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Statius and Stesichorus
Get PDFΣTO ΠΑΡΟΝ άρθρο συγκρίνονται δύο διαφορετικές περιγραφές της πορείας του ταξιδιού του Πολυνείκη από το Άργος στη Θήβα: η μία απαντά στο απόσπασμα 97 του Στησιχόρου (από τον πάπυρο της Λίλλης), ενώ η άλλη στο πρώτο βιβλίο της Θηβαΐδας του Στατίου. Η σύγκριση (η οποία επιχειρήθηκε για πρώτη φορά το 1977 από τον Peter Parsons στην κλασική μελέτη του για τον εν λόγω στησιχόρειο πάπυρο) συμβάλλει στην ανάδειξη των διαφορετικών στόχων των δύο ποιητών κατά την αφήγηση της μοιραίας αυτής πορείας.ΣTO ΠΑΡΟΝ άρθρο συγκρίνονται δύο διαφορετικές περιγραφές της πορείας του ταξιδιού του Πολυνείκη από το Άργος στη Θήβα: η μία απαντά στο απόσπασμα 97 του Στησιχόρου (από τον πάπυρο της Λίλλης), ενώ η άλλη στο πρώτο βιβλίο της Θηβαΐδας του Στατίου. Η σύγκριση (η οποία επιχειρήθηκε για πρώτη φορά το 1977 από τον Peter Parsons στην κλασική μελέτη του για τον εν λόγω στησιχόρειο πάπυρο) συμβάλλει στην ανάδειξη των διαφορετικών στόχων των δύο ποιητών κατά την αφήγηση της μοιραίας αυτής πορείας
The rhetoric of modern educational policy: Education for all?
No full textΜέσα από αυτή τη σύντομη διαδρομή πάνω στην εκπαιδευτική πολιτική, στις παγκόσμιες τάσεις και τις σύγχρονες προοπτικές της Εκπαίδευσης για Όλους, πάνω σε ζητήματα κοινωνικο-πολιτικής φύσης, όπως εκείνο της φτώχειας, επιδιώξαμε να αναδείξουμε βασικούς προβληματισμούς που ταλανίζουν το πεδίο των Επιστημών της Εκπαίδευσης.Είναι γεγονός πως η εκπαίδευση δεν μπορεί να απέχει από τα κελεύσματα των καιρών ούτε από τις ανάγκες που αναδύονται εντός της παγκόσμιας κοινωνίας και οικονομίας.Το ζήτημα της φτώχειας, τα ευρύτερα προβλήματα και οι ειδικότερες δυσκολίες μη ευνοημένων ομάδων και πληθυσμών, βρίσκονται ήδη εδώ και η εκπαίδευση χρειάζεται να συμβάλει σημαντικά στην καλλιέργεια κριτικά σκεπτόμενων ανθρώπων, ευπροσάρμοστων και δημιουργικών, ανεξαρτήτως κοινωνικού και οικονομικού status.Από την άλλη πλευρά, καίρια ζητήματα όπως η φτώχεια, αποτελούν προβλήματα με πολιτικό πρόσημο. Οι εξαγγελίες της Παγκόσμιας Τράπεζας περί μείωσης της φτώχειας μέσω της εκπαίδευσης, της κατάρτισης και της εξειδίκευσης αφήνουν πολλά θεωρητικά κενά και χτίζουν αγεφύρωτα χάσματα μεταξύ χρηστικής και μη χρηστικής εκπαίδευσης.Η νεοφιλελεύθερη αγορά μοιάζει να έχει φτάσει στο τέρμα της και γι’ αυτό να αναζητά λύσεις από επιστήμες τις οποίες επιδιώκει να χρησιμοποιήσει προς ίδιον όφελος. Η εκπαίδευση, έτσι, η απευθυνόμενη σε όλους, χρειάζεται να περιφρουρηθεί από τις Επιστήμες της Εκπαίδευσης, ώστε να εξακολουθήσει να έχει θεσμικό χαρακτήρα, αυτόνομη παρουσία και ανθρωπιστικό υπόβαθρο.Αυτή τη στιγμή η θεσμικότητα, η αυτονομία και το ανθρωπιστικό περιεχόμενο της εκπαίδευσης τίθενται υπό αμφισβήτηση μέσα σε ένα κλίμα γενικού επανακαθορισμού αξιών και αρχών: πολιτικών, κοινωνικών και οικονομικών. Αυτό που μένει να δούμε είναι το κατά πόσο οι «ωραίες επιστημονικές θεωρίες» της ουσιαστικής ισότητας και συμπερίληψης θα εξελιχθούν προσπερνώντας τις εξωτερικές παρεμβάσεις και τα πλήγματα που δέχονται το τελευταίο διάστημα.In recent years there has been a growing debate about an education that is equally addressed to all students. Organizations and conferences are set up, initiatives are being taken. However, the different perspectives of Education for All demonstrate the different ways in which both the concept of education and the concept of inclusion in education are captured. Such an admission, which makes the issue a matter of political importance, raises questions that are the subject of the study: a. What is the relationship between politics and education through the recent rhetoric on education for all? B. How can we ensure a qualitative institutional framework for education for all? C. How can we manage the contradictions of liberalism
Investigating the effectiveness of Bibliotherapeutic interventions in students\u27 attitudes toward disabled people
No full textGiven the lack of several empirical data on bibliotherapy as an effective method of intervening in shaping and stabilizing positive attitudes of typical students towards a classmate with disability, this study aims to cover this research gap. Two groups of students, Experimental (N = 61) and Control (N = 63) participated in this research.The results showed that the experimental group, where the duration of the intervention was greater and implemented extensive and structured activities, students’ attitudes were positive. In contrast, in the control group, where the duration of the intervention was brief, although the students had the opportunity to discuss and express questions and concerns about the theme, the results showed a negative shift in attitudes.Given the lack of several empirical data on bibliotherapy as an effective method of intervening in shaping and stabilizing positive attitudes of typical students towards a classmate with disability, this study aims to cover this research gap. Two groups of students, Experimental (N = 61) and Control (N = 63) participated in this research.The results showed that the experimental group, where the duration of the intervention was greater and implemented extensive and structured activities, students’ attitudes were positive. In contrast, in the control group, where the duration of the intervention was brief, although the students had the opportunity to discuss and express questions and concerns about the theme, the results showed a negative shift in attitudes
School management and leadership: classical and contemporary approaches
No full textEducational management and leadership either as closely related or as distinct fields of study, have been in the center of the scientific attention for more than a century. In this respect, major studies have been undertaken concerning the traits and behavior of leaders, as well as the contingency and situational factors that affect leadership.On the other hand, in the field of educational management classic and contemporary theories still coexist, despite their important differences and disagreements in their methodological and epistemological aspects. The aim of this paper is to identify and highlight not only those differences, but also the similarities of existing approaches within and between those two fields. At the same time, through the overview of the relevant studies, the shift of the fields from close to open system approaches and from one sided positivist thinking of the past to the more complex qualitative and quantitative approaches of the present are presented.Educational management and leadership either as closely related or as distinct fields of study, have been in the center of the scientific attention for more than a century. In this respect, major studies have been undertaken concerning the traits and behavior of leaders, as well as the contingency and situational factors that affect leadership.On the other hand, in the field of educational management classic and contemporary theories still coexist, despite their important differences and disagreements in their methodological and epistemological aspects. The aim of this paper is to identify and highlight not only those differences, but also the similarities of existing approaches within and between those two fields. At the same time, through the overview of the relevant studies, the shift of the fields from close to open system approaches and from one sided positivist thinking of the past to the more complex qualitative and quantitative approaches of the present are presented
Assessment as a Feedback Procedure in the Learning Community, with the Use of Web 2.0 Tools
No full textThrough the example of evaluating the lesson “Educational Assessment”, in the School of Pedagogical and Technological Education, we investigated the importance of assessment/evaluation as a feedback procedure in the learning community that was created during the lessons. The students, soon to be teachers, stated, in the form of an observation diary with the use of Web 2.0 tools, their preliminary difficulties, the instructor’s teaching practices they believed that would be useful for their professional development, the emotions that appeared, their self-reflection from participating in this procedure and their suggestions. Processing the students’ data showed that self-reflection is a very important feedback procedure for the instructor and that assessment as feedback contributes to the effectiveness of teaching. Furthermore, the communication and the interaction between students and the instructor brought out the importance of cooperative learning in the learning community that was developed, as well as the development of New Technologies in teaching, with the use of active learning techniques of adult education.Through the example of evaluating the lesson “Educational Assessment”, in the School of Pedagogical and Technological Education, we investigated the importance of assessment/evaluation as a feedback procedure in the learning community that was created during the lessons. The students, soon to be teachers, stated, in the form of an observation diary with the use of Web 2.0 tools, their preliminary difficulties, the instructor’s teaching practices they believed that would be useful for their professional development, the emotions that appeared, their self-reflection from participating in this procedure and their suggestions. Processing the students’ data showed that self-reflection is a very important feedback procedure for the instructor and that assessment as feedback contributes to the effectiveness of teaching. Furthermore, the communication and the interaction between students and the instructor brought out the importance of cooperative learning in the learning community that was developed, as well as the development of New Technologies in teaching, with the use of active learning techniques of adult education
The Collaboration of Schools and Cultural Institutions: A case study
No full textRecent research highlights the benefits of long-term collaboration between schools and cultural institutions for the artistic and cultural education for various age groups, the broader development of students’ personality, teachers’ professional development and the improvement of the school environment. Nevertheless, research related to the factors that influence the efficiency of such collaborations is still limited. The present paper examines the collaboration between two public educational institutions, a Primary and a Secondary School, and various cultural institutions, in the context of self-funded educational programs. The common elements of the two programs were their long-term duration, as well as the fact that they both aimed at the familiarization of students with contemporary art. The paper focuses on the effect of the educational programs on students, teachers and the artists-educators of the cultural institutions, as well as on the investigation of the factors that empower the collaboration between schools and cultural organizations.Recent research highlights the benefits of long-term collaboration between schools and cultural institutions for the artistic and cultural education for various age groups, the broader development of students’ personality, teachers’ professional development and the improvement of the school environment. Nevertheless, research related to the factors that influence the efficiency of such collaborations is still limited. The present paper examines the collaboration between two public educational institutions, a Primary and a Secondary School, and various cultural institutions, in the context of self-funded educational programs. The common elements of the two programs were their long-term duration, as well as the fact that they both aimed at the familiarization of students with contemporary art. The paper focuses on the effect of the educational programs on students, teachers and the artists-educators of the cultural institutions, as well as on the investigation of the factors that empower the collaboration between schools and cultural organizations