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ΨΗΦΙΣΜΑ ΤΗΣ ΦΙΛΟΣΟΦΙΚΗΣ ΣΧΟΛΗΣ Για την Άννα Μίσιου, τη δασκάλα, τη συνάδελφο, τη φίλη
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Concepts
No full textHISTORICALLY, the emergence of the concept ‘concept’ as a technical term in philosophy was a slow and tortuous process during the Greek and the Latin antiquity and the Middle Ages. Modern conceptions of concepts as constituents of thought and as species of the genus representation, date back roughly to the 18th century in the work of Kant, among others. In the early 19th century, Bolzano had the decisive intuition that philosophical analysis by means of mental entities such as concepts could be carried out instead at an objective semantical realm. This intuition was taken up by Frege in his researches into the foundations of mathematical knowledge and thus the “linguistic turn” in philosophy was brought about. Beyond philosophy, concepts are ubiquitous in various disciplines such as psychology and linguistics.In recent decades there has been a marked departure from the “classical” conception of concepts as defi nable by necessary and sufficient conditions in favour of a conception based on ideas elaborated in philosophical contexts, e.g. in Wittgenstein’s notion of “family resemblance”. Methodologically, the anticlassical stance, though not without problems of its own, prompted a vast research program in cognitive and developmental psychology. More recently, a radical turn was made in the conception of concepts: there are calls for the elimination of representations in general and thus of concepts in particular, as tied to obsolete, folk ideas about the mind. Such claims should be assessed against a background of rational criteria addressing the cognitive merits of those theories that endorse representations and concepts and those that eliminate them from their anthropological explanatory schemes.HISTORICALLY, the emergence of the concept ‘concept’ as a technical term in philosophy was a slow and tortuous process during the Greek and the Latin antiquity and the Middle Ages. Modern conceptions of concepts as constituents of thought and as species of the genus representation, date back roughly to the 18th century in the work of Kant, among others. In the early 19th century, Bolzano had the decisive intuition that philosophical analysis by means of mental entities such as concepts could be carried out instead at an objective semantical realm. This intuition was taken up by Frege in his researches into the foundations of mathematical knowledge and thus the “linguistic turn” in philosophy was brought about. Beyond philosophy, concepts are ubiquitous in various disciplines such as psychology and linguistics.In recent decades there has been a marked departure from the “classical” conception of concepts as defi nable by necessary and sufficient conditions in favour of a conception based on ideas elaborated in philosophical contexts, e.g. in Wittgenstein’s notion of “family resemblance”. Methodologically, the anticlassical stance, though not without problems of its own, prompted a vast research program in cognitive and developmental psychology. More recently, a radical turn was made in the conception of concepts: there are calls for the elimination of representations in general and thus of concepts in particular, as tied to obsolete, folk ideas about the mind. Such claims should be assessed against a background of rational criteria addressing the cognitive merits of those theories that endorse representations and concepts and those that eliminate them from their anthropological explanatory schemes
Infant Common Sense: Natural Science of Human Concerns and Cultural Knowledge / Ο βρεφικός κοινός νους: Η Επιστήμη της Φύσης της ανθρώπινης φροντίδας και της πολιτισμικής γνώσης
No full textA newborn knows no truths or conventional facts -- there is much to learn. But the baby has ‘selfawareness’ of a sensitive and inquisitive body, and is ready to share human interests, goals and feelings. Moving coherently and rhythmically, he or she knows intentions of ‘subjectivity’ in relation to outside events, and ‘other awareness’, or ‘intersubjectivity’, with the sympathetically-timed movements and interests of other persons.Primary motives are formed before birth. They grow by sharing adventures of life with familiar companions who become friends, making discoveries in playful experiments. Human cultural learning grows from this inborn state of mind and becomes a creative developmental project with age-related changes. It is supported by ‘affective appraisals’, or feelings of value and importance, both aesthetic and moral. Life in the moment with others reaches out to make a story of important events to be imagined and remembered for other times. This is how the physical and social world make common sense, a collective consciousness of meaning.I review descriptive research of communication before speech, when a child’s thinking is shared without conventional symbols that label non-present persons, objects, facts and actions, or that define their causes or reasons. Human communication begins as acting ‘in tune’ with thoughts of affectionate company.
Ένα νεογνό δεν έχει την επίγνωση της αλήθειας ή των συμβατικών γεγονότων – πρόκειται να μάθει πολλά. Ωστόσο, το βρέφος έχει αυτο-επίγνωση ενός ευαίσθητου και αδιάκριτου σώματος και είναι έτοιμο να μοιραστεί ανθρώπινα ενδιαφέροντα, σκοπούς και συγκινήσεις. Κινούμενο με συνοχή και ρυθμικότητα, το βρέφος γνωρίζει τις προθέσεις του ως υποκειμένου σε σχέση με τον εξωτερικό κόσμο και αποκτά επίγνωση του άλλου ή της διυποκειμενικότητας μέσα απο τον ενσυναισθηματικό συγχρονισμό του με τις κινήσεις και τα ενδιαφέροντα των άλλων.Τα πρωταρχικά κίνητρα, τα οποία διαμορφώνονται πριν την γέννηση, αναπτύσσονται μέσα απο το μοίρασμα των διαπροσωπικών περιπετειών, των βιωμάτων με τους οικείους συντρόφους οι οποίοι γίνονται φίλοι και συν-οδοιπόροι στις ανακαλύψεις μέσα από τους παιγνιώδεις πειραματισμούς. Η γνώση του ανθρώπινου πολιτισμού προέρχεται απο αυτήν την έμφυτη κατάσταση του νου, η οποία αλλάζει στον οντογενετικό χρόνο. Ενισχύεται δε από συγκινησιακές εκτιμήσεις ή από αισθήματα αξίας και σημαντικότητας, τόσο αισθητικής όσο και ηθικής. Οι στιγμές μοιράσματος με τους ευαίσθητους άλλους συνθέτουν μια ιστορία σημαντικών γεγονότων που παραμένουν στη φαντασία και στη μνήμη σε άλλες χρονικές στιγμές. Μέσα απο αυτές τις συγκινησιακές διαδρομές ο φυσικός αλλά και ο κοινωνικός κόσμος αποκτά κοινό νου, δηλαδή συλλογική συνείδηση νοήματος.Στην παρούσα εργασία θα γίνει ανασκόπηση της περιγραφικής έρευνας της επικοινωνίας του νεογνού και του βρέφους με τους Σημαντικούς Άλλους, πριν την έναρξη της ομιλίας, όταν στο μοίρασμα ανάμεσα στη σκέψη του παιδιού και του συντρόφου του απουσιάζουν τα συμβατικά σύμβολα τα οποία κατονομάζουν απόντα πρόσωπα, αντικείμενα, γεγονότα και δράσεις, ή εκείνα που ορίζουν τα αίτια ή τους σκοπούς τους. Η ανθρώπινη επικοινωνία λαμβάνει χώρα αρχικά ως συντονισμένη δράση με σκέψεις αμοιβαίας συντροφικότητας
Αναδιάρθρωση της Eκπαίδευσης στα Πολιτικά Προγράμματα των Κυβερνήσεων Χ. Τρικούπη: Το Πρόταγμα του Γραμματισμού στην Εκπαιδευτική Κουλτούρα
No full textThe present research, historic, social and educational study aims to bring together all necessary data that could shed light on education throughout the period of Ch. Trikoupi’s seven governments. That was a very important period for the Greek state as an attempt to restoration was made along with modernizing and developing a national-urban state in an industrial, economic and cultural developmental framework.The historic data of that period are remarkably the development of the emerging urban class and the consequent generation of the working class. In addition, the intellectual domination of the national ideology of the Great Idea seems to decline due to the intellectuals’ turn to that specific period and the palpable everyday life and language reality which was the demotic Greek language.Therefore, education of that period and the concurrent attempts to modernize the Greek school to serve the needs of the urban nation-state and its citizens are the focal points of the present study. In other words, that particular period was scrutinized and data were drawn in order to explain the attempts towards generating an urban-democratic citizen with the corresponding urban-social and moral-religion literacy.Some important educational political actions of Trikoupi’s governments are underpinned such as sending special supervisors in pioneer action, to collect the first data about education from valid pedagogues. The aim was to make any necessary corrections in the specific domain. The supervisors and pedagogues’ findings about the school system are completely discouraging as it was found to be traditional, memorizing-and-teacher-centered and tremendous changes had to take place.Thus, attempts focused on new national-social and moral-religious literacy which would be characterized as urban and modern. That change was obvious in the Curriculum of which the teacher becomes the central agent of the national-urban orientation. The coinstructional method is highlighted while the general aim is to create an urban school for all students that would be moral, patriots and urban-democratic.The present research, historic, social and educational study aims to bring together all necessary data that could shed light on education throughout the period of Ch. Trikoupi’s seven governments. That was a very important period for the Greek state as an attempt to restoration was made along with modernizing and developing a national-urban state in an industrial, economic and cultural developmental framework.The historic data of that period are remarkably the development of the emerging urban class and the consequent generation of the working class. In addition, the intellectual domination of the national ideology of the Great Idea seems to decline due to the intellectuals’ turn to that specific period and the palpable everyday life and language reality which was the demotic Greek language.Therefore, education of that period and the concurrent attempts to modernize the Greek school to serve the needs of the urban nation-state and its citizens are the focal points of the present study. In other words, that particular period was scrutinized and data were drawn in order to explain the attempts towards generating an urban-democratic citizen with the corresponding urban-social and moral-religion literacy.Some important educational political actions of Trikoupi’s governments are underpinned such as sending special supervisors in pioneer action, to collect the first data about education from valid pedagogues. The aim was to make any necessary corrections in the specific domain. The supervisors and pedagogues’ findings about the school system are completely discouraging as it was found to be traditional, memorizing-and-teacher-centered and tremendous changes had to take place.Thus, attempts focused on new national-social and moral-religious literacy which would be characterized as urban and modern. That change was obvious in the Curriculum of which the teacher becomes the central agent of the national-urban orientation. The coinstructional method is highlighted while the general aim is to create an urban school for all students that would be moral, patriots and urban-democratic
Άσκηση Ηγεσιας και Επαγγελματική Ικανοποίηση των Εκπαιδευτικών: Ο Ρόλος της Συναισθηματικής Νοημοσύνης και της Πολιτικής Ικανότητας των Διευθυντών Σχολείων Δημοτικής Εκπαίδευσης
No full textEmotional intelligence, political skill, exercising leadership of primary school Principals and job satisfaction of teachers, are research areas which for many decades, continue to have great interest in the field of educational management and leadership. Through the development of a dynamic model an attempt was made towards coupling and co-examining these areas. This research, investigates whether emotional intelligence and political capacity of school Principals influence the way of exercising leadership and of the job satisfaction of his/her teachers. Finally, this research will provide important feedback to those organizations interested in educational leadership and reform, as it can illuminate (unknown until now) abilities that an effective Principal must have
Η Επαγγελματική Εξουθένωση των Σχολικών Συμβούλων
No full textThe present paper was carried out to approach and analyze the phenomenon of professional burnout of the school counselors. In the first part a bibliographic survey of the burnout syndrome and the profession of the school counselors was implemented, while investigations were analyzed it was found that a large percentage of these individuals suffer from burnout. In the second part elements were presented from the participants, the research tool as well as the process followed for the collection of data from the sample. A questionnaire survey developed by Counselor Burnout Inventory (CBI) was used and examined the views of a total number of 30 school counselors from Primary education in north Greece. The basic outcomes of the study reveal that school counselors are reported to be at risk for experiencing professional burnout due to the fact that they do a service-oriented job. Then, the presentation and analysis of the data collected offered thoughts for future research in preventing and treating the characteristics of burnout utilizing the current data
Ένα Μάθημα Παιδαγωγικής: η Ανέκδοτη Επιστολή του Συγγραφέα Φώτη Βαρέλη
No full textThe article deals with an unedited letter of Photis Varelis (an important Greek writer and pedagogue), that was sent 25 years ago to young primary school pupils of Thrace. This letter is both a valuable lesson for its young recipients and a pedagogical tool for nowadays teachers, who have to cope with their multifunctional role in modern education.The article deals with an unedited letter of Photis Varelis (an important Greek writer and pedagogue), that was sent 25 years ago to young primary school pupils of Thrace. This letter is both a valuable lesson for its young recipients and a pedagogical tool for nowadays teachers, who have to cope with their multifunctional role in modern education
France and the Cyprus Issue. From the War of Independence to the Crisis of 1964: English Summary of \u27La France et la question chypriote\u27. Adaptation-summary of article done by Kathy Radford
No full textIntroductionThis article reviews the content and context of the crucial dialogue on the Cyprus issue which took place in Paris on separate occasions in early July 1964.De Gaulle met separately with Turkish prime minister lsmet lnonu and the Greek prime minister George Papandreou, respectively. The article draws upon the official verbatim transcript from the Quai d\u27Orsay only recently released to researchers by the French Foreign Office.OverviewFrance, a permanent member of the UN Security Council, has always been interested in the eastern Mediterranean and Cyprus. Late president Mitterand was keenly aware of the need for peace in this sensitive area of the world. ln 1988, he described Cyprus as a delicate problem which must necessarily be solved without bloodshed. Mitterand\u27s words in a message to visiting Turkish prime minister Ozal could indicate that French policy excluded the sharing of Cyprus. Quite a departure from de Gaulle who tended to deny that Cyprus existed as a state. ln fact, early in the island\u27s war of independence and decolonization, France adopted a guarded, not to say hostile, attitude towards Cyprus.IntroductionThis article reviews the content and context of the crucial dialogue on the Cyprus issue which took place in Paris on separate occasions in early July 1964.De Gaulle met separately with Turkish prime minister lsmet lnonu and the Greek prime minister George Papandreou, respectively. The article draws upon the official verbatim transcript from the Quai d\u27Orsay only recently released to researchers by the French Foreign Office.OverviewFrance, a permanent member of the UN Security Council, has always been interested in the eastern Mediterranean and Cyprus. Late president Mitterand was keenly aware of the need for peace in this sensitive area of the world. ln 1988, he described Cyprus as a delicate problem which must necessarily be solved without bloodshed. Mitterand\u27s words in a message to visiting Turkish prime minister Ozal could indicate that French policy excluded the sharing of Cyprus. Quite a departure from de Gaulle who tended to deny that Cyprus existed as a state. ln fact, early in the island\u27s war of independence and decolonization, France adopted a guarded, not to say hostile, attitude towards Cyprus
The Greek-Bahamian Community: "Past, Present and Future"
Get PDFThe Greek-Bahamian community originated in 1887. It emerged out of the sponge industry of the protoporoi (pioneers) who came from the Aegean Islands. By the 1940’s, the coming of age of the second generation and the start of the third generation, Greek-Bahamians turned to other areas of business.
The present Greek-Bahamian community is a prosperous one branching in various enterprises and professions. The patterns observed in this community are similar to the other communities of the Greek diaspora.La communauté grecque des Bahamas a été fondée en 1887 par des pionniers venus des îles de la mer Égée, œuvrant au sein de l’industrie des éponges. A partir des années 40, les membres des deuxièmes et troisièmes générations se dirigent davantage vers d’autres domaines comme l’hôtellerie et la restauration.
L’actuelle communauté grecque des Bahamas est prospère et on retrouve ses membres au sein de différentes professions libérales et entreprises. Les caractéristiques observées dans cette communauté sont similaires à celles des autres communautés de la diaspora grecque