Topic
Dystopia
About: Dystopia is a research topic. Over the lifetime, 2146 publications have been published within this topic receiving 15163 citations. The topic is also known as: cacotopia.
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TL;DR: Marianna Papastephanou has studied philosophy at the University of Cardiff (Wales) and Berlin (Germany) and she has taught in the department of philosophy at Cardiff and she is currently teaching Philosophy of Education at University of Cyprus.
Abstract: Marianna Papastephanouhas studied Philosophy at the University of Cardiff (Wales) and Berlin (Germany). She has taught in the department of Philosophy at Cardiff and she is currently teaching Philosophy of Education at the University of Cyprus. Her research interests include educational utopianism, cosmopolitanism and postmodernism. Her major fields are philosophy and educational philosophy. Guiding threads of her recent philosophical work have been: conceptual tasks such as reformulations of utopianism and cosmopolitanism; and theoretical discussions of intersections of these themes with education. For instance, she explores the relevance of utopia and dystopia to transformative pedagogy or the significance of an eccentric rather than concentric cosmopolitanism for cultivating critical subjectivities.She is the editor of K-O. Apel: From a Transcendental-Semiotic Point of View (Manchester University Press, 1998), the author of Educated Hope and Educated Fear (Sense Publishers, 2009) and of Thinking Differently about Cosmopolitanism: Theory, Eccentricity and a Globalized World (Para- digm, 2012). She is the author of various articles in Philosophy and Philosophy of Education Journals [selected titles: "The Idea of Emancipation from a Cosmopolitan Point of View," Continental Philosophy Review 33(4), 2000: 395-415; "Kant's Cosmopolitanism and Human History," History of the Human Sciences 15(1), 2002: 17-38; "Forgiving and Requesting Forgiveness," Journal of Philosophy of Education 37(3), 2003: 503-524; "Ontotheology and the fricrimination of Ontology: Levinas and Derrida," Philosophy and Social Criticism 31(4), 2005: 461-485; "Globalization, Globalism and Cosmopolitanism as an Educational Ideal," Educational Philosophy and Theory 37(4), 2005: 533-551; "Utopian Thought, Dystopian Reality and Educational Practice," Studies in Philosophy and Education 27(1), 2008: 89-102; M. Papastephanou, "Hesiod the Cosmopolitan: Utopian and Dystopian Discourse and Ethico-Political Education," Ethics and Education 3(2), 2008: 89-105; "Walls and Laws: Proximity, Distance and the Doubleness of the Border," Educational Philosophy and Theory 43(3), 2010: 209-224; "Eurocentrism Beyond the «Universalism vs Particularism» Dilemma: Habermas and Derrida's Joined Plea for a New Europe," History of the Human Sciences 24(5), 2011: 142-166; "Deconstructing the Ethnos - Nation Distinction," The Journal of Politics and Law 5(4), 2012: 146-158; "Utopian Education and Antiutopian Anthropology," International Education Studies 6(2), 2013: 22-33.Papastephanou, M. (2007), "The Vision of a Future Europe: Infectious or Infected? The Position of Education," JSSE-Joumal of Social Science Education 6(1), jsse.ub.uni-bielefeld.dePapastephanou, M. (2011), "The Philosopher, the Sophist, the Undercurrent and Alain Badiou," http://speculations.squarespace.com/storage/Papastepha nou_The%20Philosopher_v2.pdfPapastephanou, M. (2011), "The 'Cosmopolitan' Self Does Her Homework," Journal of Philosophy of Education 45(4): 597-612. http://www.philosophy -of-education.org/conferences/pdfs/Papastephanou.pdfMP: Can you say how much of your Cypriot background and experience conditions your cosmopolitan position? Could you perhaps give us some background on the historical situation in Cyprus as a way of understanding your cosmopolitanism?Marianna: Let me begin with your second question, as I believe that in answering it I will also respond to the first. Cyprus is one of those few places whose name is a name of a country (Cyprus) and the name of an international problem (the Cyprus problem), an issue of cosmopolitan right. The very effort to offer some background on the historical situation in Cyprus invites cosmopolitan challenges. For instance, in many academic contexts, a brief account of Cyprus history typically starts from 1878, the year when the British Empire took over the administration of the island. In an "uncosmopolitan" way, colonial occupation becomes the "history proper" of Cyprus, and all that preceded it becomes "pre-history. …
3 citations
TL;DR: The authors examines W.E.B. Du Bois's Dark princess and George Schuyler's Black empire as attempts to accept a project that is intimately familiar with the poetics of speculative prophecy driven by the dynamics of utopia.
Abstract: This article examines W.E.B. Du Bois's Dark princess and George Schuyler's Black empire as attempts to accept a project that is intimately familiar with the poetics of speculative prophecy driven by the dynamics of utopia. Both novels illustrate a type of racial utopian vision for the future in which a transformed global social order emerges. However, Dark princess and Black empire engage the often uneasy relationship between the utopian possible and the more constrictive, anti-utopian probable. By examining the ways that Du Bois and Schuyler make use of their utopian novels, this paper explores how the trajectories of possibility in the two novels provide insights into the politics and poetics of their speculative writings.
3 citations
TL;DR: This paper reviewed both the criticisms and defenses of popular generic texts focusing on arguments that defend the complexity of genre texts and those that deny the distinction between generic works and others, and revised the genre paradox.
Abstract: Why are bookstore shelves filled with mysteries, horror stories, romances, Westerns and other genre fiction? Why should one spend time reading narratives that are so similar? Why, for that matter, should one write works that are so similar to those of other authors? One philosopher, Noel Carroll, in fact, refers to the phenomenon as the ‘paradox of junk fiction’. Are there works in political theory as well that share characteristics with these genres? And is there also a paradox involved among both these readers and authors? This essay reviews both the criticisms and defenses of popular generic texts focusing on arguments that defend the complexity of genre texts and those that deny the distinction between generic works and others. Utopias are identified as counterparts in political theory and are applied to this genre debate. I conclude by revising the genre paradox.
3 citations
20 Mar 2013
TL;DR: The authors discuss the subject of dystopia and utopia in two selected works by H.G. Wells and argue that the author changes large parts of his philosophy and his way of writing after World War One.
Abstract: My essay will discuss the subject of dystopia and utopia in two selected works by H.G. Wells. I will show that both novels reflect the changing discourse of the time in which they were written, and will argue that the author changes large parts of his philosophy and his way of writing after World War One. Further, this essay will show that both novels contain dystopian and utopian elements, but that one element is more prominent in each of the novels. Finally, this essay will show how H.G. Wells presented his ideas of liberal socialism and how those ideas manifested in his post-war novel. The first chapter will discuss the pre-war novel and the society that influenced the writing of The Time Machine. The second chapter will focus on the change of perspective after World War One and the creation of Wells’ utopia in Men Like Gods. The third chapter will address the political views of H.G. Wells by looking at ideas that the author presented at the time and by discussing some of the critique he received by his contemporaries.
3 citations