Treatment of Theodora, empress of Byzantium, in Byzantine and selected modern authors
- Fokylidou-Theodorou, Melpomeni
- Authors: Fokylidou-Theodorou, Melpomeni
- Date: 2009-05-25T06:01:24Z
- Subjects: Theodora , Procopius secret history , Charles Diehl , Klearchos Theocharous , P. Cezaretti , Guy Rachet , George Roussos , Flaming Purple
- Type: Thesis
- Identifier: uj:8420 , http://hdl.handle.net/10210/2584
- Description: M.A. , This particular historical-intertextual study that delves into the life and work of the empress Theodora, wife of Justinian I, have as its fundamental source the testimony of the historian Procopius of Caesarea, contemporary of this “Augusta”. Procopius’ main information is contained in the Anekdota or Secret History, a work generally acknowledged by historians and scholars as one of slander. Nevertheless, it is believed to be the most important source of information of Theodora’s controversial and eventful life. The purpose of this study is to examine The Treatment of Theodora, empress of Byzantium. We have selected the works of five modern writers, namely Theodora by the French historian-byzantinist C. Diehl, Theodora Augusta by novelist K. Theocharous, Theodora by the Italian historian P. Cezaretti, Theodora by French novelist Guy Rachet and Flaming Purple by the historical writer G. Roussos. Our research has examined whether these above-mentioned biographers of Theodora have brought to light new and important explanations. These, compared to older or more recent historical documentation, have made it possible to collect as much ‘data’ as possible on Theodora and, by comparing this ‘data’, convey the best appreciation possible about the ‘disputed’ and ‘multifarious’ personality of this empress.
- Full Text:
- Authors: Fokylidou-Theodorou, Melpomeni
- Date: 2009-05-25T06:01:24Z
- Subjects: Theodora , Procopius secret history , Charles Diehl , Klearchos Theocharous , P. Cezaretti , Guy Rachet , George Roussos , Flaming Purple
- Type: Thesis
- Identifier: uj:8420 , http://hdl.handle.net/10210/2584
- Description: M.A. , This particular historical-intertextual study that delves into the life and work of the empress Theodora, wife of Justinian I, have as its fundamental source the testimony of the historian Procopius of Caesarea, contemporary of this “Augusta”. Procopius’ main information is contained in the Anekdota or Secret History, a work generally acknowledged by historians and scholars as one of slander. Nevertheless, it is believed to be the most important source of information of Theodora’s controversial and eventful life. The purpose of this study is to examine The Treatment of Theodora, empress of Byzantium. We have selected the works of five modern writers, namely Theodora by the French historian-byzantinist C. Diehl, Theodora Augusta by novelist K. Theocharous, Theodora by the Italian historian P. Cezaretti, Theodora by French novelist Guy Rachet and Flaming Purple by the historical writer G. Roussos. Our research has examined whether these above-mentioned biographers of Theodora have brought to light new and important explanations. These, compared to older or more recent historical documentation, have made it possible to collect as much ‘data’ as possible on Theodora and, by comparing this ‘data’, convey the best appreciation possible about the ‘disputed’ and ‘multifarious’ personality of this empress.
- Full Text:
Paideia in Ioannina during the so-called Tourkokratia: 18th century - beginning 20th century
- Authors: Floros, Ioannis N.
- Date: 2009-05-21T08:14:32Z
- Subjects: Ioannina (Greece) , Education (Greece)
- Type: Thesis
- Identifier: uj:8408 , http://hdl.handle.net/10210/2572
- Description: M.A. , The evidence that the history provides us with, indisputably indicates that the city of Ioannina was always a meeting place, sometimes under the influence of favourable conditions and other times not, for philosophical, scientific and theological investigations. The city has been a place of cohabitation of the three largest religions of the world, Christianity, Judaism and Islam. The geographical position of Ioannina and Epirus in general, being opposite the island of Kerkyra (Corfu) and more specifically the city of Kerkyra that was the capital city of the then Venetian occupied Eptanisa (Ionian Islands), the close proximity to the important ports of Preveza and Parga and the short distance of these from Italy favoured the economic development of the city and transformed it into one of the most significant transit centres of the Ottoman empire. Many Ioannites (residents of Ioannina) started to emigrate during the beginning of the 17th century and the years and centuries following. They generally emigrated to the shores of the Adriatic and Italy, and also to the states adjoining the Danube River (Romania and Moldavia), southern Russia and central Europe, in search of a more prosperous future and in order to satisfy their educational improvement. This mass emigration of the Ioannites had as a result a capital influx into the city, either in the form of bequests or grants, which could meet the daily or educational needs of the Ioannites, At the same time community development takes place and Local Government is established in Ioannina with local leaders. Ecclesiastical and school committees are also established. Home industries are established in the manufacture of furs, leather craft, candlestick making, silver crafting, embroidery and hand crafts in general. The city of Ioannina offered the enslaved Greeks the scope, bounds and conditions for their spiritual recovery and the restoration of their political reestablishment. The Epirotes, and more specifically the Ioannites, donors, teachers and instructors were the contributors to this recovery, and with their actions they rendered Epirus a land of virtuous people. To these contributors we must add the leaders of the Klephtes and Armatoli that made their presence heard when the various revolutionary uprisings took place (D. Philosophos, Vlachavas, Katsadonis, the monk Samouil, etc.). From Epirus, as mentioned above, the first merchants set out, who became the healers and rejuvenators of the paideia and became national benefactors. Indeed, the development of the paideia is owed to the initiative and the actions of the Ioannites merchants, bankers and landowners that lived abroad. Some of these Ioannites were Leodarides, Gioumas, Tsigaras, Hieromnimones, Maroutsides, Karayiannides, Dobolis, Tsouflis, Hatjikonstas, Staurou, Efthymiou, Kaplanis, Zosimades, Tositsides, Averof, Stournaras, Manthos and Georgios Rizaris, and others. The schools of Ioannina, and the tireless teachers, that contributed decisively to the recovery of «a nation whose rights were infringed upon», played a catalytic role. The schools that were established in Ioannina played a pioneering role insofar as the ideas that evolved in these schools, as well as the teaching programmes that were taught. These modernised and often-radical ideologies that were not only bread, but also born in these Schools greatly contributed to the “Neo Hellenic Enlightenment.” These resulted in the intellectual arousal and the political reinstatement of the Greek Nation. In 1648 the School of Epiphanios Igoumenos was established and functioned until 1742, where teachers like Glykis, Mitrou and Katzioulis taught. The year 1648 is regarded as the commencement of the Eperotiki and simultaneously the Neo Hellenic Renaissance. This School was the cause of the rupture of the Byzantine, classic Orthodox, political ideology that was the status quo and in force until then. It further contributed and begun the separation of Aristotelism, a philosophical system that was followed by the established Church, and which system had ended in Europe two centuries earlier. The School of Emmanouil Gionma (1677–1723) was characterised as a great and grand school, and boasts teachers and educationists such as Makris, Sougdouris and the famous Methodios Anthrakitis. These above-mentioned teachers stood up and never hesitated to oppose the conservative establishment and the entrenched views of the Church. Save for a few Chief Priests such as Kosmas o Etolos who was named the Saint of the “Neo Hellenic Language”, the Church bears much of the responsibility for the intellectual suppression of the then Turkish dominated Hellenic Nation. The Maroutsios School (1742-1797) is categorised as modern and contemporary amongst the others, with the renowned teacher, Evgenios Voulgaris. Although Voulgaris did not use and teach the simple modern language in his teachings, his overall rating at the school was a very positive one. The first phase of the Renaissance of the Greek paideia in the city of Ioannina comes to an end during the second half of the 18th century with the departure of Voulgaris from the city. The reigns of education are taken over from the School of Emmanouil Gionma in 1723, with the departure of Methodios Anthrakitis, by the conservative clergy family of Balanos (1723-1821). The school then is renamed Balanios School. This family will establish themselves as the only official educators of Ioannina for close to a century. With the paideia being controlled by the Balanos family, it starts not only to diminish in standard, but also reaches a point of decadence. From this anachronistic and lethargic education system, Athanasios Psalidas emerges to revive the education of the capital city of Epirus, Ioannina, while teaching at the Kaplanios School (1805-1820). With the emergence of Psalidas in the education system of Ioannina, he will begin a series of battles, conflicts and controversy against the conservative community of Ioannina. Psalidas, belonging to the upper middle class that consisted mainly of merchants, was an ardent supporter of European ideologies and the common Greek language as spoken by the common folk. He had as his main objective and aspiration the intellectual upliftment and the political restoration of the enslaved Hellenic Nation. In his efforts to achieve this, he was assisted by the sharp-witted and religious tolerant Ali Pasha, who protected and encouraged the paideia in Ioannina. He imposed upon the conservatives to be silent and tolerant of Psalidas, and he openly gave his undisguised support to the educational methods and innovations of the teacher. In the near future however, the Neo Hellenic Renaissance, in which Ioannina had contributed to, came to an abrupt end with the start of the revolution, the Greek War of Independence of 1821. Ioannina was turned into a battlefield between the forces of the Sultan and Ali Pasha, and this resulted in the destruction of the Schools of the city and the wide spread scattering of the scholars. Epirus was not included in the newly formed State of Greece that was formed after the 1821 Greek War of Independence. In the city of Ioannina in the period of the late Tourkokratia the field of paideia is inaugurated with generous donations of the brothers Zosimas in 1828, in order to establish the Zosimea School. The school boasted a “Gymnasion” since 1852 with principles such as, Georgios Kranas, Anastasios Sakellarios, Spyridon Manaris and Georgios Kaloudis. It further transformed into the most significant educational centre of the region, welcoming and accommodating students from Epirus and also from Albania. Further, worth mentioning are the following Ioannites teachers, authors and scholars, who were students of the Schools of Ioannina, and these were, Philitas, Asopios, Goudas, Labridis, Aravadinos, Labros, Vasiadis, Pallis, Vilaras, Zalokostas, Krystallis and Christovasilis, who with their philological and historical works, as well as their literature achieved distinguished success. They founded philological societies and clubs, published periodicals and journals, conveyed the European ideologies to Ioannina, cultivated the Modern Greek language, rescued intellectual treasures, and promoted traditions. Their efforts were met by assistance from other Ioannites in the printing trade in Venice, Vienna, Ioannina, Moschopolis, Konstadinoupolis and Athens. Some of these are the brothers Glykides, Sarrous and Theodosiou, and also Labanitziotis and Sakellarios. Thus the intellectual movement that took place in Ioannina found its support in three main vessels, namely, merchants, teachers and printers. Therefore, all off the above-mentioned comprise the “Enlightenment” that was born in Ioannina, and in conjunction with the modern educational efforts of the other regions, formulated the Neo Hellenic Enlightenment. This had as a result the upliftment of the moral of the Hellenic Nation and the National Hellenic independence.
- Full Text:
- Authors: Floros, Ioannis N.
- Date: 2009-05-21T08:14:32Z
- Subjects: Ioannina (Greece) , Education (Greece)
- Type: Thesis
- Identifier: uj:8408 , http://hdl.handle.net/10210/2572
- Description: M.A. , The evidence that the history provides us with, indisputably indicates that the city of Ioannina was always a meeting place, sometimes under the influence of favourable conditions and other times not, for philosophical, scientific and theological investigations. The city has been a place of cohabitation of the three largest religions of the world, Christianity, Judaism and Islam. The geographical position of Ioannina and Epirus in general, being opposite the island of Kerkyra (Corfu) and more specifically the city of Kerkyra that was the capital city of the then Venetian occupied Eptanisa (Ionian Islands), the close proximity to the important ports of Preveza and Parga and the short distance of these from Italy favoured the economic development of the city and transformed it into one of the most significant transit centres of the Ottoman empire. Many Ioannites (residents of Ioannina) started to emigrate during the beginning of the 17th century and the years and centuries following. They generally emigrated to the shores of the Adriatic and Italy, and also to the states adjoining the Danube River (Romania and Moldavia), southern Russia and central Europe, in search of a more prosperous future and in order to satisfy their educational improvement. This mass emigration of the Ioannites had as a result a capital influx into the city, either in the form of bequests or grants, which could meet the daily or educational needs of the Ioannites, At the same time community development takes place and Local Government is established in Ioannina with local leaders. Ecclesiastical and school committees are also established. Home industries are established in the manufacture of furs, leather craft, candlestick making, silver crafting, embroidery and hand crafts in general. The city of Ioannina offered the enslaved Greeks the scope, bounds and conditions for their spiritual recovery and the restoration of their political reestablishment. The Epirotes, and more specifically the Ioannites, donors, teachers and instructors were the contributors to this recovery, and with their actions they rendered Epirus a land of virtuous people. To these contributors we must add the leaders of the Klephtes and Armatoli that made their presence heard when the various revolutionary uprisings took place (D. Philosophos, Vlachavas, Katsadonis, the monk Samouil, etc.). From Epirus, as mentioned above, the first merchants set out, who became the healers and rejuvenators of the paideia and became national benefactors. Indeed, the development of the paideia is owed to the initiative and the actions of the Ioannites merchants, bankers and landowners that lived abroad. Some of these Ioannites were Leodarides, Gioumas, Tsigaras, Hieromnimones, Maroutsides, Karayiannides, Dobolis, Tsouflis, Hatjikonstas, Staurou, Efthymiou, Kaplanis, Zosimades, Tositsides, Averof, Stournaras, Manthos and Georgios Rizaris, and others. The schools of Ioannina, and the tireless teachers, that contributed decisively to the recovery of «a nation whose rights were infringed upon», played a catalytic role. The schools that were established in Ioannina played a pioneering role insofar as the ideas that evolved in these schools, as well as the teaching programmes that were taught. These modernised and often-radical ideologies that were not only bread, but also born in these Schools greatly contributed to the “Neo Hellenic Enlightenment.” These resulted in the intellectual arousal and the political reinstatement of the Greek Nation. In 1648 the School of Epiphanios Igoumenos was established and functioned until 1742, where teachers like Glykis, Mitrou and Katzioulis taught. The year 1648 is regarded as the commencement of the Eperotiki and simultaneously the Neo Hellenic Renaissance. This School was the cause of the rupture of the Byzantine, classic Orthodox, political ideology that was the status quo and in force until then. It further contributed and begun the separation of Aristotelism, a philosophical system that was followed by the established Church, and which system had ended in Europe two centuries earlier. The School of Emmanouil Gionma (1677–1723) was characterised as a great and grand school, and boasts teachers and educationists such as Makris, Sougdouris and the famous Methodios Anthrakitis. These above-mentioned teachers stood up and never hesitated to oppose the conservative establishment and the entrenched views of the Church. Save for a few Chief Priests such as Kosmas o Etolos who was named the Saint of the “Neo Hellenic Language”, the Church bears much of the responsibility for the intellectual suppression of the then Turkish dominated Hellenic Nation. The Maroutsios School (1742-1797) is categorised as modern and contemporary amongst the others, with the renowned teacher, Evgenios Voulgaris. Although Voulgaris did not use and teach the simple modern language in his teachings, his overall rating at the school was a very positive one. The first phase of the Renaissance of the Greek paideia in the city of Ioannina comes to an end during the second half of the 18th century with the departure of Voulgaris from the city. The reigns of education are taken over from the School of Emmanouil Gionma in 1723, with the departure of Methodios Anthrakitis, by the conservative clergy family of Balanos (1723-1821). The school then is renamed Balanios School. This family will establish themselves as the only official educators of Ioannina for close to a century. With the paideia being controlled by the Balanos family, it starts not only to diminish in standard, but also reaches a point of decadence. From this anachronistic and lethargic education system, Athanasios Psalidas emerges to revive the education of the capital city of Epirus, Ioannina, while teaching at the Kaplanios School (1805-1820). With the emergence of Psalidas in the education system of Ioannina, he will begin a series of battles, conflicts and controversy against the conservative community of Ioannina. Psalidas, belonging to the upper middle class that consisted mainly of merchants, was an ardent supporter of European ideologies and the common Greek language as spoken by the common folk. He had as his main objective and aspiration the intellectual upliftment and the political restoration of the enslaved Hellenic Nation. In his efforts to achieve this, he was assisted by the sharp-witted and religious tolerant Ali Pasha, who protected and encouraged the paideia in Ioannina. He imposed upon the conservatives to be silent and tolerant of Psalidas, and he openly gave his undisguised support to the educational methods and innovations of the teacher. In the near future however, the Neo Hellenic Renaissance, in which Ioannina had contributed to, came to an abrupt end with the start of the revolution, the Greek War of Independence of 1821. Ioannina was turned into a battlefield between the forces of the Sultan and Ali Pasha, and this resulted in the destruction of the Schools of the city and the wide spread scattering of the scholars. Epirus was not included in the newly formed State of Greece that was formed after the 1821 Greek War of Independence. In the city of Ioannina in the period of the late Tourkokratia the field of paideia is inaugurated with generous donations of the brothers Zosimas in 1828, in order to establish the Zosimea School. The school boasted a “Gymnasion” since 1852 with principles such as, Georgios Kranas, Anastasios Sakellarios, Spyridon Manaris and Georgios Kaloudis. It further transformed into the most significant educational centre of the region, welcoming and accommodating students from Epirus and also from Albania. Further, worth mentioning are the following Ioannites teachers, authors and scholars, who were students of the Schools of Ioannina, and these were, Philitas, Asopios, Goudas, Labridis, Aravadinos, Labros, Vasiadis, Pallis, Vilaras, Zalokostas, Krystallis and Christovasilis, who with their philological and historical works, as well as their literature achieved distinguished success. They founded philological societies and clubs, published periodicals and journals, conveyed the European ideologies to Ioannina, cultivated the Modern Greek language, rescued intellectual treasures, and promoted traditions. Their efforts were met by assistance from other Ioannites in the printing trade in Venice, Vienna, Ioannina, Moschopolis, Konstadinoupolis and Athens. Some of these are the brothers Glykides, Sarrous and Theodosiou, and also Labanitziotis and Sakellarios. Thus the intellectual movement that took place in Ioannina found its support in three main vessels, namely, merchants, teachers and printers. Therefore, all off the above-mentioned comprise the “Enlightenment” that was born in Ioannina, and in conjunction with the modern educational efforts of the other regions, formulated the Neo Hellenic Enlightenment. This had as a result the upliftment of the moral of the Hellenic Nation and the National Hellenic independence.
- Full Text:
Ethnocentrism in Greek primary education according to the analytic teaching programme and a selection of school manuals
- Authors: Vlachos, Georgios
- Date: 2009-07-29T07:27:46Z
- Subjects: Greek national characteristics , Ethnocentrism , Nationalism (Greece) , Greek culture , Greek primary education , Greek immigrants , Greek textbooks
- Type: Thesis
- Identifier: uj:8564 , http://hdl.handle.net/10210/2828
- Description: M.A. , The present dissertation is divided into two parts. The first part consists of the first three chapters, the theoretical content and the second part, which consists of the fourth and fifth chapters, is the research conducted according the conclusions drawn and the proposals. In the first chapter the compiled thesis deals with the reformation of the nation- state notion. This dissertation sought for the roots of the nation-state notion, which rise from the era of Enlightenment and encountered the particular features typical to their existence. The study then moves on to the formation of the Greek nation state. We witnessed its development and evolution from the ancient years until its creation. Its existence is worth being mentioned only after the emancipation from the Turkish occupation, as well as to the special features such as the language, culture and religion, features that were created during the antiquity. Furthermore, national identity was the main subject, whose infrastructure is the existence of “foreigners”. It is widely known that the individuals who belong to a particular group comply with common values and ideals but they reject elements which are considered to be unfamiliar and of a bad influence. As far as the Greek national identity is concerned, what came to light was that the roots stem from the ancient Greek civilization, which represents the modern Greek and the European civilization. National identity’s major features and functional elements such as education, language and church were revealed at the same time. In addition, the scientific interest was directed towards nationalism and ethnocentrism. The special features suitable for the creation of nationalism and the era in which it appeared were examined. Moreover, the causes and factors, which reformed, shaped and supported it were revealed some of which may be ideology, political parties, mass media, educational system, and the way of thinking to name a few. Finally, it was found that Greek nationalism was formed by the fall of Istanbul and was connected with the “Great Idea”. Therefore, the cultivation of the national ethics can be developed into ethnocentrism. This phenomenon can be interpreted in a different manner in relation with the existing political and historical state and the specific period of time. Later on, ethnocentrism’s existence, it’s originality, it’s creation and the consequences it might have had on the development of the student’s identity. It is cultivated properly when the education takes on a “traditional” role promoted to exemplify the particular national features. As a result, on the one hand the ethnocentrism secures the cultural continuation and homogeneity, but on the other hand it functions as a factor against bringing the students in contact with other people and civilizations. As far as it is concerned, the official state plays an important role providing books and educators who are summoned to materialize the aims of education. The second chapter presents economical, political, social and cultural changes which took place during the 20th century not only worldwide but also within the Greek society. These changes were particularly important and resulted in more and more people coming into contact with more than one civilizations and they were summoned to co-exist harmoniously, peacefully and creatively. This goal can be achieved only under the appropriate circumstances. Education should play this significant role in order to cultivate the ethno-cultural identity, the acceptance and the comprehension of “others” demonstrating them not only through warfare but also through culture. A lot conferences such as { the educational action of UNESCO, The Maastricht treaty) were held on this important issue at which was presented proposal (Green Bible and others). The conclusions of which culminated the A.T.P. and school text material, putting aside as much as possible the ethnocentrism other stereo types and negative conceptions towards “foreigners”. Instead they create suitable teaching circumstances for the understanding and tolerance of the ”foreigners” in order to co-exist peacefully. The third chapter presents the aim of the research ground of this project which has to do with the A.T.P., the school written text books and the concepts of the educators containing national centralized elements. It is known that students are encouraged to come in contact with knowledge, attitudes and values according to the educational policy of each government. The significance of both the school manual and A.T.P. as well as school textbooks, implements of the official state, that helped fulfill the aims, along with the concepts of the educator regarding the cultivation or not of ethnic centrism, were demonstrated. Furthermore, the third chapter continues with a summarized research in bibliography. From this summary culminated that the school manual, curriculum and the school text books from primary and elementary school, even though there were some improvements, remained national centralized and they are not relieved from negative comments and reviews about “foreign” people. Commonly, they present other peoples through battle, warfare and not through their culture and civilization. Moreover, problems and issues which concern all of us are not presented in the depth and coverage they should have been presented within the margin of European and worldwide dimensions in education, a fact which is increasingly discussed in our times. As far as the concept of the educators is concerned, what has risen is that those children, who originated from other nationalities, are more open-minded and tolerant to the presence of ‘foreigners’ and the propagation of ethnocentrism elements from education as well as the acceptance of new reality. Finally, the same chapter features the manuals and A.T.P. in which the research materialized and the appropriate method. The fourth chapter presents the research, which was held in the general Analytic Teaching Programme, and that of the subject lessons (Language, History, Geography, Environmental studies, and Religion) as well as the reverent school textbooks. The conclusions and proposals of the whole research procedure were also presented in the above research. It was noted that the general A.T.P., refers to the cultivation of national identity, respect and acceptance of ‘foreigner’ peoples, point that was regarded as remarkably positive. Perhaps due to the fact that the Analytic Teaching Programme has been written recently, it has taken into consideration new standards in world wide and Greek societies and the new role education has to play in this theme. The cultivation of European consciousness is also mentioned, element which could lead to a one new kind of national centralization known as euro centrism. The research in the subject of History grade 6th showed that the national identity is cultivated since social political, economical and religious life of Greece from the period of Turkish rule up until today, but the references of the current Greek state are scant. Therefore, the ‘foreigners’ presented through war and diplomatic relations, which they had with Greece and there are few cultural references to them. All the above culminate in the historical consciousness and judgment of students not being cultivated. As far as the subjects Greek Language grade 5th and grade 6th classes, it is noted that their foremost goal is Greece and its culture. Apart from the Anthology text book, all the references deal with the past and does not present the image of the current Greek state. Also, there is no reference to minorities, residing permanently in Greece. The references to ‘foreigners’ basically stem from passages which refer to wars between Greece against other peoples and passages of foreign literature are missing. It has to be mentioned that the Anthology text book comes in terms with the requirements of the A.T.P. and differs from that of the Language textbooks. Through the subjects of Geography of grade 5th and grade 6th classes students experience their first acquaintance with natural, and human environment in Greece 5th class and in the whole world, ( 5th class ). However, there is no mention in minorities as well as in groups of people who have emigrated permanently in Greece in the recent years. It is noted is that the European Union and its aims, which are presented fully in the textbook of 5th class. Also, in the same textbook cultural exchanges between Greek and other cultures are mentioned, elements which are missing from the corresponding text book in 6th grade which promote superiority and homogeneity in Greek culture. After their comparison, both books pose the issue of their inspection according to new standards. Hence, through both books the necessity of co-operation and supporting and the right of believing in different religions is promoted. The subject of Environmental studies of grade 4th attempts to acquaint the students with the geographical state of Greece, the ecosystem, the tradition and culture. Therefore, the cultural references deal fundamentally with the ancient Greek civilization. In regards to the ‘foreigners’ and E.U the references are briefly mentioned and the aims of the A.T.P are not fulfilled successfully. Finally, concerning the subject of Religion grade 6th through the research study on it, I came to the conclusion that the textbook is centered on Christianity and there are no references to other religions. As a consequence, only Christian consciousness is developed to the students and not the religious one, which is the aim of the A.T.P. This element does not develop a religious thinking and this aim is necessary for the prorogation of religious fanaticism and the acceptance of differentiation. A brief summary of the findings is presented in the fifth chapter, which was mentioned above through the research that was held in respect to Greece and to the ‘foreigners’ using the A.T.P. and the corresponding school manuals. Proposals on the improvement of school text books, the A.T.P., as well as proposals on the teachers {which has been studied through the summary of the research Bibliography) followed. In this way the new social and economical reality was taken into account as it is formed in the present era which imposes the educational liberation from national centralization and its implementation with European and worldwide standards to cultivate peace, the acceptance of others and the harmonious co-existence among peoples all over the world for their own best interest.
- Full Text:
- Authors: Vlachos, Georgios
- Date: 2009-07-29T07:27:46Z
- Subjects: Greek national characteristics , Ethnocentrism , Nationalism (Greece) , Greek culture , Greek primary education , Greek immigrants , Greek textbooks
- Type: Thesis
- Identifier: uj:8564 , http://hdl.handle.net/10210/2828
- Description: M.A. , The present dissertation is divided into two parts. The first part consists of the first three chapters, the theoretical content and the second part, which consists of the fourth and fifth chapters, is the research conducted according the conclusions drawn and the proposals. In the first chapter the compiled thesis deals with the reformation of the nation- state notion. This dissertation sought for the roots of the nation-state notion, which rise from the era of Enlightenment and encountered the particular features typical to their existence. The study then moves on to the formation of the Greek nation state. We witnessed its development and evolution from the ancient years until its creation. Its existence is worth being mentioned only after the emancipation from the Turkish occupation, as well as to the special features such as the language, culture and religion, features that were created during the antiquity. Furthermore, national identity was the main subject, whose infrastructure is the existence of “foreigners”. It is widely known that the individuals who belong to a particular group comply with common values and ideals but they reject elements which are considered to be unfamiliar and of a bad influence. As far as the Greek national identity is concerned, what came to light was that the roots stem from the ancient Greek civilization, which represents the modern Greek and the European civilization. National identity’s major features and functional elements such as education, language and church were revealed at the same time. In addition, the scientific interest was directed towards nationalism and ethnocentrism. The special features suitable for the creation of nationalism and the era in which it appeared were examined. Moreover, the causes and factors, which reformed, shaped and supported it were revealed some of which may be ideology, political parties, mass media, educational system, and the way of thinking to name a few. Finally, it was found that Greek nationalism was formed by the fall of Istanbul and was connected with the “Great Idea”. Therefore, the cultivation of the national ethics can be developed into ethnocentrism. This phenomenon can be interpreted in a different manner in relation with the existing political and historical state and the specific period of time. Later on, ethnocentrism’s existence, it’s originality, it’s creation and the consequences it might have had on the development of the student’s identity. It is cultivated properly when the education takes on a “traditional” role promoted to exemplify the particular national features. As a result, on the one hand the ethnocentrism secures the cultural continuation and homogeneity, but on the other hand it functions as a factor against bringing the students in contact with other people and civilizations. As far as it is concerned, the official state plays an important role providing books and educators who are summoned to materialize the aims of education. The second chapter presents economical, political, social and cultural changes which took place during the 20th century not only worldwide but also within the Greek society. These changes were particularly important and resulted in more and more people coming into contact with more than one civilizations and they were summoned to co-exist harmoniously, peacefully and creatively. This goal can be achieved only under the appropriate circumstances. Education should play this significant role in order to cultivate the ethno-cultural identity, the acceptance and the comprehension of “others” demonstrating them not only through warfare but also through culture. A lot conferences such as { the educational action of UNESCO, The Maastricht treaty) were held on this important issue at which was presented proposal (Green Bible and others). The conclusions of which culminated the A.T.P. and school text material, putting aside as much as possible the ethnocentrism other stereo types and negative conceptions towards “foreigners”. Instead they create suitable teaching circumstances for the understanding and tolerance of the ”foreigners” in order to co-exist peacefully. The third chapter presents the aim of the research ground of this project which has to do with the A.T.P., the school written text books and the concepts of the educators containing national centralized elements. It is known that students are encouraged to come in contact with knowledge, attitudes and values according to the educational policy of each government. The significance of both the school manual and A.T.P. as well as school textbooks, implements of the official state, that helped fulfill the aims, along with the concepts of the educator regarding the cultivation or not of ethnic centrism, were demonstrated. Furthermore, the third chapter continues with a summarized research in bibliography. From this summary culminated that the school manual, curriculum and the school text books from primary and elementary school, even though there were some improvements, remained national centralized and they are not relieved from negative comments and reviews about “foreign” people. Commonly, they present other peoples through battle, warfare and not through their culture and civilization. Moreover, problems and issues which concern all of us are not presented in the depth and coverage they should have been presented within the margin of European and worldwide dimensions in education, a fact which is increasingly discussed in our times. As far as the concept of the educators is concerned, what has risen is that those children, who originated from other nationalities, are more open-minded and tolerant to the presence of ‘foreigners’ and the propagation of ethnocentrism elements from education as well as the acceptance of new reality. Finally, the same chapter features the manuals and A.T.P. in which the research materialized and the appropriate method. The fourth chapter presents the research, which was held in the general Analytic Teaching Programme, and that of the subject lessons (Language, History, Geography, Environmental studies, and Religion) as well as the reverent school textbooks. The conclusions and proposals of the whole research procedure were also presented in the above research. It was noted that the general A.T.P., refers to the cultivation of national identity, respect and acceptance of ‘foreigner’ peoples, point that was regarded as remarkably positive. Perhaps due to the fact that the Analytic Teaching Programme has been written recently, it has taken into consideration new standards in world wide and Greek societies and the new role education has to play in this theme. The cultivation of European consciousness is also mentioned, element which could lead to a one new kind of national centralization known as euro centrism. The research in the subject of History grade 6th showed that the national identity is cultivated since social political, economical and religious life of Greece from the period of Turkish rule up until today, but the references of the current Greek state are scant. Therefore, the ‘foreigners’ presented through war and diplomatic relations, which they had with Greece and there are few cultural references to them. All the above culminate in the historical consciousness and judgment of students not being cultivated. As far as the subjects Greek Language grade 5th and grade 6th classes, it is noted that their foremost goal is Greece and its culture. Apart from the Anthology text book, all the references deal with the past and does not present the image of the current Greek state. Also, there is no reference to minorities, residing permanently in Greece. The references to ‘foreigners’ basically stem from passages which refer to wars between Greece against other peoples and passages of foreign literature are missing. It has to be mentioned that the Anthology text book comes in terms with the requirements of the A.T.P. and differs from that of the Language textbooks. Through the subjects of Geography of grade 5th and grade 6th classes students experience their first acquaintance with natural, and human environment in Greece 5th class and in the whole world, ( 5th class ). However, there is no mention in minorities as well as in groups of people who have emigrated permanently in Greece in the recent years. It is noted is that the European Union and its aims, which are presented fully in the textbook of 5th class. Also, in the same textbook cultural exchanges between Greek and other cultures are mentioned, elements which are missing from the corresponding text book in 6th grade which promote superiority and homogeneity in Greek culture. After their comparison, both books pose the issue of their inspection according to new standards. Hence, through both books the necessity of co-operation and supporting and the right of believing in different religions is promoted. The subject of Environmental studies of grade 4th attempts to acquaint the students with the geographical state of Greece, the ecosystem, the tradition and culture. Therefore, the cultural references deal fundamentally with the ancient Greek civilization. In regards to the ‘foreigners’ and E.U the references are briefly mentioned and the aims of the A.T.P are not fulfilled successfully. Finally, concerning the subject of Religion grade 6th through the research study on it, I came to the conclusion that the textbook is centered on Christianity and there are no references to other religions. As a consequence, only Christian consciousness is developed to the students and not the religious one, which is the aim of the A.T.P. This element does not develop a religious thinking and this aim is necessary for the prorogation of religious fanaticism and the acceptance of differentiation. A brief summary of the findings is presented in the fifth chapter, which was mentioned above through the research that was held in respect to Greece and to the ‘foreigners’ using the A.T.P. and the corresponding school manuals. Proposals on the improvement of school text books, the A.T.P., as well as proposals on the teachers {which has been studied through the summary of the research Bibliography) followed. In this way the new social and economical reality was taken into account as it is formed in the present era which imposes the educational liberation from national centralization and its implementation with European and worldwide standards to cultivate peace, the acceptance of others and the harmonious co-existence among peoples all over the world for their own best interest.
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