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5. Σχέσεις Σχολείου, Οικογένειας και Κοινότητας με κοινωνικοπαιδαγωγικό προσανατολισμό: Εκκινώντας την έρευνα από τους εκπαιδευτικούς /Relationships between School, Family and Community with a social pedagogical focus:Commencing the research with teachers
No full textLots of studies point out the need for the modern school to redefine its role and its educational work with strong social pedagogical orientation, which should be supported methodically and be utilized efficiently. The social pedagogical role is associated with the “shift” of the relationships between the school, the family and the community and their evolution from the level of communication to the formation of a collaborative network in an organized and systematic manner; the network will be supporting and boosting enhancement and development of the parties involved and effective in treating and preventing various issues that arise in the life of the school community.The present paper, first, presents the relationships between the school, the family and the community from a social pedagogical point of view.Then, there will be a presentation of the results and findings of a research, which is a part of a larger research programme on the collaboration between the school, the family and the community. This paper presents the first phase of the research programme, which aims to explore teachers’ perceptions of the communication and collaboration between the school, the family and the community. The other phases of the research programme focus on students, parents and other members of students’ families, the other staff working in the school premises (apart from teachers) and on people who come from the school and the wider community.The research results (the research that was based on research tools created for this purpose) have highlighted specific features that constitute important factors associated with effective collaboration between the school, the family and the community, inadequate communication and school culture. These findings are useful to teachers, school communities and in educational policy planning, that aims to support the social pedagogical role of the school
Η Αυτοεκτίμηση και Κοινωνική Αποδοχή Μαθητών Τμημάτων Ένταξης
No full textΑttending integration class is a factor that makes pupils facing learning and behavioral problems differ from their peers who attend courses only in the normal class. The main purpose of this study was to investigate self-esteem and social acceptance by peers of the pupils of the Integration class. The survey involved 110 students (55 of integration class and 55 of normal class) of the last three grades of primary school. As a research tool the questionnaire “How I see myself II” for the last three grades of elementary school was used counting only scales “Relations with peers” and “Self-esteem”. The results were analyzed with the statistical package SPSS, defining as independent variables age and sex of the participating pupils. It was found that self-esteem and social acceptance of pupils of the integration class did not differ from their peers who attend courses only in the normal class.Αttending integration class is a factor that makes pupils facing learning and behavioral problems differ from their peers who attend courses only in the normal class. The main purpose of this study was to investigate self-esteem and social acceptance by peers of the pupils of the Integration class. The survey involved 110 students (55 of integration class and 55 of normal class) of the last three grades of primary school. As a research tool the questionnaire “How I see myself II” for the last three grades of elementary school was used counting only scales “Relations with peers” and “Self-esteem”. The results were analyzed with the statistical package SPSS, defining as independent variables age and sex of the participating pupils. It was found that self-esteem and social acceptance of pupils of the integration class did not differ from their peers who attend courses only in the normal class
H Επιμόρφωση των Εκπαιδευτικών στη Διαχείριση της Πολιτισμικής Ετερότητας
No full textThis study is an attempt to present the educational conditions of pupils from the muslim minority of and the measures taken from time to time in for the integration of minority students in school and society. The greater part is focused on training programs aiming at offering a specialized training to the teachers who work in schools in with muslim student population. In parallel it is investigated the contribution of this educative training in maximizing the school attendance of the children from this minority. In order to come to as better conclusions as possible, for the amount of help that such a training can offer for the manipulation of cultural diversity, we addressed to a group of teachers working in schools of the muslim minority and attended this program, to answer questions asked in the terms of a semistructured interview.This study is an attempt to present the educational conditions of pupils from the muslim minority of and the measures taken from time to time in for the integration of minority students in school and society. The greater part is focused on training programs aiming at offering a specialized training to the teachers who work in schools in with muslim student population. In parallel it is investigated the contribution of this educative training in maximizing the school attendance of the children from this minority. In order to come to as better conclusions as possible, for the amount of help that such a training can offer for the manipulation of cultural diversity, we addressed to a group of teachers working in schools of the muslim minority and attended this program, to answer questions asked in the terms of a semistructured interview
Transcendental Aesthetic in Kant and Husserl: Experience, Conceptualization, and Theoretical Knowledge
No full textIN HIS Transcendental Aesthetic Kant states the synthetic a priori forms of time and space as the conditions of possibility of sensible intuition. Husserl criticized that view accusing Kant of being unable to discern time and space as forms of sensibility from time and space as constituted forms of perception. He also found the Kantian approach improper to deal with the constitutive syntheses of primordial experience before the application of the categories of pure reason (which for Husserl yields only objects of thought, e.g. geometrical objects). Husserl’s Transcendental Aesthetic, on the other hand, is supposed to be the transcendental discipline that offers the a priori conditions for the constitution of primordial experience. With the present paper I intend to delineate the proper dimensions of such a discipline. For that purpose I first examine how the notion of a Husserlian Transcendental Aesthetic is being dealt with in the secondary literature and I show the inadequacy of the examined approaches. I focus my analyses on the core of primordial experience, namely the act of simple perception of natural things, and, based on Husserlian elements, I shed light on its pre-scientific, pre-conceptual and pre-predicative character. In view of those analyses I am then in the position to present Husserl’s Transcendental Aesthetic as a unified and coherent theory and to offer the basic elements concerning its depth, height and breadth.IN HIS Transcendental Aesthetic Kant states the synthetic a priori forms of time and space as the conditions of possibility of sensible intuition. Husserl criticized that view accusing Kant of being unable to discern time and space as forms of sensibility from time and space as constituted forms of perception. He also found the Kantian approach improper to deal with the constitutive syntheses of primordial experience before the application of the categories of pure reason (which for Husserl yields only objects of thought, e.g. geometrical objects). Husserl’s Transcendental Aesthetic, on the other hand, is supposed to be the transcendental discipline that offers the a priori conditions for the constitution of primordial experience. With the present paper I intend to delineate the proper dimensions of such a discipline. For that purpose I first examine how the notion of a Husserlian Transcendental Aesthetic is being dealt with in the secondary literature and I show the inadequacy of the examined approaches. I focus my analyses on the core of primordial experience, namely the act of simple perception of natural things, and, based on Husserlian elements, I shed light on its pre-scientific, pre-conceptual and pre-predicative character. In view of those analyses I am then in the position to present Husserl’s Transcendental Aesthetic as a unified and coherent theory and to offer the basic elements concerning its depth, height and breadth
ANNUAL REPORT OF THE DEPARTMENT OF PHILOSOPHY AND SOCIAL STUDIES: Academic Years 2013–2014 & 2014–2015
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Συναισθηματική Εκφραστικότητα και Σχέσεις Συνομηλίκων σε Μαθητές Λυκείου
No full textThis study examines the correlation between emotional self-expressiveness in family and peer relations. To assess the possible relationship between self-expressiveness and peer relations a random sample of 45 high school students filled out two self-report instruments, (a) the Self-Expressiveness in the Family for Children Questionnaire (SFEQ-Hel) (Halberstadt et al., 1995) and (b) the Inventory for Parents and Peers Attachment Questionnaire (IPPA- Peer version) (Armsden & Greenberg, 1987). In conclusion, it has been observed that there’s a high positive correlation between positive self-emotional expressiveness, trust and communication. On the contrary, negative self-expressiveness tends to correlate with higher scores of anger and alienation
Επαγγελματική Ικανοποίηση και Αυτεπάρκεια Εκπαιδευτικών Δευτεροβάθμιας Εκπαίδευσης στην Κύπρο
No full textJob satisfaction and self-efficacy relate to work effectiveness. In education, specifically, it has been argued that these two factors are positively related to learning outcomes.This study initially focuses on the exploration of job satisfaction and self-efficacy levels in Cyprus. The study draws data from the TALIS 2013 international survey, which involved 1904 teachers from almost all the lower secondary education schools in the country. Overall, the majority of Cypriot teachers have high job satisfaction and self efficacy. As indicated by logistic multiple regression models, the two variables are also highly interrelated. In addition, job satisfaction appears related to teacher-student relationships, while self-efficacy to teacher collaboration as well as teachers’ education and training in their subject areas. On the basis of these findings, the article discusses possible repercussions for the Cyprus context.Job satisfaction and self-efficacy relate to work effectiveness. In education, specifically, it has been argued that these two factors are positively related to learning outcomes.This study initially focuses on the exploration of job satisfaction and self-efficacy levels in Cyprus. The study draws data from the TALIS 2013 international survey, which involved 1904 teachers from almost all the lower secondary education schools in the country. Overall, the majority of Cypriot teachers have high job satisfaction and self efficacy. As indicated by logistic multiple regression models, the two variables are also highly interrelated. In addition, job satisfaction appears related to teacher-student relationships, while self-efficacy to teacher collaboration as well as teachers’ education and training in their subject areas. On the basis of these findings, the article discusses possible repercussions for the Cyprus context
