Anna Kouppanou
Biographic Data
| ID | 766796 |
|---|---|
| NAME | Anna Kouppanou |
| GIVEN NAMES | Anna |
| FAMILY NAME | Kouppanou |
| SIGNATURE | KOUPPANOU A |
| AFFILIATIONS | Cyprus Pedagogical Institute |
| ORCID | 0000-0001-9679-9862 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Questioning the machine
The posthumanist challenge to teaching or teaching's challenge to posthumanism
Pedagogical approaches emanating from posthumanist and neomaterialist theoretical frameworks can potentially redefine what learning and teaching are. In this paper, I argue, however, that these discussions are marked by a distinct absence, having to do with the role of teachers and the nature of teaching itself. Attempting to make up for this lack, I discuss here posthumanism’s and neomaterialism’s critique of humanism – indeed, in connection to …
Environmental Education and Children's Agency at the Time of the Anthropocene
During the Anthropocene, the epoch characterized by humans’ destructive actions on earth, a few seminal questions may be raised: What have we done? How can we do better? This type of questioning is of course echoed in environmental education, related educational policy and research. There is, however, a difference between general and educational discourses: in the first instance, the collective ‘we’ refers to mainly adult human beings; in the sec…
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
Philosophy of change in Catherine Malabou and in Martin Heidegger
This paper is concerned with Catherine Malabou’s reading of Heidegger’s forgotten triad of change; indeed, in connection to her own notion of the ‘plasticity of meaning’. The paper focuses on the emergence of meaning, on its figuration, and on the moment during which a new image of meaning comes to be seen. In light of this pursuit, the paper will attest to change and to the plasticity of meaning through different images; the first being the plas…
What is in a child’s hand? Prosthesis in Bernard Stiegler
Prosthesis and the human hand have been terms used by various philosophers in order to describe the interaction that binds together the human being and the technical artefact – Martin Heidegger and Jacques Derrida being among the most important of these philosophers. In Bernard Stiegler's philosophy, however, these notions are quite important for another reason: they open up the possibility to rethink the child through the hand, which is, in some…
Educational theory the day after postmodernism
Educational theory the day after postmodernism." Educational Philosophy and Theory, 50(14), pp. 1465–1466
Smart screens and transformative ways of looking
In this article, I set up a Heideggerian framework of research in order to investigate the phenomenon of looking at the smartphone screen, focusing especially on the desire to look, which I see as intricately connected with the desire to know and the desire to be. With a clear phenomenological disposition, supplemented by a deconstructive look via Giorgio Agamben and Bernard Stiegler, I turn to Ovid’s Metamorphoses, and especially to his myth of …
Technologies of Being in Martin Heidegger
‘…Einstein’s Most Rational Dimension of Noetic Life and the Teddy Bear…’ An Interview with Bernard Stiegler on Childhood, Education and the Digital
Bernard Stiegler’s Philosophy of Technology
Bernard Stiegler’s concept of individuation suggests that the human being is co-constituted with technology. Technology precedes the individual in the respect that the latter is thrown in a technological world that always already contains externally inscribed memories—what he calls tertiary memories—that selectively form the individual and the collective space of the community. Revisiting Husserlian phenomenology, Stiegler renews the critique of …
Approaching by digression
Despite their strong spatial connotations, nearness, remoteness and distance are terms discussed in Martin Heidegger in connection to technology, interpretation, difference and lived time. In this paper, I investigate the nature of nearness, the possibility of its elimination and the meaning of such contingency via Bernard Stiegler's critique. In order to do this, I look into the nature of interpretation as a process of time-synthesis that brings…
Environmental Education and Children's Agency at the Time of the Anthropocene
During the Anthropocene, the epoch characterized by humans’ destructive actions on earth, a few seminal questions may be raised: What have we done? How can we do better? This type of questioning is of course echoed in environmental education, related educational policy and research. There is, however, a difference between general and educational discourses: in the first instance, the collective ‘we’ refers to mainly adult human beings; in the sec…
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
The posthumanist challenge to teaching or teaching's challenge to posthumanism
Pedagogical approaches emanating from posthumanist and neomaterialist theoretical frameworks can potentially redefine what learning and teaching are. In this paper, I argue, however, that these discussions are marked by a distinct absence, having to do with the role of teachers and the nature of teaching itself. Attempting to make up for this lack, I discuss here posthumanism’s and neomaterialism’s critique of humanism – indeed, in connection to …
Bernard Stiegler’s Philosophy of Technology
Bernard Stiegler’s concept of individuation suggests that the human being is co-constituted with technology. Technology precedes the individual in the respect that the latter is thrown in a technological world that always already contains externally inscribed memories—what he calls tertiary memories—that selectively form the individual and the collective space of the community. Revisiting Husserlian phenomenology, Stiegler renews the critique of …
Philosophy of change in Catherine Malabou and in Martin Heidegger
This paper is concerned with Catherine Malabou’s reading of Heidegger’s forgotten triad of change; indeed, in connection to her own notion of the ‘plasticity of meaning’. The paper focuses on the emergence of meaning, on its figuration, and on the moment during which a new image of meaning comes to be seen. In light of this pursuit, the paper will attest to change and to the plasticity of meaning through different images; the first being the plas…
What is in a child’s hand? Prosthesis in Bernard Stiegler
Prosthesis and the human hand have been terms used by various philosophers in order to describe the interaction that binds together the human being and the technical artefact – Martin Heidegger and Jacques Derrida being among the most important of these philosophers. In Bernard Stiegler's philosophy, however, these notions are quite important for another reason: they open up the possibility to rethink the child through the hand, which is, in some…
Approaching by digression
Despite their strong spatial connotations, nearness, remoteness and distance are terms discussed in Martin Heidegger in connection to technology, interpretation, difference and lived time. In this paper, I investigate the nature of nearness, the possibility of its elimination and the meaning of such contingency via Bernard Stiegler's critique. In order to do this, I look into the nature of interpretation as a process of time-synthesis that brings…
‘…Einstein’s Most Rational Dimension of Noetic Life and the Teddy Bear…’ An Interview with Bernard Stiegler on Childhood, Education and the Digital
Bernard Stiegler’s Philosophy of Technology
Bernard Stiegler’s concept of individuation suggests that the human being is co-constituted with technology. Technology precedes the individual in the respect that the latter is thrown in a technological world that always already contains externally inscribed memories—what he calls tertiary memories—that selectively form the individual and the collective space of the community. Revisiting Husserlian phenomenology, Stiegler renews the critique of …
Technologies of Being in Martin Heidegger
Educational theory the day after postmodernism
Educational theory the day after postmodernism." Educational Philosophy and Theory, 50(14), pp. 1465–1466
Smart screens and transformative ways of looking
In this article, I set up a Heideggerian framework of research in order to investigate the phenomenon of looking at the smartphone screen, focusing especially on the desire to look, which I see as intricately connected with the desire to know and the desire to be. With a clear phenomenological disposition, supplemented by a deconstructive look via Giorgio Agamben and Bernard Stiegler, I turn to Ovid’s Metamorphoses, and especially to his myth of …
What is in a child’s hand? Prosthesis in Bernard Stiegler
Prosthesis and the human hand have been terms used by various philosophers in order to describe the interaction that binds together the human being and the technical artefact – Martin Heidegger and Jacques Derrida being among the most important of these philosophers. In Bernard Stiegler's philosophy, however, these notions are quite important for another reason: they open up the possibility to rethink the child through the hand, which is, in some…
Environmental Education and Children's Agency at the Time of the Anthropocene
During the Anthropocene, the epoch characterized by humans’ destructive actions on earth, a few seminal questions may be raised: What have we done? How can we do better? This type of questioning is of course echoed in environmental education, related educational policy and research. There is, however, a difference between general and educational discourses: in the first instance, the collective ‘we’ refers to mainly adult human beings; in the sec…
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
Philosophy of change in Catherine Malabou and in Martin Heidegger
This paper is concerned with Catherine Malabou’s reading of Heidegger’s forgotten triad of change; indeed, in connection to her own notion of the ‘plasticity of meaning’. The paper focuses on the emergence of meaning, on its figuration, and on the moment during which a new image of meaning comes to be seen. In light of this pursuit, the paper will attest to change and to the plasticity of meaning through different images; the first being the plas…
The posthumanist challenge to teaching or teaching's challenge to posthumanism
Pedagogical approaches emanating from posthumanist and neomaterialist theoretical frameworks can potentially redefine what learning and teaching are. In this paper, I argue, however, that these discussions are marked by a distinct absence, having to do with the role of teachers and the nature of teaching itself. Attempting to make up for this lack, I discuss here posthumanism’s and neomaterialism’s critique of humanism – indeed, in connection to …
Questioning the machine
Philosophy (10 works) · Epistemology (9 works) · Philosophy (9 works) · Sociology (9 works) · Digital Media and Philosophy (6 works) · Law (6 works) · Higher education (5 works) · Law (5 works) · Philosophy of education (5 works) · Psychology (5 works)