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The recognition scene in Euripides’ Iphigenia in Tauris
No full textIN Iphigenia in Tauris, the recognition scene between Iphigenia and Orestes is structured in two parts, is found at the heart of the play, and covers approximately 100 verses (vv. 725–826). It is skillfully prepared by the poet due to both the conception of the letter and the exchange of vows in the first part, while in the second part, both the tokens and the memories of the family’s past play a decisive role. The simultaneous inclusion of recognition and reversal in the plot, has earned the praise of criticism by Aristotle himself, who repeatedly turns to Iphigenia in Tauris to exemplify excellence in plotting and the use of recognition (Poetics 11.1452b3–8, 16.1455a16–19, 17.1455b3–15).IN Iphigenia in Tauris, the recognition scene between Iphigenia and Orestes is structured in two parts, is found at the heart of the play, and covers approximately 100 verses (vv. 725–826). It is skillfully prepared by the poet due to both the conception of the letter and the exchange of vows in the first part, while in the second part, both the tokens and the memories of the family’s past play a decisive role. The simultaneous inclusion of recognition and reversal in the plot, has earned the praise of criticism by Aristotle himself, who repeatedly turns to Iphigenia in Tauris to exemplify excellence in plotting and the use of recognition (Poetics 11.1452b3–8, 16.1455a16–19, 17.1455b3–15)
Abortion according to the medical practitioners of Graeco-Roman antiquity: a highly dangerous practice
No full textA great number of sources from ancient literature indicate that dur ing the period of Graeco-Roman antiquity abortion was considered a socially acceptable practice, which served the private interests of the women concerned and their families. It primarily contributed to what we would now call family planning and birth control. The central question the present article attempts to address is how did the doctors of the time approach the implementation of the above-mentioned practice. By reading mostly—gynaecological and embryological—ancient medical texts, it is indicated that in contrast to the prevailing perception of their time, the preponderance of ancient doctors approach abortion as a pure medical fact, the implementation of which is highly correlated with its degree of dangerousness and the side-effects on a woman’s life. In this sense, by technically reconstructing their theses on abortion, I attempt to highlight the following: a) that the determination of time and of abortion methods is, according to the doctors of antiquity, directly dependent upon the stages of conception and pregnancy, and b) that the degree of dangerousness is directly interrelated with the embryo status during each of the aforementioned stages. The main argument supported is that ancient physicians for the most part were in favor of therapeutic abortion alone, suggesting as the most appropriate time for its realization the first 30–40 days of pregnancy precisely because during this period the fetus goes through the very early stage of its fleshy structure and hence, the proposed abortion techniques are more effective and, at the same time, less dangerous for the health of a woman.A great number of sources from ancient literature indicate that dur ing the period of Graeco-Roman antiquity abortion was considered a socially acceptable practice, which served the private interests of the women concerned and their families. It primarily contributed to what we would now call family planning and birth control. The central question the present article attempts to address is how did the doctors of the time approach the implementation of the above-mentioned practice. By reading mostly—gynaecological and embryological—ancient medical texts, it is indicated that in contrast to the prevailing perception of their time, the preponderance of ancient doctors approach abortion as a pure medical fact, the implementation of which is highly correlated with its degree of dangerousness and the side-effects on a woman’s life. In this sense, by technically reconstructing their theses on abortion, I attempt to highlight the following: a) that the determination of time and of abortion methods is, according to the doctors of antiquity, directly dependent upon the stages of conception and pregnancy, and b) that the degree of dangerousness is directly interrelated with the embryo status during each of the aforementioned stages. The main argument supported is that ancient physicians for the most part were in favor of therapeutic abortion alone, suggesting as the most appropriate time for its realization the first 30–40 days of pregnancy precisely because during this period the fetus goes through the very early stage of its fleshy structure and hence, the proposed abortion techniques are more effective and, at the same time, less dangerous for the health of a woman
Student’s Perceptions about their Career Choices
No full textΗ παρούσα ερευνητική εργασία έχει ως στόχο να διερευνήσει τις απόψεις των φοιτητών παιδαγωγικών τμημάτων αναφορικά με τις σπουδές, τη σταδιοδρομία και την καριέρα τους. Εξετάζεται η ενεργητική επιλογή του γνωστικού αντικειμένου σπουδών και η προσδοκώμενη πορεία της επαγγελματικής τους δραστηριότητας. Πιο συγκεκριμένα, διερευνώνται τα κριτήρια επιλογής σπουδών, οι παράγοντες που συμβάλλουν στην επαγγελματική εξέλιξη του ατόμου, ο βαθμός ικανοποίησης από τις σπουδές, τη χρονική στιγμή λήψης απόφασης για την επαγγελματική τους σταδιοδρομία και τον επαγγελματικό τομέα προτίμησης για μελλοντική εργασιακή απασχόληση. Το δείγμα της έρευνας αποτέλεσαν 445 φοιτητές των παιδαγωγικών τμημάτων του Πανεπιστημίου Αιγαίου. Για τη συλλογή των δεδομένων της έρευνας εκπονήθηκε ένα αυτοσχέδιο ερωτηματολόγιο. Σύμφωνα με τα ερευνητικά δεδομένα, οι συμμετέχοντες δηλώνουν ότι το τμήμα φοίτησης τους είναι η πρώτη τους επιλογή, είναι αρκετά ικανοποιημένοι από την ποιότητα των σπουδών τους, κυρίαρχο κριτήριο επιλογής σπουδών είναι η φύση του γνωστικού αντικειμένου και ο προτιμώμενος τομέας απασχόλησης είναι ο δημόσιος. Οι παράγοντες που συμβάλλουν στην επαγγελματική εξέλιξη θεωρούνται η προσπάθεια, οι γνωριμίες και οι συνεργάτες και λιγότερο η αξιοκρατία και η τύχη. Τα αποτελέσματα της έρευνας είναι ενδεικτικά των απόψεων των φοιτητών/τριών παιδαγωγικών τμημάτων υπό το πρίσμα των σύγχρονων κοινωνικών, οικονομικών και πολιτισμικών αλλαγών καθώς και των χαρακτηριστικών της αγοράς εργασίας.This research project aims to explore the views of the students of pedagogical departments regarding their studies and career. It examines the active choice of the subject and the expected course of their vocational future. More specifically, it explores the criteria for selecting their studies, the factors contributing to their vocational development, the degree of satisfaction with their studies, the decision time for their career and their preferred field of future employment. The sample of the survey consisted of 445 students of the pedagogical departments of the University of the Aegean. A questionnaire was designed to collect the survey data. According to the research data, the participants stated that the subject of their studies is their first choice, they are quite satisfied with the quality of their studies, the predominant criterion of choice of studies is the nature of the subject, and the preferred field of employment is the public sector. According to their views the factors that contribute to their vocational development are the effort, acquaintances and associates, and less meritocracy and luck. The results of the survey are indicative of the views of the students of pedagogical departments in the light of modern social, economic and cultural changes as well as the characteristics of the labor market
Critical-Praxical Pedagogy. Reflections on the experience of the Postgraduate Program in Teacher Education of the Pedagogical Department of Primary Education of the University of Crete
No full textThe current article attempts to develop a critical proposal for the pedagogical reality and our “frozen” educational practices in the 21st century. The school’s knowledge-centered and examination-centered orientation, along with the imposition of power and authority through the dominant ideology, nurtures social inequalities, creates cultural and gender hierarchies, acting as an outdated/ frozen social image of a commercialized school perception for science, social relations and the expectations of young people. Our reflections are based on the principles of Critical Pedagogy, expanded through the concept of Border Pedagogy, which will allow us to cross the invisible borders of race, class, gender, identity, religion and sexual orientation, to empower individuals and transform schools and society. In this way, learning can become a highly active (practical/ effective) process, based on individual and social self-actualization and democratic understanding. An indispensable methodological tool, in this regard, is the adoption of sophisticated forms of teaching and research that are able to highlight the true lives of the oppressed and socially excluded groups in which concerns Critical Pedagogy. In addition, through our proposal we redefine the current - conventional - framework for academic research and move towards a critico-praxical approach to research and learning, with emphasis on the praxical (in the Foucauldian sense) actions (where praxis, discourse and communication are intertwined) rather than technocratic practices.The current article attempts to develop a critical proposal for the pedagogical reality and our “frozen” educational practices in the 21st century. The school’s knowledge-centered and examination-centered orientation, along with the imposition of power and authority through the dominant ideology, nurtures social inequalities, creates cultural and gender hierarchies, acting as an outdated/ frozen social image of a commercialized school perception for science, social relations and the expectations of young people. Our reflections are based on the principles of Critical Pedagogy, expanded through the concept of Border Pedagogy, which will allow us to cross the invisible borders of race, class, gender, identity, religion and sexual orientation, to empower individuals and transform schools and society. In this way, learning can become a highly active (practical/ effective) process, based on individual and social self-actualization and democratic understanding. An indispensable methodological tool, in this regard, is the adoption of sophisticated forms of teaching and research that are able to highlight the true lives of the oppressed and socially excluded groups in which concerns Critical Pedagogy. In addition, through our proposal we redefine the current - conventional - framework for academic research and move towards a critico-praxical approach to research and learning, with emphasis on the praxical (in the Foucauldian sense) actions (where praxis, discourse and communication are intertwined) rather than technocratic practices
Lifelong Learning as a Right: Political Reason for the Education of People with Autism
No full textΤο άρθρο μας επικεντρώνεται στην εκπαίδευση των αυτιστικών ατόμων στο πλαίσιο της δια βίου μάθησης. Εξετάζονται ελληνικά νομοθετικά κείμενα σε συνάρτηση με αντίστοιχα κείμενα διεθνών και υπερεθνικών οργανισμών, ώστε να εντοπιστεί και να αναδειχθεί στο λόγο τους η αναφορά στα αυτιστικά άτομα και στα δικαιώματα που αυτά μπορούν να απολαμβάνουν με απώτερο σκοπό την κοινωνική ένταξή τους και την εισδοχή τους στην αγορά εργασίας. Μέσα από τη μελέτη στατιστικών και πρακτικών που εφαρμόζονται σε άλλες χώρες, προτείνουμε τη διαμόρφωση ενός εκπαιδευτικού μοντέλου για τα άτομα με διαταραχή στο φάσμα του αυτισμού το οποίο να λειτουργεί με γνώμονα την ανεξαρτητοποίησή τους και την πολιτική των δικαιωμάτων τους, πλήρως ενταγμένα στην αναμορφωμένη λειτουργία του κράτους πρόνοιας.The present paper delves into autistic people’s education within the broader framework of lifelong learning. Greek legislative texts are being in-depth explored in combination with corresponding ones issued by international and supranational organizations in an attempt to depict and highlight discourse relevant to autistic individuals and their rights with ultimate goal being their social integration and entrance into the labor market. Based upon statistics and practices in other countries, an educational model is proposed, suitable for people with autistic disorder. This can work towards their independence and the policy of their rights, while they can be fully integrated into the reformed welfare state