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  1.  15
    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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  2.  52
    Commencing the Rhizome: Towards a Minor Philosophy of Education.Zelia Gregoriou - 2004 - Educational Philosophy and Theory 36 (3):233–251.
  3.  63
    Pedagogy and Passages: The Performativity of Margaret Cavendish's Utopian Fiction.Zelia Gregoriou - 2013 - Journal of Philosophy of Education 47 (3):457-474.
    This article explores the pedagogical significance of non-static and hybrid utopian readings and writings by focusing on Margaret Cavendish's educationally-philosophically neglected female utopia The Description of a New World, Called the Blazing World. It questions the exaggerated, inflated and exclusivist emphasis on the pedagogical benefits of homologous spatial signifiers of entry into utopia and return to home and draws examples of utopian passages across genres, texts, minds and worlds from the writing of Cavendish. Such passages can be read as performative (...)
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  4.  24
    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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  5.  11
    Derrida's Responsibility: Autobiography, the Teaching of the Vulnerable, Diary Fragments.Zelia Gregoriou - 1995 - Educational Theory 45 (3):311-335.
  6. “Και Ίάσασθαι Τήν Φύσιν Τήν Άνθρωπίνην”[and Curing Human Nature].Zelia Gregoriou - 2017 - Philosophy of Education 73:259-263.
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  7. 14 How Hospitable Can Dwelling Be?Zelia Gregoriou - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--213.
     
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  8.  45
    Letter Writing and the Performativity of Intimacy in Female Pedagogical Relations: Recuperating Derridean Amnesia, Writing Back to Madame de Maintenon.Zelia Gregoriou - 1999 - Studies in Philosophy and Education 18 (5):351-363.
    Performativity and performance of language are the subject of this re-writing of Derrida's position on the gift. Here the source of performativity is Althusser's while the source of the gift is not only Marcel Mauss, but also both the opening of Derrida's Given Time: I, Counterfeit Money and the signing through letters of Madame de Maintenon, wife of Louis XIV and founder of a school for girls. A third writing plays a role, that of a 1910 biography of Madame. The (...)
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