Marianna Papastephanou
Biographic Data
| ID | 284261 |
|---|---|
| NAME | Marianna Papastephanou |
| GIVEN NAMES | Marianna |
| FAMILY NAME | Papastephanou |
| SIGNATURE | PAPASTEPHANOU M |
| AFFILIATIONS | University of Cyprus |
| ORCID | 0000-0002-7304-9249 |
| VERIFIED | Yes |
| TOTAL WORKS | 90 |
| TOTAL CITATIONS | 169 |
| AUTHOR COUNT | 90 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Learning
Borrowed from biology exaptation is often counterposed to adaptation. However, the possibility of theorizing some learning as exaptive has not yet been explored. Covering this research gap the article discusses various meanings of adaptive learning and introduces exaptive learning as a new and promising notion of cross-disciplinary benefit. The article also indicates some risks. Like other learnings, exaptive learning may be co-opted by the polit…
Rethinking, policy futures and utopianism
After many years of dominant anti-utopianism, there has been a resurgent and fruitful interest in utopian thought across disciplines. In our uncertain times, many theorists call for a rethinking of what counts as a desirable future. We respond to this call from an interdisciplinary perspective on the interconnectedness, and potential common cause, of utopian philosophy, organization theory and pedagogy. The present essay aims to: contribute to po…
Academic hospitality, interdisciplinarity and exaptive learning
Education “in the age of uncertainty”
Cosmopolitanism, education and the politics of chaos
Cosmos and chaos are no longer associated with the ‘order versus disorder’ dichotomy. Chaos is now valorized in educational theory, cosmopolitan and other, as a creative force and disorderly order that transforms the world and its education. However, the ambiguous politics of chaos has not been investigated. The present paper engages precisely with the neglected cosmo-politics of chaos and illustrates it with the example of the situation in Gaza,…
Gaza
Nuraan DavidsStellenbosch UniversityI don’t think we need to wait for history to tell us what we already know about Gaza. No amount of legal debates on the plausibility of its genocide status, can
On learning and unlearning
The concept of learning has obtained great popularity in many fields. In common cause with neo-liberal ideology, learning has led to a learnification process that turns social pathologies into individual deficits. Various ways out of this situation have been sought; chief among them is the recruitment of unlearning as a promising negation of learning and of its politics. Educational-philosophical, sociological, decolonial, as well as organization…
Educational Utopianism beyond the “Real versus Blueprint” Dichotomy
Much educational utopianism revolves around the “real versus blueprint utopia” dichotomy and the prescriptive normativity that utopian education involves. In this paper, I suggest that the “real and blueprint” distinction should not be dichotomized and that a richer set of normativities, apart from prescription, should operate in educational utopias. Ethico-politically and educationally, it is crucial to have affirmative rather than incriminatory…
Justice, Education, and the World of Today
This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice.Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary iss…
Curiosity and Democracy
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. Th…
Analytic philosophy of education
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…
Education and democratization. An introduction
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…
Democratic education and curiosity
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 ho…
AI and the future of humanity
Notes15 https://www.tandfonline.com/doi/full/10.1080/00131857.2022.208555416 https://www.project-syndicate.org/commentary/ai-chatbots-naive-idiots-no-sense-of-irony-by-slavoj-zizek-2023-0317 https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html
Coming full circle
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 …
Curiosity beyond Foucault
Incriminatory utopias
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 o…
And That’s Not All
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-po…
Philosophy of Education in Times of Crises and Pandemics
In much of the philosophy of education today, diagnoses of socio-political pathologies underpin visions of a more desirable, democratic future. However, the very philosophical act of making an educational vision responsive to (and dependent on) crises of the times is rarely, if ever, critiqued. On the contrary, a pattern of standardised research steps is being consolidated, one that reflects medicalised politics of identifying a critically “ill” …
Reclaiming learning
Many educational philosophers have criticized the shift from lifelong education to lifelong learning. Gert Biesta, in particular, claims that learning individualistically promotes ‘learnification’, that is, a pernicious politics at the expense of relational educational experiences. While I endorse many of his critical points, I have argued that his theorization of learning overlooks conceptual nuance and semantic tensions. Ingerid Straume has als…
Open‐Mindedness and the (Un)Controversial in Classrooms
Educational‐theoretical discussions of open‐mindedness and closed‐mindedness focus on the moral benefits and hazards of these dispositions in pedagogical encounters with the new and hitherto alien. Such discussions often employ spatial metaphors of openness and rely on politically safe examples to illustrate ambiguous enactments of open‐mindedness and closed‐mindedness as epistemic or moral virtues and vices. This article explores how a shift in …
Learning in the city and responding reactively
The politics of lifelong learning and learnification have triggered educational philosophy’s justified indignation and blanket critiques of learning. The market logic of learning has, meanwhile, seized the city and caused a further educational-philosophical reactive response, which I critique in the form that it has taken inter alia in many prominent recent educational-philosophical works. After explaining what I mean by ‘reactive response’ I foc…
On (Crypto-)Normativity
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 …
Unlocking the Doors of Perception
Selfhood and Appearing: The Intertwining represents a most robust and breathtaking re-theorization of themes central to the philosophy of consciousness and relationality. Ranging from re-formulatio
Education and its Philosophy as Pandemic
Education and its contagion often get in each other’s way. Education, whatever the intentions of educators, often suffers from its contagious character, that is, from the fact that its often praiseworthy aspirations to transmission and dissemination turn education into a toxic social institution. Hence, education always requires care, critique and collective responsibility, especially in times that pass for asymptomatic, that is, when life seems …
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
AI and the future of humanity
Notes15 https://www.tandfonline.com/doi/full/10.1080/00131857.2022.208555416 https://www.project-syndicate.org/commentary/ai-chatbots-naive-idiots-no-sense-of-irony-by-slavoj-zizek-2023-0317 https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html
Globalisation, Globalism and Cosmopolitanism as an Educational Ideal
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, dra…
Arrows Not Yet Fired
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.…
Critical Thinking Beyond Skill
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 paradi…
Philosophy, Kairosophy and the Lesson of Time
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 fr…
Philosophy of education in a new key
Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea
Kant's cosmopolitanism and human history
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 m…
The ‘Cosmopolitan’ Self Does her Homework
Journal Article The 'Cosmopolitan' Self Does her Homework Get access Marianna Papastephanou Marianna Papastephanou Correspondence: Marianna Papastephanou, Department of Education, University of Cyprus, PO Box 20537 1678 Nicosia, Cyprus.E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 45, Issue 4, November 2011, Pages 597–612, https://doi.org/10.1111/j.1467…
Forgiving and Requesting Forgiveness
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 wi…
Education, Subjectivity and Community
Focuses on democratic pedagogical ideal of symmetrical reciprocity. Generation of diverse and often opposing educational models; Reception to postmodernist trend of thought
Communicative action and philosophical foundations
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-a…
Cosmopolitan dice recast
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 …
Inward and Outward Patriotism
Much current philosophical discourse on patriotism either adopts an apologetic approach to patriotic sentiment or rejects it wholesale. When this discourse clings on some notion of patriotism it differentiates it from nationalism and tries to avoid the ideological baggage and socio-theoretical cost that accompanies the love of a specific collectivity: it responds to criticisms of nationalism by turning to what can be called ‘inward’ patriotism. H…
Deconstructing the Ethnos – Nation Distinction
Two major theoretical tendencies are noticeable in discussions of the ethnos and the nation. The one identifies them and uses them alternatively and in a largely de-politicized sense. The other sets them in drastic opposition, associating the ethnos with apolitical collective affect based on biology or culture and the nation with contractuality and statehood. This article steers clear from both tendencies and argues for a re-conceptualization of …
Method, Philosophy of Education and the Sphere of the Practico-Inert
Journal Article Method, Philosophy of Education and the Sphere of the Practico-Inert Get access Marianna Papastephanou Marianna Papastephanou Department of Education, University of Cyprus, P.O. Box 20537, 1678 Nicosia, Cyprus Correspondence: Marianna Papastephanou, Department of Education, University of Cyprus, P.O. Box 20537, 1678 Nicosia, Cyprus. E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Scholar J…
Rawls' Theory of Justice and Citizenship Education
Journal Article Rawls' Theory of Justice and Citizenship Education Get access Marianna Papastephanou Marianna Papastephanou Correspondence: Marianna Papastephanou, University of Cyprus, Department of Education, PO Box 20537, Nicosia 1678 Cyprus. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 39, Issue 3, August 2005, Pages 499–518, https://doi.org/10.1111…
Deconstruction, Anti–Realism and Philosophy of Science—an interview with Christopher Norris
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 proje…
Estranged but not Alienated
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 his…
Coming full circle
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 …
Incriminatory utopias
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 o…
Michel Foucault’s limit-experience limited
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 p…
Reflections on the European Promise
Claims, aspirations, and hopes for Europe as a postnational constellation are often based on the assumption that the European sociality, as it emerges from its public discourses, is more or less committed to a normative promise of global justice. This faith in Europe lacks no critical edge. Jürgen Habermas, for instance, promotes a sustained critique of current European mentalities that aims to unravel Europe's normative potential. In critical di…
On Ugliness in Words, in Politics, in Tour-ism
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 (and related political education), this article displaces and de-temp…
Aristotle, the Action Researcher
Journal Article Aristotle, the Action Researcher Get access Marianna Papastephanou Marianna Papastephanou Correspondence: Marianna Papastephanou, University of Cyprus, Department of Education, PO Box 20537, Nicosia, 1678, Cyprus. E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 44, Issue 4, November 2010, Pages 589–595, https://doi.org/10.1111/j.1467-9752.…
Communicative action and philosophical foundations
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-a…
Discourse Theory and its Implications for Philosophy of Education
This article examines the actual and potential contribution of Jürgen Habermas's and Karl-Otto Apel's ‘discourse theory’ to ongoing debates on educational issues. By exploring the paradigmatic assumptions of discourse theory, i.e. those related to new conceptions of rationality, language, and subjectivity, I suggest possible links between a Frankfurt School metacritique and a postmodern educational practice. While taking into account the poststru…
The idea of emancipation from a cosmopolitan point of view
Ulysses' reason, nobody's fault
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 …
Europe's Remedial Revolutions or the Political Preconditions of a Medical Metaphor
Estranged but not Alienated
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 his…
Modernization, Rationalization, and Education
As societies forfeit increasingly their homogeneous character and cross-cultural encounters are being multiplied, demands for multicultural and Other- oriented education appear legitimate and convincing. However, to endorse such demands does not suffice on its own, if it is not accompanied by appropriate theoretical shifts in sociological core assumptions. In this article, I propose that one such shift should concern the old coupling of moderniza…
Kant's cosmopolitanism and human history
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 m…
Arrows Not Yet Fired
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.…
Deconstruction, Anti–Realism and Philosophy of Science—an interview with Christopher Norris
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 proje…
Liberalism, Justice, and (A)symmetrical Reciprocity
(2002). Liberalism, Justice, and (A)symmetrical Reciprocity. The European Legacy: Vol. 7, No. 5, pp. 549-565
Forgiving and Requesting Forgiveness
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 wi…
Education, Subjectivity and Community
Focuses on democratic pedagogical ideal of symmetrical reciprocity. Generation of diverse and often opposing educational models; Reception to postmodernist trend of thought
Educational Critique, Critical Thinking and the Critical Philosophical Traditions
Journal Article Educational Critique, Critical Thinking and the Critical Philosophical Traditions Get access Marianna Papastephanou Marianna Papastephanou Department of Education, University of Cyprus, Nicosia, P. O. Box 20537, Cyprus Correspondence: Marianna Papastephanou, Department of Education, University of Cyprus, Nicosia, P. O. Box 20537, Cyprus. Email: [email protected] Search for other works by this author on: Oxford Academic Goo…
The Implicit Assumptions of Dividing a Cake
Religious teaching and political context
In this article I aim to explore some philosophical issues involved in teaching religion in Cyprus and suggest some preconditions in order for this teaching to be sensitive to the multicultural character of the island and conducive to the vision of reconciliation and reunification. First, I shall clarify some particularities of the political problem of Cyprus, since many misconceptions obscure the understanding of the real stakes at issue, having…
Difference‐sensitive communities, networked learning, and higher education
Recent emphases on prospects for difference‐sensitive virtual communities rely implicity or explicity on some optimist accounts of cyberspace and globalization. It is expected that hybridity, diaspora and fluidity, marking new understandings of spatiality and temporality in a globalized postmodern era, will create new forms of belonging that will not suffer from the shortcomings of the old notion of community. In this article, the author examines…
Rawls' Theory of Justice and Citizenship Education
Journal Article Rawls' Theory of Justice and Citizenship Education Get access Marianna Papastephanou Marianna Papastephanou Correspondence: Marianna Papastephanou, University of Cyprus, Department of Education, PO Box 20537, Nicosia 1678 Cyprus. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 39, Issue 3, August 2005, Pages 499–518, https://doi.org/10.1111…
Onto-theology and the incrimination of ontology in Levinas and Derrida
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 pres…
Globalisation, Globalism and Cosmopolitanism as an Educational Ideal
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, dra…
Can Subjectivity Be Salvaged
Research Article| January 01 2005 CAN SUBJECTIVITY BE SALVAGED? Marianna Papastephanou Marianna Papastephanou Search for other works by this author on: This Site Google Common Knowledge (2005) 11 (1): 136–159. https://doi.org/10.1215/0961754X-11-1-136 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Marianna Papastephanou; CAN SUBJECTIVITY BE SALVAGED?. Common Knowledge 1 January 2005; 11 (1): 136–159. doi: https://doi.org…
Education, risk and ethics
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 con…
Philosophical Research and Educational Action Research
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…
Postmodernism and the Revival of Socialism as Critique
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…
Critical Thinking Beyond Skill
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 paradi…
Sociology (82 works) · Philosophy (74 works) · Epistemology (70 works) · Law (70 works) · Political science (69 works) · Philosophy (51 works) · Politics (51 works) · Law (47 works) · Higher education (24 works) · Psychology (22 works)