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Structural Symmetry and Parallelism in the Homeric Hymn to Demeter
Get PDFΗ ΔΟΜΗ του Ομηρικού Ύμνου στη Δήμητρα είναι προβληματική, σύμφωνα με μελετητές, κυρίως λόγω της απρόκλητης επίσκεψης της Δήμητρας στην Ελευσίνα, η οποία δεν συμβάλλει στην εύρεση της κόρης της, καθώς εν αντιθέσει με άλλες εκδοχές του μύθου η Δήμητρα δεν συλλέγει εκεί πληροφορίες για την απαγωγή της Περσεφόνης αλλά προσπαθεί ανεπιτυχώς να κάνει τον Δημοφώντα αθάνατο. Εφαρμόζοντας τις αρχές της δομικής συμμετρίας και του παραλληλισμού δείχνω ότι η σκηνή με τον Δημοφώντα αποτελεί τμήμα της αφηγηματικής εξέλιξης από σκηνές σύγκρουσης σε σκηνές συμφιλίωσης, που ανταποκρίνονται στη μετάβαση από σκηνές αρνητικής ανταπόδοσης (δηλ. αρπαγή χωρίς ανταλλαγή) σε σκηνές εξισορροπημένης ανταπόδοσης (δηλ. συναλλαγή τύπου quid pro quo). Αυτή η αφηγηματική εξέλιξη διέπει την αλληλουχία των σκηνών και παρατηρείται σε αυτόνομα επεισόδια αλλά και στη γενικότερη δομή του Ύμνου. Tο θέμα της ανταλλαγής είναι ιδιαίτερα προσφιλές, καθώς και ο Ύμνος αποτελεί προσφορά του υμνωδού που αναμένει θετική ανταπόδοση από τη Δήμητρα και την Περσεφόνη.Η ΔΟΜΗ του Ομηρικού Ύμνου στη Δήμητρα είναι προβληματική, σύμφωνα με μελετητές, κυρίως λόγω της απρόκλητης επίσκεψης της Δήμητρας στην Ελευσίνα, η οποία δεν συμβάλλει στην εύρεση της κόρης της, καθώς εν αντιθέσει με άλλες εκδοχές του μύθου η Δήμητρα δεν συλλέγει εκεί πληροφορίες για την απαγωγή της Περσεφόνης αλλά προσπαθεί ανεπιτυχώς να κάνει τον Δημοφώντα αθάνατο. Εφαρμόζοντας τις αρχές της δομικής συμμετρίας και του παραλληλισμού δείχνω ότι η σκηνή με τον Δημοφώντα αποτελεί τμήμα της αφηγηματικής εξέλιξης από σκηνές σύγκρουσης σε σκηνές συμφιλίωσης, που ανταποκρίνονται στη μετάβαση από σκηνές αρνητικής ανταπόδοσης (δηλ. αρπαγή χωρίς ανταλλαγή) σε σκηνές εξισορροπημένης ανταπόδοσης (δηλ. συναλλαγή τύπου quid pro quo). Αυτή η αφηγηματική εξέλιξη διέπει την αλληλουχία των σκηνών και παρατηρείται σε αυτόνομα επεισόδια αλλά και στη γενικότερη δομή του Ύμνου. Tο θέμα της ανταλλαγής είναι ιδιαίτερα προσφιλές, καθώς και ο Ύμνος αποτελεί προσφορά του υμνωδού που αναμένει θετική ανταπόδοση από τη Δήμητρα και την Περσεφόνη
The administrative culture in education: the case of greece
No full textThe following study focuses on Greek administrative culture in education. Although the latter has effects of paramount importance not only on the educational outcomes but also on the workforce, as it can be concluded from the existing literature, the administrative culture has not been put under the spotlight in the Greek educational bibliography. Therefore in this publication, our purpose is to adapt the theoretical framework of administrative culture to educational administrative affairs, and especially in single-person governing bodies, through the systematic review of the literature and from secondary data. We aspire the results of this study to be a basis for further research and we also expect this work to be a theoretical tool both for leaders of the educational system and educational Executives.The following study focuses on Greek administrative culture in education. Although the latter has effects of paramount importance not only on the educational outcomes but also on the workforce, as it can be concluded from the existing literature, the administrative culture has not been put under the spotlight in the Greek educational bibliography. Therefore in this publication, our purpose is to adapt the theoretical framework of administrative culture to educational administrative affairs, and especially in single-person governing bodies, through the systematic review of the literature and from secondary data. We aspire the results of this study to be a basis for further research and we also expect this work to be a theoretical tool both for leaders of the educational system and educational Executives
Review article: Recent works on ancient slavery
Get PDFReviews of publications on ancient slavery appear across a number of journals: some are journals with a general Classics readership, others are more specifically focused on ancient history, while books on ancient slavery are occasionally reviewed in the few specialist journals on world slavery, or the many non-specialist history journals. The dispersion of reviews across so many and so different journals, and the usually limited space allowed for reviews in most journals, makes it often difficult, if not impossible, to follow the development of the field as a whole. This review article aims to offer to the academic community a service that could prove of significant value and attract widespread interest. By bringing together reviews of multiple works on ancient slavery on a regular basis, it aims to set these works in a wider framework of the historiography of the study of ancient slavery, explore their interconnections, highlight the emergence of new areas of research and new approaches, and provide an overview of the development of the field.Reviews of publications on ancient slavery appear across a number of journals: some are journals with a general Classics readership, others are more specifically focused on ancient history, while books on ancient slavery are occasionally reviewed in the few specialist journals on world slavery, or the many non-specialist history journals. The dispersion of reviews across so many and so different journals, and the usually limited space allowed for reviews in most journals, makes it often difficult, if not impossible, to follow the development of the field as a whole. This review article aims to offer to the academic community a service that could prove of significant value and attract widespread interest. By bringing together reviews of multiple works on ancient slavery on a regular basis, it aims to set these works in a wider framework of the historiography of the study of ancient slavery, explore their interconnections, highlight the emergence of new areas of research and new approaches, and provide an overview of the development of the field
Introductory training of newly appointed primary school teachers in accordance with the principles of adult education
No full textΣτην παρούσα εργασία, ακολουθώντας μια συστηματική ανάλυση του θέματος, αρχικά αποσαφηνίσαμε εννοιολογικούς ορισμούς στο πεδίο της Εκπαίδευσης ενηλίκων, ακολούθως οριοθετήσαμε το πεδίο της ομάδας-στόχου και προχωρήσαμε στην κατάταξή τους σε μια κατηγορία εκπαίδευσης ενηλίκων. Ορίσαμε ως κύριο σκοπό αυτού του επιμορφωτικού προγράμματος τη διευκόλυνση της ομαλής ένταξης των νεοδιοριζόμενων εκπαιδευτικών στη δημόσια εκπαίδευση και τεκμηριώσαμε την αναγκαιότητα επιμόρφωσής τους.Στη συνέχεια περάσαμε στο πεδίο της Εκπαίδευσης Ενηλίκων και εξετάσαμε τους λόγους για τους οποίους θεωρούνται τα άτομα της ομάδας αυτής ενήλικοι. Αφού αναλύθηκαν οι έννοιες «ενήλικοι» και «ενηλικιότητα» καταδείξαμε ότι νεοδιόριστοι εκπαιδευτικοί έχουν επιτύχει την ενηλικιότητά τους τη στιγμή που αντιλαμβάνονται τους εαυτούς τους ως ουσιαστικά «αυτομορφωνόμενους», όντας σε εξελισσόμενη διεργασία ανάπτυξης, συμμετέχοντας στην επιμόρφωσή τους με δεδομένες προθέσεις και προσδοκίες καθώς και με διαμορφωμένα μοντέλα μάθησης (Jarvis:92-104).Εκ παραλλήλου, μέσα από το πρίσμα διαφόρων θεωριών μάθησης των ενηλίκων, τεκμηριώσαμε βιβλιογραφικά τη διαφορετικότητα του τρόπου μάθησης των ενηλίκων από τους ανήλικους, συνοψίζοντας πως τα κύρια χαρακτηριστικά του ενήλικου, τα οποία τον διακρίνουν από το μη ενήλικο άτομο είναι η πλήρης ανάπτυξη, η προοπτική και η αυτονομία (Rogers 1999: 62) ενώ κατά τον Mezirow η ικανότητα για κριτικό στοχασμό και η συναισθηματική πείρα (Mezirow, 2000).Τέλος, σκιαγραφήσαμε με τεκμηριωμένο τρόπο το ιδανικό προφίλ του εκπαιδευτή για το συγκεκριμένο πρόγραμμα, καταλήγοντας πως πρέπει να διαθέτει γνώση και κατανόηση των σχετικών ακαδημαϊκών αντικειμένων, των ψυχοκινητικών στοιχείων, της δυναμικής των διαπροσωπικών σχέσεων, των παιδαγωγικών και της τεχνογνωσίας. Ο εκπαιδευτής ενηλίκων θα πρέπει πάνω από όλα να είναι συντονιστής, διαμεσολαβητής ή εμψυχωτής, όχι όμως «δάσκαλος» ή «εισηγητής» με την παραδοσιακή έννοια που αποδίδεται στον όρο (Rogers, 1999).Συνεκτιμώντας όσα παρουσιάστηκαν, αναλύθηκαν και τεκμηριώθηκαν στην παρούσα εργασία, είμαστε σε θέση να προχωρήσουμε με επιτυχία στο σχεδιασμό και την υλοποίηση του επιμορφωτικού προγράμματος για τους νεοδιόριστους εκπαιδευτικούς της Α/μιας Εκπαίδευσης.This paper approaches the theoretical training of newly appointed teachers of Primary Education in order to facilitate their smooth integration into public education in accordance with the principles of adult education.Originally the scope of the group-target is delineated, the particular demographic & social characteristics of the trainees are recorded and lastly trainees are classified in a certain category of adult education. Afterwards their profile as adults is outlined and the need for retraining is demonstrated while at the same time concepts like “adult”, “adulthood”, “diversity of adult learning” are documented bibliographically focusing on theoretical approaches relating to adult education.In this aspect, after the clarification of these concepts, the ideal profile of the adult educator is defined, regarding to the knowledge, skills and attitudes which should possess in order to successfully respond to the demands of the specific training program
Digital games and English as a foreign language. Results from a pilot study
No full textThe purpose of the study was to examine whether digital games can help in the teaching of English as a foreign language to primary school students. Fifth-grade students participated in the study, coming from three schools in Rhodes, Greece (20 students each). The first group was taught conventionally, in the second there was an emphasis on collaborative learning, and the third was taught exclusively using digital games. Data was collected by means of evaluation sheets and a questionnaire which recorded students\u27 views regarding the games. The data analysis revealed that the learning outcomes from the use of games were the same as in the other methods. Also, the attitude of students towards them was very positive. The results lead to the need of examining ways that would allow digital games to be even more effective in the teaching of English as a foreign language.The purpose of the study was to examine whether digital games can help in the teaching of English as a foreign language to primary school students. Fifth-grade students participated in the study, coming from three schools in Rhodes, Greece (20 students each). The first group was taught conventionally, in the second there was an emphasis on collaborative learning, and the third was taught exclusively using digital games. Data was collected by means of evaluation sheets and a questionnaire which recorded students\u27 views regarding the games. The data analysis revealed that the learning outcomes from the use of games were the same as in the other methods. Also, the attitude of students towards them was very positive. The results lead to the need of examining ways that would allow digital games to be even more effective in the teaching of English as a foreign language
Language –teaching material for the education of returning ethnic Greek and immigrant children in Greece
No full textThe aims of this paper are the following: on the one hand, the presentation of the theoretical framework and the purposes of the program realized by the Centre of Intercultural Education of the University of Athens, which concerns the integration into the Greek culture and society of immigrant children, Roma children and Greek refuges returning from countries of the Eastern Europe, and their linguistic development; on the other hand, the evaluation of the language education material created by the specialized scientist of the Centre of Intercultural Education for the linguistic and communicative development of the above mentioned populations and used for the implementation of the intentions of the program. The criteria of the language teaching material assessment are pedagogic, sociolinguistic, aesthetic, cultural and educational and their theoretical basis are the acculturation theory, the theories for the linguistic adequacy of the population used non standard varieties and the principles of the communicative second language teaching.The aims of this paper are the following: on the one hand, the presentation of the theoretical framework and the purposes of the program realized by the Centre of Intercultural Education of the University of Athens, which concerns the integration into the Greek culture and society of immigrant children, Roma children and Greek refuges returning from countries of the Eastern Europe, and their linguistic development; on the other hand, the evaluation of the language education material created by the specialized scientist of the Centre of Intercultural Education for the linguistic and communicative development of the above mentioned populations and used for the implementation of the intentions of the program. The criteria of the language teaching material assessment are pedagogic, sociolinguistic, aesthetic, cultural and educational and their theoretical basis are the acculturation theory, the theories for the linguistic adequacy of the population used non standard varieties and the principles of the communicative second language teaching
the professional development of the teacher as a lever of effective school class management
No full textΤhis study aims to the better understanding of the meaning and content of the professional development of the teacher by presenting the periods and the ways of the teacher\u27s professional development, the principles of designing teachers\u27 professional development programs, the characteristics of the teacher\u27s professional development and the factors of the teacher\u27s successful professional development in order to ascertain the contribution of the professional development of the teacher in the management of the school class.Τhis study aims to the better understanding of the meaning and content of the professional development of the teacher by presenting the periods and the ways of the teacher\u27s professional development, the principles of designing teachers\u27 professional development programs, the characteristics of the teacher\u27s professional development and the factors of the teacher\u27s successful professional development in order to ascertain the contribution of the professional development of the teacher in the management of the school class