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.

M.A. (Greek) / Please refer to full text to view abstract

M.A. / The main purpose of this postgraduate study has been to record and investigate the ways in which Byzantine history is presented in the history textbooks of the Hellenic general education. Our attempt has been to demonstrate the ways in which this part of the Hellenic history is presented within the curriculum and syllabi, in order to investigate the various parameters (social, political, cultural, pedagogic and religious) that affect the historic Donsciouness of the Hellenic Primary and Secondary school learners.For research purposes, we contemplated that the study should be separated into two parts. In the first part we examined the theoretical constituents which define History as a subject under the subheadings of "What is history", "Historical event and its elements", "Historical knowledge and validity" as well as "History in general education". We then attempted to sketch out a rough outline of Byzantium and its history through a timeline of the dynasties. In the beginning of each dynasty, we referred to the ruling emperors and then attempted to identify the main factors which, in our opinion, had shaped each period so that the reader can, at least, conceptualize the long, eventful and diverse history of the Byzantine Empire. In the beginning of the second part, we refer to articles and paragraphs of the Hellenic constitution and Hellenic legislation that form the framework within which are defined: the overall purpose of Hellenic education, the structure and function of Primary and Secondary education, the framework for dealing with cross-cultural issues, as well as the general framework and defming directives that are set to promote the development of the European citizen's awareness but also to sustain the national and cultural identity. We, then, proceeded in dealing exclusively with the aforementioned Hellenic general education textbooks.

M.A. / The first section relates to the period of the 18th century Europe, during which the Enlightenment movement matured, followed by the description of the process of how the new philosophy of the Enlightenment affected the united orthodox countries of the Balkans.The reaffirmation which these ideas brought to the Mediterranean in the context of intellectual, social and political life, contributed to the formation of the Modern Greek Enlightenment period, which resulted in the creation of the modern political Greek state. In the second section, the aims of the Education are presented, in the state of the Hellenic Education is shown during the period of the Modern Greek Enlightenment. The education struggle, together with other sectors, prepared the Hellenes, intellectually, morally, and socially to undertake the liberation struggle of 1821. The third section deals with the life of Ioannis Kapodistrias with reference to his youth studies and early activities. Thereafter, follows and analysis of the political, social and intellectual state of the Ionian Islands during the period of the Modern Greek Enlightenment. The free Eptanisa State, where Ioannis Kapodistrias revealed his political aptitude and diplomatic abilities, is also examined. Particular emphasis is given to Ioannis Kapodistrias’s efforts and endeavours for education in the Ionian State. This effort culminated in the establishment and functioning of the Tenedos College. The section ends with the departure of Ioannis Kapodistrias for Petroupolis (Saint Petersburg). The fourth section initially deals with the development of the diplomatic career of Ioannis Kapodistrias in the Ministry of Foreign Affairs in Russia, which was interrupted by the Greek Revolution and after unsuccessfully exhausting all efforts to involve tsar Alexandros I in action against Turkey. After his final resignation in 1827, Ioannis Kapodistrias accepts Greece’s appeal to involve himself actively in the revolution. The fourth section includes, as well, Kapodistrias’s educational policy and activities during this period. This valuable developments result in the establishment of the Filomoussos Society of Vienna whose goal was to educate the Hellenic youth of the time and also to emphasize Greece’s national problem. The fifth section refers to the nationalistic visions of Ioannis Kapodistrias regarding the political restoration of the Hellenes, as well as to his educational policies, his legacy to the Hellenic Nation and the recognition of his contribution.

D.Litt.et Phil. (Philosophy) / Please refer to full text to view abstract

No description available.

M.A. / The present dissertation is divided into three parts. The first and second part consist of the related theoretical background; while in the third part presents the crux of research data, including classification, analysis, records, findings and proposals. Specifically: The research project begins with the introduction which contains challenges that determine the research. What, in 2007, caused the withdrawal of a new history schoolbook in Greece, especially since it had started taking positive comments from the daily press of the country and contained positive presentations and innovations? Nowadays, does the Greek school education remain emphatically national when more and more nations are becoming multicultural and national, economies are becoming increasingly internationalised and the fabric of society, both globally and in Greece, is changing, becoming enriched with diverse cultural, linguistic, national and socio-economic characteristics? This dissertation endeavours to discover all of this. The first chapter of the first part presents the purpose, scope, subjects and methodology of research. This section analyzes the historical period from the Fall of Constantinople (1453) to the establishment of the modern independent Greek state in 1830 ( called Tourkokratia). The historical content is presented as it is in textbooks of compulsory education in Greece and those of Greek education in the Diaspora and then they are identified and compared to one another. Several questions will be asked and considered. For instance, what does every history schoolbook focus on? What is comprehended of the national history in the generations of Greek children to come? What do they promote as imperative knowledge to have and what to ignore? What is the mindset on our national image? And how are the Greeks depicted in contrast with other nations, especially today? What conclusions can be drawn? What proposals can emerge about the study of History in school? This study aims, in addition to the previous analysis, to list the historical facts presented in each textbook and to make a parallel comparison. Also, analysis of new and revised history textbooks (2006-07) allows us to draw conclusions regarding the content, which is given to students in Greece and the Diaspora. A list with details of facts that differentiate the books from their predecessors, especially after the The main sources used for the study are Greek textbooks for the Primary Education, the Lower Secondary Education and the Diaspora, over the last 30 years. The methodological tool of content analysis is chosen using the paragraph as the unit of analysis in the treatment of data. This approach provides more in depth information than what is given by a simple reading of a text. Then, this latent information is extrapolated with the intention of utilizing it for research. The units of analysis and categorization enable a condensation of the text, summarizing it and giving an overview of the performances of the researcher, at the points of interest. In our study, the information utilised from school textbooks was obtained mainly from main texts, exercises, supplementary texts (sources, etc.), pictures, images and explanations of the images. The findings regarding references which promote peaceful and friendly disposition towards “others” were positive whilst the findings for references that cause aggression, xenophobia and violent emotions were negative. Neutral allusions considered petitions that carry neither positive nor negative evaluative load, or negative or positive messages. More specifically, the methodology that is applied to search the content of school textbooks followed the path below: • Finding common categories for all the material which is under investigation. After an initial approach of content of school textbooks, the categories of analysis were defined by the objectives of the investigation. In other words, the process of formation of categories is based on how the elements of the books are structured, following all the methodological conditions. • Configuration categories of analysis. • The categorization of the reports provides data that essentially refers to the portrayal of Greece that each schoolbook reflects. This includes the basic texts, exercises, tasks and images and the supplementary material. • Collection and processing of the findings. • The drawing of conclusions.

M.A. / In this study we describe, analyze and assess the educational system that was valid as the elementary education during the period of the kingship of Othon (1833 - 1862). Based on the given law, unpublished historical documents and the relevant Greek and foreign bibliography we try to present the frame of the founding and function so that we can end p with safe results. After the flourishing of education during the time of Kapodistrias (1828 - 1831) we face a regression because of the anarchy that reigned in Greece for two years after loannis Kapodistrias' violent death. King Othon's regency formed a Special Committee to study the issue of education and in February 1834 an Act was issued "About primary schools" that was based on the French law of Guizot (1833) and was valid up to 1880. According to this order, studying at "primary school or people's school" was made compulsory and the responsibility for the primary school was given to the Municipal Authorities, as far as both the founding and the operation were concerned. Even if this was of a de-centralized and progressive character, it failed because no financial sources were provided, there was no equivalent cultural level at the time, nor the experience, the organization and the scale of priorities of the social needs. It was obviously affected by the Prussian Educational System so it didn't give results, since it ignored the Greek reality. However it was foreseen in the founding law that all children regardless of sex or financial situation would study at school. The Ministry of Education with later circulars tried to improve the legislated system but these acts were more informative than serious. Except for the primary schools there were also secondary ones (grammatodidaskaleia) but there was an attempt to eliminate their number to their total abolition. Private schools were also founded but they didn't have the same results because of the lack of teaching personnel as well as special schools for the practice of the teachers to-be. Providence was also taken for separate schools for boys and girls since ethics of the time didn't allow mingling pupils of both sexes. The category of private schools included kindergartens. The management of the Primary Education had as central organs the Secretariat of Church and Public Education and the General Inspector of Primary Schools. As regional executive organs there existed inspecting committees at country and region level, various other committees and the teachers themselves. The teaching personnel consisted of the teachers that were divided into three grades, among them, women teachers coming mostly from the Filekpedeftiki Eteria (The Society of the Friends of Education) and experienced teachers (grammatodidaskaloi) without any studies at all who taught the basics. A School was founded for the education of teachers, a School of two years study where subjects of general knowledge were taught. This public school didn't function: properly, examinations were loose and it was finally led to decadence. In 1864 the National Assembly abolished it to re-organize it on a new basis. The teacher besides teaching the various subjects had to observe his pupils behavior outside school too. In case a teacher violated his duty or went beyond it, he was punished as it was expected by the law. There was a problem with the payment (the Municipal Authorities didn't pay on time nor they shared the fees that parents paid or gave the money for the rent). Subjects were divided in compulsory and non-compulsory ones according to the teacher's judgment. Lessons of religion were also taught to non-orthodox pupils. The subjects were very useful to the pupils regardless their interest on further education or not. But basically education was limited to Reading, Writing and Arithmetic (just addition, subtraction, multiplication and division) because of the lack of properly educated teachers, the necessary books and the materials and mainly the parents' limited finances that prevented them from educating their children. As far as the educational method that was used was the alternate teaching and in some small schools the co-teaching. As books they used various publisher's editions after having taken the permit of the Ministry of education. In 1856 a competition of writing text books was held and some of the were approved. Every six months, public examinations were held. Their legislated frame was formed according to a series of Ministerial orders but there were problems since many times these examinations were just a typical procedure and the mingling of the Mayor was inevitable. Generally we see that during the kingship of Othon there was the will and the attempts as far as the State was concerned to found the Primary Education on a serious base. Bu various factors such as the lack of able teachers, the financial weakness of the State, the Municipalities and the parents, made it difficult for schools to operate and didn't have the expected results, without this meaning that there was not a certain progress in the attempt to provide the essential education to Greek people.

No description available.

Σκοπός της παρούσας εργασίας αποτελεί η απόπειρα ανάλυσης του ευρωπαϊκού πλαισίου περί εκπαιδευτικής πολιτικής όπως αυτή εκφράστηκε μέσα από τη διαδικασία της Λισσαβόνας και τη διακήρυξη της Μπολόνια σχετικά με τη διαμόρφωση του Ευρωπαϊκού Χώρου Ανώτατης Εκπαίδευσης (ΕΧΑΕ). Επίσης θα διερευνηθούν οι πρακτικές που επηρέασαν τα κράτη μέλη, τα οποία προσανατολίστηκαν σε αναγκαίες μεταρρυθμίσεις της δομής και της οργάνωσης της ανώτατης εκπαίδευσης, ώστε να επιτευχθεί μεγαλύτερη αποτελεσματικότητα αλλά και ένας βαθμός σύγκλισης μεταξύ των διαφορετικών εκπαιδευτικών συστημάτων. Στα πλαίσια λοιπόν των παραπάνω εξελίξεων θα διερευνηθούν τα πρόσφατα μέτρα που λήφθηκαν από το γερμανικό, το γαλλικό και το ελληνικό κράτος με στόχο τον εκσυγχρονισμό και τη δημιουργία αγοράς στο εσωτερικό των ανώτατων ιδρυμάτων καθώς επίσης και η αξιολόγηση του βαθμού επιτυχίας αυτών των μέτρων. Στην μελέτη που ακολουθεί προσδιορίζουμε την μέθοδο ανάλυσης και το θεωρητικό υπόβαθρο που επιλέξαμε ως εργαλεία για την επίτευξη του στόχου μας. Κατόπιν αναλύουμε την Ευρωπαϊκή Εκπαιδευτική Πολιτική για την Ανώτατη Εκπαίδευση από το 2000 έως και το 2007. Στο πέμπτο κεφάλαιο περιγράφεται η οργάνωση της Γερμανικής Ανώτατης Εκπαίδευσης, στο έκτο κεφάλαιο η οργάνωση της Γαλλικής Ανώτατης Εκπαίδευσης και στο έβδομο κεφάλαιο η οργάνωση της Ελληνικής Ανώτατης Εκπαίδευσης. Παράλληλα αναφέρονται και οι μεταρρυθμιστικές προσπάθειες που κατέβαλαν τα κράτη όσο αφορά τη βελτίωση και τη συμμόρφωση των συστημάτων ανώτατης εκπαίδευσης σύμφωνα με τη διαδικασία της Μπολόνια. Στο όγδοο κεφάλαιο επιχειρείται μια ερμηνευτική προσέγγιση των ευρημάτων και τέλος στο ένατο και τελευταίο κεφάλαιο παραθέτουμε συνοπτικά τα συμπεράσματά μας. / In this research we have tried to find out, to interpret and to analyze the influence of the European’s Higher Education Policy upon the Higher Education Institutions from 2000 until 2007, in Germany, France and Greece through the Bologna Process. We interpret also the implementation of recent reforms upon the Higher Education Institutions in the three countries. We have tried to clarify the present trends but also the future challenges in this issue.