papastephanou - 2014 - The European Legacy 19 (6):679-697.
    The modernism-versus-postmodernism divide has to a large extent emerged from major disagreements among philosophers of both sides whose engagement with one another’s work had otherwise been rather minimal and non-thorough. Jean-François Lyotard and Jürgen Habermas’s debate has been a case in point. Despite the fact that Lyotard’s attack on Habermas’s philosophy was limited to a couple of ideas, Lyotardian followers have inflated the attack to a hasty and blanket dismissal of Habermas’s theory. As I argue in this article, this blocks (...)
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  46.  12
    Democratic education and curiosity.Marianna Papastephanou - 2023 - Ethics and Education 18 (3-4):331-353.
    Curiosity is not prominent in investigations on democratic development. Nor is curiosity discussed in democratic education discourses. However, this article contributes to the present Special Issue the idea that the connection of curiosity and democracy should not be ignored. First, I show that curiosity’s connection with democracy has, regrettably, been largely bypassed in fields related to democratic theory and pedagogy. Then, I elaborate on how the emerging scholarship on curiosity’s intricacies makes it easier to perceive how fruitful the study of (...)
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  47.  44
    Locke’s Children? Rousseau and the Beans (Beings?) of the Colonial Learner.Marianna Papastephanou & Zelia Gregoriou - 2013 - 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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  48.  25
    The Past in Pieces: Belonging in the New Cyprus.Marianna Papastephanou - 2013 - The European Legacy 18 (4):522-524.
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  49.  20
    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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  50.  20
    Linguistic Archipelago and (Its?) History.Marianna Papastephanou - 2002 - Metaphilosophy 33 (5):566-586.
    In this article I examine Jean–François Lyotard’s conception of history, its philosophical presuppositions, and its implications. As his conception’s most crucial implicit assumptions I consider Lyotard’s account of language and his notion of agonistics and dissent. Concerning its implications, I consider the nominalist and relativist conclusions Lyotard’s theory may engender if thought through to its end, as well as the possibilities it opens up for ethics and justice for alterity, or otherness, via a new notion of human history. My aim (...)
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