Results for 'Papastephanou Marianna'

319 found
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  1.  68
    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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  2.  60
    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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  3.  32
    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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  4.  42
    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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  5.  26
    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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  6.  8
    Before, now and after.Marianna Papastephanou - 2018 - Educational Philosophy and Theory 50 (14):1529-1530.
  7.  33
    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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  8.  35
    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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  9.  13
    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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  10.  42
    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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  11.  36
    The conflict of the faculties: educational research, inclusion, philosophy and boundary discourses.Marianna Papastephanou - 2010 - Ethics and Education 5 (2):99-116.
    The aim of this article is to examine ways in which localized research runs the risk of becoming a boundary discourse in a negative sense. The exaggerated emphasis on immanent critique, contextualization and incommensurability may lead discourse and disciplines to an isolationist self-understanding that leaves unchallenged or even entrenches existing discursive hegemonies. Or, it may side with the kind of facile and hasty fusion of discourses and disciplines that ignores epistemic demands and concerns for validity and semantic accuracy. That is, (...)
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  12.  30
    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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  13.  17
    On Ugliness in Words, in Politics, in Tour-ism.Marianna Papastephanou - 2015 - Educational Philosophy and Theory 47 (13-14):1493-1515.
    Many educational theoretical approaches to cosmopolitanism tend towards an unconditional appreciation of mobility, diversity and rootlessness. The recent interest of educational philosophy in the rhizome, de-territorialization and diversity contributes to this understanding of cosmopolitanism as movement across a borderless and imperfect world. Without downplaying such insights, this article displaces and de-temporalizes them. It takes the form of a parody of the rhizome to view those insights from a different perspective and make them strike a different pedagogical note.
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  14.  23
    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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  15.  9
    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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  16.  17
    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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  17.  11
    What lies within Gert Biesta’s going beyond learning?Marianna Papastephanou - 2020 - Ethics and Education 15 (3):275-299.
    ABSTRACT Gert Biesta astutely criticizes thepolitics of learning through which learning has been popularized and exalted. He offers a valuable critical diagnostics of this politics, but, I argue, his conclusions about ‘going beyond learning’ incriminate learning wholesale. Through a close reading of one of Biesta’s related articles, I show that he sweepingly indicts learning per se, and not only its politics in the ‘learning age’. Biesta departs from current theoretical underpinnings of learning but deep down accepts too much of the (...)
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  18.  10
    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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  19.  39
    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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  20.  43
    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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  21.  4
    Aristotle, the Action Researcher.Marianna Papastephanou - 2010 - Journal of Philosophy of Education 44 (4):589-595.
    The Ways of Aristotle: Aristotelian Phronesis, Aristotelian Philosophy of Dialogue, and Action Research. Olav Eikeland. Bern, Peter Lang, 2008. Pp. 560.Pbk. £54.
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  22.  15
    Philosophical Research and Educational Action Research.Marianna Papastephanou - 2006 - Journal of Philosophy of Education 40 (2):187-203.
    I argue here, that, ultimately and in large part, the stakes of educational action research are conditioned by the various ways of conceiving theory, research and practice, and I attempt to explore and put forward one such way that I view as potentially more helpful than others. I begin with a comparative overview of the implicit philosophical assumptions that have informed or grounded educational action research in the broadly conceived Germanic and Anglo-American contexts. I then examine the tensions around theory (...)
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  23. Higher education and an ethic of time.Marianna Papastephanou - 2015 - In Paul Gibbs (ed.), Universities in the flux of time: an exploration of time and temporality in university life. New York: Routledge.
     
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  24.  16
    Open-Mindedness and the (Un)Controversial in Classrooms.Marianna Papastephanou - 2021 - Educational Theory 71 (5):561-588.
  25.  21
    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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  26.  29
    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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  27.  54
    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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  28.  6
    Democratic education and curiosity.Marianna Papastephanou - 2023 - Ethics and Education 18 (3):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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  29.  22
    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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  30.  59
    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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  31.  19
    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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  32.  16
    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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  33.  52
    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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  34.  58
    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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  35.  25
    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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  36.  53
    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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  37.  14
    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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  38.  50
    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.  15
    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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  40. 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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  41.  31
    Introduction: the world and the teacher—prospects and challenges for teacher education in the age of globalization from a cosmopolitan perspective.Klas Roth & Marianna Papastephanou - 2013 - Ethics and Global Politics 5 (4).
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  42.  52
    Aesthetics, education, the critical autonomous self, and the culture industry.Marianna Papastephanou - 2006 - Journal of Aesthetic Education 40 (3):75-91.
    In lieu of an abstract, here is a brief excerpt of the content:Aesthetics, Education, the Critical Autonomous Self, and the Culture IndustryMarianna Papastephanou (bio)IntroductionE Lucevan le Stelle disconnected both from Tosca and Puccini becomes incidental music and brings strong recollections of the detergent advertisement it once coated. Last Year in Marienbad has caused some of the deepest yawn relief to many hopefuls for the title of the sophisticated who wished to cash out the film's cultural and social capital. A (...)
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  43.  21
    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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  44. Review of 'Realistic Rationalism'. [REVIEW]Marianna Papastephanou - 2000 - The European Legacy 5 (1):128-130.
     
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  45.  67
    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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  46.  97
    Dystopian Reality, Utopian Thought and Educational Practice.Marianna Papastephanou - 2008 - Studies in Philosophy and Education 27 (2):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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  47.  5
    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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  48.  30
    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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  49.  26
    Liberalism, Justice, and (A)symmetrical Reciprocity.Marianna Papastephanou - 2002 - The European Legacy 7 (5):549-565.
  50.  38
    Postmodernism and the Revival of Socialism as Critique.Marianna Papastephanou - 2006 - The European Legacy 11 (3):241-258.
    Socialism as a political philosophy confronts many theoretical and empirical challenges in our contemporary world. Some thinkers consider it obsolete and others aspire to reformulate it by couching it in a more pragmatist idiom. My aim here is to show that the salient features of socialism, those that are worth preserving, presuppose the indispensability of critique and reflective subjectivity in a sense that goes beyond pragmatism. To develop my argument for a socialist theory that can benefit from postmodern challenges without (...)
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