volume 1

ISSN: 2241-1720

Registered in the International Catalogue -Publications Series in Paris

VOLUME I SEPTEMBER

2012

Contact: [email protected]

EDITORIAL BOARD

Editor: Alexandros Argyriadis

Members:

Alexandros Argyriadis

Agathi Argyriadis Christin Coumadorakis Alex babalis

Alex Tsallos

Kostas Efthimiopoulos

Symeon Nikolidakis

Steve Stand

The scientific journal for

culture and education

INDEX ΤHE BIOGRAPHY OF PATRIARCH IGNATIOS

MAXIMIZATION OF PEDAGOGICAL ACADEMIES DURING METAXA’S

ERA

METAXA DICTATORSHIP POLICY ON PEDAGOGICAL ACADEMIES

E-LEARNING AND GREEK LANGUAGE AS SECOND OR FOREIGN

LANGUAGE TEACHING

RESEARCHING THE CULTURAL REACTION ON MENTAL

ILL PATIENTS

Culture Journal [VOLUME I ISSUE I]

Culture Journal - The biography of Patriarch Ignatius. 1

Τhe biography of Patriarch Ignatios

Alexandros Argyriadis, PhD(C) University of Peloponnese

SUMMARY

This paper deals with the study of the life of Patriarch Ignatius as it is

written by Nikitas David Paphlagon.

The value of this biography is very strong since through the deep study of

the unfolding historical aspects , offers a considerable wealth of

information. It becomes obvious how important was the work of Patriarch

Ignatius and how did he act in a particular period of the byzantine history.

The text reveals the timeless phenomenon of corruption and competition

for power in a context we know of Ignatius.

But, in terms of content, his life has an increased interest from literary

aspect too. It is impressive all this continuous rotation of different forms of

speech as alternating between historiography, the praise reason,

reproaches the libel and agiology. The author’s lifelong study creates

excitement to the reader and often suggests an artistic literary style in

writing.

KEY WORDS: Patriarch, Ignatios, Byzantium, History, biography

INTRODUCTION

Nikitas David Paphlagon

Nikitas David Paphlagon is presented by latest research as the most

productive writer of hagiographical texts. Through his unpublished work,

he is appeared as an author who successfully cured almost all kinds of



texts. He wrote especially theological and ethical texts, interpretive and

historical epigrams, letters and philosophical writings in accordance with

the principles of novel. The pazzle of his literary production complemented

by dozen of projects with diverse content betraying the multilateral

education and the fore as a genuine form of a 10th century’s author.1

The adjective 'Paphlagon which titles the works of Nikitas in manuscripts

and hand, is used primarily to distinguish it from the homonymous

authors of the same year as the winner or the Byzantine Magistros. It is

also noteworthy that during the period that the term "Paphlagon" recruits

derogatory content and showing a satirical style from several sources,

shows no direct connection with dynastic episodes of this season, and with

the advent of remote epics.

In spite of the negative characterizations themselves Paphlagonians felt

very proud of their ancestry. Apart from that, during this period many

Paphlagonians pioneered the political scene as the Empress Theodora did.

Although we have no direct information about the time of birth of Nikitas,

we based the fact of the critical issue of Tetragamias period (906 / 7) to

know that he was a student of Aretha of Caesarea and participated

actively in events associated with it. Therefore, we assume that he was

born in the decade between 880 and 890. Through extracts from various

works one can derive a wealth of material and information on the same

Nikita about his family village and his father who was named Andrew

and was a priest in Paphlagonia . Ιt is known that he had two brothers

Peter and another whose name does not survive. Unnamed is also

mentioned his mother in several texts and one uncle.1,2

The hagiographical work of Nikitas is characterized by linguistic reform

and adoption of the principles of the Second Sophistic, but also theological

and philosophical elements are accessible, too. The structure of projects is

relatively commonplace, following the classical rhetorical praise. Initially,

he commended in principle the call from Christ, composed in part of their

curriculum with material drawn from the New Testament and the



apocryphal acts. Different is the form of praise in witnesses and

government followed closely by the oldest biographies and testimonies in

his praise. Witnesses retain the elements of epic narrative with interactive

parts interchangeable with the testimonies and the insertion of

supernatural events.

There have also been used scriptural passages and reasons as do the other

works of Nikita, as can be evidenced in the works of the profound

knowledge of Scripture.

The use of sources in his works and critical approach, aimed at cleansing

those texts which had crept into false stories or even universal rejection

which are the main concern of Nikitas specific interventions that caused a

complete perversion of ecclesiastical or historical truth .3

The life of Patriarch Ignatius

With no other work is not so intimately connected the name of Nikita

David Paflagon in contemporary, historical research especially as the life

of the patriarch Ignatius, an extensive historical synthesis, he has

attracted the interest of researchers because of the anti-fotian content,

causing various crises and disputes and even its authenticity.

Ignatius was Patriarch of Constantinople from 847-858 and from 867-877.

He was a significant figure, associated with the cycles of the Zealots, he

founded several monasteries and became known for his quarrel with

Photius. Ignatius succeeded saint before his death after being around

strong supporters who called him holy and miraculous.

Photios was also a Patriarch of Constantinople and a great historical

personality of church, state and letters. He was canonized and his name

until today discussed the historical and literary legacy.



The biography of Patriarch Ignatius is an hagiographical text which

moves between the classic praise and historiography, as has been

observed, it is discernible intent of the author not only praised his life but

to tarnish the memory of Photios with a view of attack those values

attributed to his saint face.

The biography of Patriarch Ignatius is the text from which Nikitas

Paflagon is primarily known. There is a valuable text with a variety of

hints and rich anti-fotian content.

The attitude of the writer whom we are discussing said Jenkins, who

according to the passage of life identified, concluded that after the

changes that were made by the events of Tetragamias, Nikitas became

very objective without supporting either Ignatius or Fotius. With projects

like The life of Ignatius and libel testified on the life of Efthimios,

attempting a frontal assault on almost everyone. Finding confirmations, a

similar content of Doom on his letter to the Western bishops supports the

idea that the winner was attacked by harsh words against the policies

and of ecclesiastical princes of his time, as a whole.1,4

Through many hagiographical texts can be argued that it is actually an

aggressive tendency of Nikitas.

My opinion on this view is contrary to Jenkins because studying the Life of

Ignatius, everyone understands that it is indeed hard on the offensive

expressions, but only against those who believed vicious opponents of

Christianity. It takes a clear position against the iconoclasts and what

distinguishes it is the intense passion whether for praise or for reasons of

aggressive feeling. To that view he does not give necessarily negative

attributes.

It is dominant in the text, the emphasis to the strong and free expression

of the author on issues considered to cause injustice. This is perhaps

what makes a unique style of Nikitas and gives to the biography of



Ignatius strong literary connotations.

The life of Ignatius was later used as a source of subsequent historical

works. Hirsch pointed out this text as a possible source of the Diary of

Michael Glykas, although the proposal has been recently challenged.

Even later, in the 17th century the life of the Patriarch Ignatius and

Antifotian collection used routinely by Cardinal Baronius, who discovered

several codes at the same time. He was to paraphrase the life and the

vernacular language of the theologian latin-Cypriot Neophytos Rodinos

pupil of Leontius Efstratiou. This paraphrased source code is kept in

Borgianus gr.17 (L. VI 18) of the Vatican Library titled "Life martyrdom of

saints our father Ignatius Archbishop of Constantinople Greek written by

David Nikitas in Paphlagonia, and turned in the language sub aplin

Neophytou Rodinion of Cyprus .

The above items except the enhancement of the hagiographical work of

Nikitas, support the case and confirmation of the translation style that

distinguishes his project. Nikitas forms a dynamic way to new processes

that characterize hagiology of that period.5

Recently an important article was published by Irina Tamarkina /

Madison and the literary magazine Byzantinishe Zeitschrift 2006 for the

life of the Patriarch Ignatius.

This article discusses the exact date that Nikitas David Paphlagon, wrote

the text with the life of Ignatius and also redefines the exact date of the

action of Ignatius.

This is a really comprehensive document that lists the number of special

studies by further correlations with other writings and studies of specific

actions by the same life.

According to the article in one sense his life was written immediately after

the death of Ignatius (877) somewhere in the last decades of the ninth

century. This issue has divided two important scholars such as



k.Papadopoulos-Kerameus and F. Dvornik.6

Jenkins being more accurate and closer to current affairs taking into

account the life of Efthymios concludes that the life of Ignatius was

written in 907 and the final version completed by 908-910.7

It is true that current studies and those that occurred in recent years have

not given us more information than them quoted by Jenkins. He reaches

his conclusions, except for the parallel study of Efthimios life, he is also

dealt extensively with a letter of Aretha from Caesarea who knew that

Mayor David strengthens the natal day of the biography after 906.

The article of Tamarkina concludes that the life of Ignatius has been

written after 906 and it is related to the questions of tetragamia. These

studies approach the writing of life after simultaneous study of many texts

of the time is ending the era of war between two factions that the first

and second Filoignatians VS filofotians. According to these studies we

come closer to the dates mentioned above for when just this valuable text

was written. It has really occupied a very special this because the text of

that life is full of historical and literary value. Therefore, considering the

biography, the article can be placed between 886 and 901/902.8

The life of Patriarch Ignatius is a great source of information since it is

literally a stream of historiographic and praising changes. Nikitas David

Paphlagon begins the biography of Ignatius by a general introduction to

the usefulness of the biographies and the preciousness of their speech.

There are very important reasons why he wrote the life of Ignatius while

he seems accustomed to providing knowledge and not to punish the others,

but to suggest that there are ambiguities, which lie probably by full

transparency and truth.

Nikitas David continues in his text, which is extremely comprehensive

since all these recorded in less than a page on the origin and the family



environment of Ignatios. Michail therefore called his father and mother to

Prokopios village, his father was the son of a grand patrician Theofylaktos

while Prokopios daughter of King Nikiforos.

Taking power "tyrannikos epithemeno" Leo the Armenian and his family

moved to the Ignatian Prigkipeious islands where installed.9

They had five children: Nikitas who later became a monk since renamed

Ignatius and other four siblings Georgia, Theophano, and Theophylaktos

Stafrakio.

Then the text shows the dislike and resentment of Nikita Dadid vs. Leo

who forced his family to Ignatius exilement. In the exile "each one of the

islands according to their limit, and safely oppress guard, he removed

their children and genital condemned son ruthless. Thus, making a fierce

attack on Leo describing the crusty and not having a path of devotion,

tenderness, beneficence and respect.

Also typical is the transition from the author's description of the family

tree of Ignatius to attack Lion and the expression of its position on the

issue of sectarian icons. Nikitas featuring Leo the iconoclast and hateful

serpent who corrupts the unreasoning truth. Just after this text translates

into historiographical data and gives details on the succession of power

and what took place and what was that towards the issue of icons.

Interesting are the expressions of praise given by the life that Mayor

David which touch several times exaggeration.

It also highlights the dynamic and educational work in connection with

the great contribution of the church life according to the text monasteries

were multiplied the talent of teaching multiplyed the flock to be created

instead of a single four and a rich monastery tradition.

In the above description it is often remarkable a distinction between

Orthodox and non Orthodox Church, derived from the iconoclastic tension

prevailed.10

The text then is transformed back to praise and teaching of Ignatius gives



light to the darkness.

We see how much passion is attacking and how are these expressions he

uses. There are details that make the distinction even more clear for the

antipathy of the author and Ignatius against those who fight the "right.

Interestingly, while doubling as the author of life is expressed aggressively

representing Ignatius proceeds to an outright libel against Fotios. He

partially evaluate the life we would say that this place is perhaps the most

important throughout the text.

Photios after crowding of Ignatius takes the patriarchal office.

There are very violent as images are described in biography, but this

recording is designed to transmit the historical truth and report a problem

that took such proportions as to split the church. It is very important

because it shows the description of the human instincts and passion that

one may have to support his perceptions.

Also the selfish humanity disposition to support these perceptions were

revealed forgotten by the meaning of Christianity which suggests love and

harmony.

CONCLUSIONS

Finally, the whole text summarizes the content of the hagiographical life,

religious beliefs of the author, canonization, and the praises of Ignatius. It

causes great interest the longitudinal phenomenon of corruption and

competitive way of living. It is very important to say that after the

major battles of Ignatius and Photius were able

to reconcile. Indeed, according to “Ethics

and Religious Encyclopedia” one fell on his knees another in order

to reconcile and forget the ugly past of dislike. When Ignatius

died Fotios reverted to the patriarchal throne and

helped the beatification of his predecessor.

Today, we know that they are both canonized and the memory of Ignatius

is celebrated by the Orthodox Church on October 23.



Bibliography

1. Πασχαλίδης, Σ. (1999). Νικήτας Δαβίδ Παφλαγών «Το πρόσωπο και το

έργο του». Θεσαλονίκη, Εκδ.Κέντρο Βυζαντινών Ερευνών

2. Patrologia J-P Migne,τόμος 105,σελ.487-584

3. Tamara, Rice. (1972). Ο δημόσιος και ιδιωτικός βίος των βυζαντινών.

Αθήνα :Εκδ.Παπαδήμα

4. Φωτιος Πατριάρχης Κωνσταντινουπόλεως. (1973). Βιβλιοθήκη Όσα

της Ιστορίας (Ανθολογία). Αθήνα:Εκδ.Κανάκη

5. Kazhdan, A. (2006). A History of Byzantine Literature.

Αθήνα:Eκδ.Εθνικό Ίδρυμα Ερευνών

6. Tamarkina/Madison, Ι. (2006). Τhe date of the life of the patriarch

Ignatius reconsidered. Byzantinishe Zeitschrift. σελ. 615-630

7. Εγκυκλοπαιδικό προσωπογραφικό λεξικό βυζαντινής ιστορίας και

πολιτισμού. (2006). Αθήνα:Εκδ. Ιωλκός

8. Herbert Hunger. (1994). Βυζαντινή λογοτεχνία.

Αθήνα:Εκδ.Μορφωτικό Ίδρυμα Εθνικής Τραπέζης

9. Απγςπιάδηρ, Α. (2011). Αλλάξτε ζωή. Αθήνα: Εκδ. Δίαςλορ

http://www.estiabookstore.gr/estia/HestiaBookStore_pub.asp?searchpub=15890000

Culture Journal [VOLUME I ISSUE I][ ]

Culture Journal – Maximization of pedagogical acedemies during Metaxa’s

era

1

MAXIMIZATION OF PEDAGOGICAL ACADEMIES DURING

METAXA’S ERA

Kalerante E., Lecturer, University of Western Macedonia, [email protected]

ABSTRACT

In our work, we are going to examine the establishment and the role of the

Pedagogical Academies along with a pedagogical training provision towards teachers.

Aiming at the population literacy and the citizens’ participation in the economical and

social mainstream of the country generates the necessity for a new educational

system.

A series of chronological periods are meant to be the cornerstone for this tremendous

change. Thus, within the first period commencing in 1914 the government aims at the

modification of all educational structures and their integration in a unified framework

serving all social strata. The second period commencing in 1929 aims at the reduction

of illiteracy connecting the notion of progress to the utilization of human force. In

1933, when the third period commences emphasis is placed on the establishment of

Pedagogical Academies and the abolition of the Teacher Training Colleges conducive

to the unified teacher training and the renewal of the educational content provided to

the teachers. Besides, the Metaxa regime concentrates on the completion of high

school attendance by providing a general education both at High Schools and

Pedagogical Academies.

The reinforcement of National Youth Groups seem to be of significant support in the

realization of these changes since the teacher acquires a dominant political and

educational role within the NYO sections.

Key words: Teacher Training Colleges, Pedagogical Academies, educational content,

teacher training.

INTRODUCTION

Elementary and Intermediate Teachers different training was longitudinally connected

to the teachers’ different role in both grades. The establishment of Teacher Training

Colleges makes us notice, in the first place, that a basic general education is provided

to teachers, accompanied by an embryonic pedagogical training1. The more

Elementary school students are presented, the more the teacher training structure, with

increased attendance years in the Teacher Training Colleges and the Curriculum

1 See (indicatively) For the operation of the Pedagogical Academies and Teacher Training: A. Andreou,

The Teacher Training Colleges and Teacher Training (1878-1991), doctoral dissertation, Thessaloniki 1990. Chr. Antoniou, The Greek Teacher Training (1828-2000) Athens (Ellinika Grammata) 2002.



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enrichment both with general and specialized education subjects, is changing. The

perception that the Elementary school should operate as a self-sufficient “popular”

school creates those prerequisites to re-examine the teacher’s role in training Basic

Education students. The population literacy issue tied to the standpoint of the citizens’

participation in the economical and social mainstream of the country sets the new

facts open to be investigated. What should be discussed, therefore, is what the

teachers should be trained on as well as on which system needs and requirements this

training should be adjusted.

We could, schematically, bind four periods in teacher training characterized by the

tendency for unified training, choice criteria adoption, attendance years increase and a

special training program formulation. It is about the periods: a) 1914-19242 b) 1929-

19323 c) 1933-35

4 and d) 1936-40.

The first period commences in 1914, in a disappointing climate perhaps, due to non-

voting of the Government bills of 19135, and the belief that a change in education

under the modification of all its structures and their integration in a unified framework

to serve all the social strata education is possible. The standpoint on the 6-year

Elementary school and the issue of women education in public schools seems to

conduce to changes in teacher training during a time period when the Basic Education

is regarded as basic and not lower. Within these frameworks, the organization of

Three-classes Teacher Training Colleges is suggested6. Thus, the issue of a unified

2 We basically refer to the Venizelos Government work, mainly during 1914 (the first government

lasted between 1910-1914), Th. Sofoulis Government (25/7/1924-7/10/1924) as well as A. Michalopoulos Government (7/10/1924-26/6/1925). During that period there were the following Ministers: I. Tsirimokos (31/5/1912-25/2/1915), Th. Vellianitis (25/7/1924-9/10/1924) and K. Spyridis (7/10/1924-9/3/1925). General information on political organization in: N. Svoronos, A Modern Greek History Review, Athens (Themelio) 1999. About Ministers of Education in: A. Dimaras, The Transformation that never happened, Athens (Ermis) 1988, 317. 3 It is about the Venizelos educational policy being in force from 4/7/1928-4/11/1932. During this

period Ministers of Education are: K. Gontikas (4th

July 1928-2nd

January 1930), G. Papandreou (2/1/1930-26/5/1932) [A. Papanastasiou Government: P. Karapanos (26/5/1932-5/6/1932) and P. Petridis (5/6/1932-4/11/1932). 4 We mainly refer to the P. Tsaldaris Government educational policy (4/11/1932-16/1/1933 and

10/3/1933-10/10/1935). What is characteristic here is that in both periods Th. Tourkovasilis was the Minister of Education. 5 See for 1913 Government bills : D. Glinos, Collected works (editing by F. Iliou), vol. A’-B’, Athens

(Themelio) 1983. 6 PD 1/3 September 1914 “About establishing Teacher Training Colleges for both sexes to train

Elementary Education teachers” G.G. 247. A series of PDs will follow to regulate issues relevant to the subjects taught, the model elementary schools incorporation“ into some State Teacher Training



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teacher training is presented. It is also foreseen that the candidate teachers should

have completed the nine-year course so that there is practically the potential to change

the curriculum of the Teacher Training Colleges by reducing the general training

subjects and replacing them with special subjects. In 1924, a course towards the

organization of functional Teacher Training Colleges aiming at the teacher special

training by increasing the attendance years into five or six7 and the simultaneous

program readjustment by adding foreign languages and systematically elaborating on

the modern language as well as training in economical domains to support and

reinforce the Greek family economical programs seems to be completed. Even though

Single-class Teacher Training Colleges operate during that era, they are substantially

perceived as an emergency solution. Their gradual downsize will permit the unified,

multi-year teacher training.

The second period could be considered as the one to complement the work done by

the previous one. Another Venizelos government re-examines the issue of organizing

education and supports the standpoint for an overall education proposal covering all

grades and aiming at the reduction of illiteracy connecting the notion of progress to

the utilization of human force. It is estimated that the realization of this proposal will

be achieved by increasing the attendance years in the Public Vocational Schools based

on a 6-year basic education. Thus, through the reformation of 19298 a 9-year

attendance is suggested, that is a 6-year Elementary school education and a

complementary agricultural, commercial or household training in Schools of Practice.

The common and unified for student 6-year Elementary school, the basis to complete

the studies in the other grades as well as Schools of Practice, ought to change form, an

issue tied to teacher training to meet the new educational system requirements. A 5-

year attendance at the Teacher Training Colleges is foreseen. The abolition of the

Colleges”. The procedure of organizing Three-classes Teacher Training Colleges is legislatively completed in November 1914. See the relevant Legislation: Sifis Bouzakis, Chr. Tzikas, The Elementary and Kindergarten Teacher Training in Greece, Vol. A’ 1834-1933, Athens (Gutenberg) 1996, 416-453. 7 D. 2/14 October 1924 “About establishing Teacher Training Colleges” G.G. 259. Legislative

regulations about the operation of 5-classes or 6-classes Colleges will be completed by the last Decree in 1927 about the specification of the curriculum in the fourth grade of the 5-classes Teacher Training College, Sifis Bouzakis, Chr. Tzikas, The Elementary and Kindergarten Teacher Training in Greece, pp. 582-619. For the distinction, especially, in 5-classes or 6-classes we underline that 5-classes Teacher Training Colleges are established only in “Older Greece” and Epirus where the system of “Greek” schools and the 4-classes High Schools is in force, Chr. Antoniou, p.76. 8 L. 4397/24-8-1929 “About Basic Education” G.G. 309.



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Single-class Teacher Training Colleges9 completes a course having commenced in

1914 for the creation of a uniform teacher training. This measure practically brings

opportunities equality in learning for all students attending schools with teachers of

the same qualifications. In particular, county elementary schools are strengthened and

the conditions to increase attendance at the Elementary school as well as at other

grades are created. Therefore, the teacher upgrading is pushed forward as a dominant

standpoint tied to the general requirement of reforming education. The abolition of

Single-class Teacher Training Colleges the course of “[…] the fast generation at least

tolerable teachers”10

is rounded up and the base to a more complete multi-year

training under a unified program is set.

The third period commences in 1933 under the Government of P. Tsaldaris and

Minister of Education Th. Tourkovasilis11

. The government intentions for an

educational policy different from that of the Liberals are presented. The establishment

of Pedagogical Academies and the abolition of the Teacher Training Colleges12

rounds up a course towards the unified teacher training and brings back the discussion

over the educational content that should be provided to teachers. The choice of

candidate teachers out from High School graduates theoretically incorporates one

more course of schools, the Pedagogical Academies, into the Upper Grade. These

choices should be combined to the new facts, the multitude of non-appointed teachers,

giving the government the possibility to prepare teachers by setting terms to satisfy

the more general educational aims. By the common scientist general training of all

specialties in the Basic and Intermediate Education, a central control system of the

provided knowledge along with language elaboration, that is purist Greek, is

organized. The provision of general education in the 6-classes High School generates

the need to process a program to promote special training in Pedagogical Academies.

9 See about the abolition of Single-class Teacher Training Colleges Laws: L. 4358/16

th August 1929

“About the abolition of Single-class Teacher Training Colleges” G.G. 285 and L.4368/17th

August 1929 “About the modification of L. 3182 as it was modified by the subsequent laws “about the Elementary Education Teacher Training Colleges” G.G. 291. 10

See D. Glinos will refer to the issue of teacher intensive training in 1914 and will suggest the operation of Single-class Teacher Training Colleges in order to cease teachers of the Seminaries, assistant teachers and Committee teachers. D. Glinos, Collected work, pp. 165-182. 11

About Th. Tourkovasilis’ standpoints during this period in: Reveka Galanou –Tourkovasili, Theodore Tourkovasilis, Athens (I. Sideris) 2000, 57-102. 12

L. 5802/29th

September 1933 “About the establishment of Pedagogical Academies” G.G. 286. The legislative procedure about the organization and operation of the Academies will be completed in 1936 by the LD 4/28

th July 1936 “About 2

nd class student graduation from the Pedagogical Academies”

G.G. 305.



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METAXA DICTATORSHIP POLICY ON PEDAGOGICAL ACADEMIES

The Metaxa regime continues the policy of completing high school attendance by

providing a general education at High School and a general one at the Pedagogical

Academies. In 1937, in particular, by the first educational regulation13

during

dictatorship it is foreseen that the candidate teachers should have completed a 4-year

Elementary school attendance and an 8-year High school one. In 1939, the alteration

in the educational system14

defines that candidate teachers will have completed a 6-

year High school attendance and a 2-year Senior High School attendance, apart from

the 4-year Elementary school attendance. We observe that both reformations increase

the overall teacher attendance years up to fourteen. Comparing to the former periods

already mentioned, we realize that there is an increase in the overall teacher

attendance years and their participation in a particularly demanding system of

escalated examinations.

The unified teacher training has been established and will not be under question by

the dictatorship. Moreover, the unification serves the more general aims of

supervising the particularly combative teacher field. At this period, under the

specification of Academy as the only teacher educational institution, the abolition of

equivalence, mainly of the Thessaloniki Girls’ Schools to the Pedagogical

Academies15

, seems to be pursued. Attendance years, the issue of the type of teacher

training and their role in the educational system managed under special orderliness by

the regime are the issues that seem to be open during this period.

By EL. 953/193716

, Pedagogical Academies are incorporated into the Upper Grade17

,

an issue of scaling Academies, posed in 1933, seems to be solved typically. The same

13

EL.770/13th

July 1937 “About Intermediate Education Schools” G.G. 263. 14

EL.1849/26th

June 1939 “About Intermediate Education Schools” G.G. 300. 15

It is well-known that the Girls’ School graduates were placed in positions as teachers in the Macedonia communities. 16

EL. 953/19th

November 1937 “About Pedagogical Academies” G.G. 469. 17

See. A next stage could be considered that of establishing a unified choice system about Tertiary Education based on the Academic Graduation Certificate. LD 4397/24

th October 1964 “About the

Organization and Administration of the General (Basic and Intermediate Education) G.G. 182, art. 16. In particular, the choice based on the Academic Graduation Certificate is realized for the Upper Educational Institutions, the National Academy of Physical Education, the Pedagogical Academies, the Upper Schools of House Economy and the Schools of Kindergarten teachers. PD 546/16

th June 1965

“About the manner of administering exams for the Academic Graduation Certificate and candidate



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6

law suggests the possibility to increase the attendance years from two to three18

. We

observe that a school different in terms of attendance years from the other ones,

mainly the 4-year, is incorporated into the Upper grade. At the same time, the

Pedagogical Academy becomes upper-graded during a period when the role of Basic

Education in underestimated by the 4-year students Elementary school attendance

before their entrance to the Intermediate Education. The Pedagogical Academies

maximization conditions have not primarily been created. The new element

interpreted as a result of maximizing the Academy is the provision of specialized

knowledge by the University professors19

in some subjects as well as the issue of

possible attendance year increase.

Along with the Pedagogical Academies, the National Academy of Physical Education

is maximized20

. The maximizing of both institutions is tied to the particular role

undertaken, as we will see, by teachers and physical educators in NYO (Youth

National Organization), the stalemate education grade. After the abolition of the 6-

years Elementary school and the simultaneous abolition of the Schools of Practice, as

a complementary education that is by the rejection of the Liberal education plan,

dictatorship focuses on the organization of NYO21

, as a political carrier of youth

education as well as the unique source of lower strata children basic training22

. As I.

Metaxas mentions, the schools of Intermediate and Upper education “receive only

part and not the whole of the youth”, thus, “organization replaces school”23

.

choice for the upper educational institutions and the rest of the schools”. Relevant legislation: S. Bouzakis, CH. Tzikas, K. Anthopoulos, Male and Female Elementary and Kindergarten teacher training in Greece, Vol. B’ Athens (Gutenberg) 2002, 242. 18

See. In 1964 the Pedagogical Academy becomes one of a 3-year attendance and could be incorporated into the positions for the Pedagogical Academies of the period 1964-1967. LD 4397/24

th

October 1964, art.16. The 3-year attendance will be abolished in 1967 by the dictatorship that will bring back the Academies of the Metaxa era operation form. EL. 129/25

th September 1967 “About

the organization and administration of the General Education and other similar stipulations” G.G. 163. 19

EL. 953/1937, art. 7. 20

EL. 2057/4th

November 1939 “About the establishment of the National Academy of Physical Education” G.G. 469. The same law abolishes the Gymnastics Academy. 21

EL. 334/10th

November 1936 “About the establishment of NYO” G.G. 499. 22

See (indicatively) NYO document, reg. nr. 17679 (FII-1/13), to the rank-holders of all male and female NYO formations through familiar Regional Administrations, Topic: “About the content of education – occupation”. At the same time and due to the general subjects taught in NYO a special training incorporated in general domains such as agriculture, manufacturing and household is foreseen. P. Petridis, NYO, the Metaxa fascist youth, Thessaloniki (university studio press) 2000, 232-264. 23

Speech during the 1st

Conference of the National Youth Organization (5th

January 1939) at: I. Metaxas, Oration and Thought, Athens (Govosti), part 8-17.



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7

Pedagogical Academies in 1933 and 1937 are defined those schools “in which

teachers are professionally educated”24

and the subject course to be taught is defined

so that the teachers meet the professional requirements. Therefore, by a law of both

governments the teacher general training in the Pedagogical Academies is abolished

since this field is estimated to be covered by the Intermediate Education and the issue

of providing specialized knowledge is put forward. We observe that in the 1937

program, the regime, under K. Georgakopoulos25

as Minister of Education, adds

special subjects to the general groups of subjects. Thus, Military Pre-training

Teaching Exercises are added in Pedagogic. This theoretical part will be utilized in

the subject of Physical Education which is reinforced by the subject of Organizing

National Youth Groups26

.

Special teacher training will be defined by the government aims at the reinforcement

of the NYO especially among the illiterate population of the county27

. The Supreme

Educational Council28

accepts the NYO Commissioner interventions in the subject

organization of the Academies29

. In particular, the utilization of the NYO educational

coupons for the relevant subjects30

is suggested. Thus, special probing deeply into the

subject of Adolescent Psychology is required, a fact estimated to be analyzed and

utilized within the NYO formations, since the development of group operation

communicative tactics is pursued. We notice that the NYO members ask for a cross-

24

See L. 5802/1933, art.1 and EL. 953/1937, art.1. 25

K. Georgakopoulos (1890-1978) Legist and politician. He served as an undersecretary “to the Premier’s office” in K. Demertzi government. He assumed the Ministry of Education on 6/8/1936 in which he stayed until November 1938. In 1948, he assumed the position of President of the Greek Red Cross. In 1953, he assumed the position of President of the SSI (State Scholarships Institution). In 1958, he served as a caretaker Prime Mininster. 26

See Programs of the two periods in: L. 5802/1933, art. 5 and EL. 953/1937, art.6. 27

In 1964, the issue of appropriate knowledge provided to the teachers will be re-examined and the teacher’s role in an open educational system is assessed, forcing both pedagogical training and familiarization with other disciplines in the framework of subject interdisciplinary approach. See (indicatively) PD. 247/26

th March 1966 “About the specification of the Pedagogical Academies 1

st

grade curriculum” G.G.67. 28

The Supreme Educational Council along with the Ministry of Education Central Service defines the government program on education. Local issues and the dissemination of this policy are regulated by the Central Supervising Council, the Basic and Intermediate Education Supervising Councils, the school Principals and the teacher Associations. EL. 767/5

th July 1937 “About Education Administration” G.G.

255. 29

Ministry of Education Records (transcript KEEA/A25/1177) The Supreme Educational Council Minutes, Act 171, 2

nd October 1940.

30 (Indicative) The NYO books comprise of: 1) NYO handbook, 2) Youth songs and poems, 3) games

books, 4) Youth “practical occupations”, 6) Camping guide, 7) sports and plays regulations, 8) special booklet editions of the Central Administration 3

rd Office publishing department.



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8

curricular increase of the teacher occupation hours with the NYO issues. Apart from

the subject of organizing the National Youth Groups to be taught along with the

subject of Physical Education in combination with the Military Exercises, the teaching

of national pedagogical songs and more general practical exercises to assist the NYO

work are foreseen. Besides, for a more complete training on subjects related to those

of History and Religion, in the framework of promoting the 3rd

Greek Civilization

principles and the more general regime policy, teachers are foreseen to attend special

subjects31

in the form of lectures.

The teacher being the animating spirit of the NYO programs is pushed forward as the

dominant person in the political and educational procedure as it is formed within the

NYO sections. Especially after32

the Ministry of Education was assumed by Metaxas,

it is “obvious that state schools become hotbeds and hives of the National Youth

Organization members”33

. It is underlined that the teacher should be appropriately

trained according to the regime principles and checked for his political beliefs. The

Civilian’s Education is considered a significant subject for his political training. It is

about the subject of National Education and is deemed necessary to be taught by the

school principal. The subject is incorporated within the domain of Public Law,

Political Economy and Sociology Elements. At the same time along with the political

training, a supervision and control system permitting the tracing of communists and

their expulsion from school34

is applied within the school. It is a procedure that

complements the one set for participation in the entrance exams in which a social

beliefs certificate is foreseen35

.

31

The teachers will be involved in the following special subjects: 1) History of Greece and the Balkan countries, 2) Geography of the same countries, 3) Greek Archeology and Tourism. EL. 953/1937, art.6. 32

I. Metaxas becomes Minister of Education (25th

November 1938-29th

January 1941) after K. Georgakopoulos Minister of Education resignation. Events relevant to the cause of Georgakopoulos’ resignation and his juxtaposition with Metaxas regarding the Archbishop selection in: G. Konidaris, Stages of Ecclesiastical Policy from Kapodistrias up today, Athens 1970. 33

See Circular 121/89444 “About the teacher active contribution to the National Youth Association work” in: P. Petridis, NYO: The Fascist Youth…, p. 275. 34

(Indicative) In 1937, after the Pedagogical Academy Principal report, the student N.S. Kozanis was characterized a communist and was expelled from all Pedagogical Academies. Ministry of Education Records (transcript KEEA/A15/1175) Supreme Education Council Minutes, act 10, 13

th May 1937.

35 See PD/13

th September 1938 “About the time of Pedagogical Academies entrance exams

administration, *…+”, art. 2 and EL. 2029/12th

October 1939 “About modifying and complementing stipulations about the teacher education and conditions organization *…+”, art. 25. Relevant legislation in: S. Bouzakis, CH. Tzikas, K. Anthopoulos, The male and female Elementary and Kindergarten teacher training in Greece, Vol. B’, p. 175. We notice that the implementation of EL.



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9

Additionally, we observe that the regime is especially interested in the teacher

training. In the formulation of the Pedagogical Academies program there seems to be

collaboration between the SEC (Supreme Educational Council) and the NYO

administration. The education provided should correspond to the NYO aims since

teachers will serve the NYO formations without pay. Especially, after the

organization of the National Youth36

Trainer School in which teachers will be

educated, conditions are created so that the teachers comprise an intellectual elite

diversified from the rest organization hierarchy. Female teachers are also activated in

the operation of the NYO sections, obtaining a special guiding role in the NYO

operation. Their activities both within the sections and the Household Transitional

Schools practically liberate them from traditional single-dimensional roles. The

Pedagogical Academies operation is in harmony with the operation of Kindergarten,

National Physical Education and Household Schools in order to contribute to the

NYO formation as a multi-collective, political and educational organization.

BIBLIOGRAPHY

Books Αλδρέοσ, Α. (1990). Τα διδαζκαλεία και η καηάρηιζη ηων δαζκάλων (1878-

1991),Γηδ. δηαηρηβή ,Θεζζαιολίθε .

Αληωλίοσ, Χ. (2002). Η εκπαίδεσζη ηων ελλήνων δαζκάλων(1828-2000). Αζήλα:

Διιεληθά Γράκκαηα.

Γεκαράς, Α. (1973/74). Η μεηαρρύθμιζη ποσ δεν έγινε: ηεκμήρια Ιζηορίας. Τόκος Α’

1821- 1894, ηόκος Β΄: 1895-1967. Αζήλα.

Καιεράληε, Δ. (2007), « Από ηο Κοργηαιέληο Παρζελαγωγείο ζηο Κοργηαιέληο

Γσκλάζηο (1936-1940», ζηο Γ. Μοζτόποσιος, Επηανηζιακά ιδρύμαηα, κληροδοηήμαηα

(19ος

αι.- 1953). Η πνεσμαηική και κοινωνική ζσμβολή ηοσς, Αργοζηόιη 422-437.

Καιεράληε, Δ. (2011). « Η Δθπαηδεσηηθή Ποιηηηθή ηες περηόδοσ ηες δηθηαηορίας.

1936-1940». Σ. Μποσδάθες Πανόραμα Ιζηορίας ηης Εκπαίδεσζης, ηοκ. Β’ Gutenberg

Λέθας, Χ. (1942). Ιζηορία ηης εκπαιδεύζεως. Αζήλα

Μεταξάσ, Ι. Λόγοι και Σκζψεισ, Ακινα: Γκοβόςτθ χ,8-17. Μπουηάκθσ, Σ. & Τηικασ, Χρ. (1996). Η κατάρτιςη των Δαςκάλων και Νηπιαγωγϊν ςτην Ελλάδα,Τόμ.Αϋ1834-1933, Ακινα:Gutenberg 416-453. Μπουηάκθσ, Σ., Τηικασ, Χ. & Ανκόπουλοσ, Κ.(2002). Η κατάρτιςη των Δαςκάλων- Διδαςκαλιςςϊν και Νηπιαγωγϊν ςτην Ελλάδα, Τόμ. Βϋ Ακινα: Gutenberg 242.

1075/11

th February 1938 “About social regime and citizen protection security measures” G.G. 45 is

foreseen. 36

EL. 2008/9th

October 1939 “About the establishment of the NYO Trainer School” G.G. 432.



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Νοφτςοσ, Χ. (1979). Προγράμματα Μζςησ Εκπαίδευςησ και κοινωνικόσ ζλεγχοσ (1931-1973). Ακινα Πετρίδθσ, Π. & ΕΟΝ. (2000). Η φαςιςτικι νεολαία Μεταξά, Θεςςαλονίκθ: University Studio Press 232-264. Πουλαντηάσ, Α. (1975). Η κρίςη των δικτατοριϊν. Ακινα Σωτθρίου, Κ.(1966). Η Παιδεία μασ τα τελευταία 50 χρόνια, ςτο «Εκπαιδευτική μεταρρφθμιςη». Ακινα: Ε.Δ.Α.

Laws

Ν.4358/16-8-1929, «Περί καταργιςεωσ των Μονοτάξιων Διδαςκαλείων», ΦΕΚ 285 Ν.4368/17-8-1929, «Περί τροποποιιςεωσ του νόμου 3182 ωσ οφτοσ ετροποποιικθ δια μεταγενζςτερων νόμων «περί Διδαςκαλείων τθσ Δθμοτικισ Εκπαιδεφςεωσ», ΦΕΚ 291. Ν.4397/24-8-1929, «Περί ζηοητεηώδοσς εθπαηδεύζεως»,ΦΔΚ 309.

Ν.5802/1933,οπ,αρ.1 Ν.5802/1933,οπ,αρ.5 ΑΝ .334/10-11-1936, «Περί Συςτάςεωσ ΕΟΝ», ΦΕΚ 499. Καταγραφι ΚΕΕ Α/Α15/1175 Πρακτικά Ανϊτατου Εκπαιδευτικοφ Συμβουλίου, πράξθ 10,13-5- 1937. ΑΝ.767/5-7-1937, «Περί διοικιςεωσ τθσ εκπαιδεφςεωσ»,ΦΕΚ.255. ΑΝ.770/13-07-1937, «Περί των ςχολείων Μζςθσ Εκπαιδεφςεωσ», ΦΕΚ263. ΑΝ.953/19-11-1937, «Περί Παιδαγωγικϊν Ακαδθμιϊν»,ΦΕΚ 469. ΑΝ.953/1937,οπ,αρ.1. ΑΝ.953/1937,οπ,αρ.6. ΑΝ.953/1937,οπ,αρ. 7 ΑΝ 953/1937,οπ,αρ.6. ΑΝ.1075/11-2-1938, «Περί μζτρων αςφαλείασ του κοινωνικοφ κακεςτϊτοσ και προςταςίασ των πολιτϊν»,ΦΕΚ 45. ΒΔ/13-9-1938, «Περί χρόνου ενζργειασ ειςιτθρίων εξετάςεων των Παιδαγωγικϊν Ακαδθμιϊν,*…+» ,αρ.2 ΑΝ.1849/26-6-1939, «Περί των ςχολείων τθσ Μζςθσ Εκπαιδεφςεωσ», ΦΕΚ 300 ΑΝ.2008/9-10-1939, «Περί ιδρφςεωσ Σχολισ Εκπαιδευτϊν τθσ ΕΟΝ», ΦΕΚ 432. ΑΝ. 2029/12-10-1939, «Περί τροποποιιςεωσ και ςυμπλθρϊςεωσ διατάξεων περί οργανϊςεωσ τθσ εκπαιδεφςεωσ και καταςτάςεωσ των εκπαιδευτικϊν λειτουργϊν*…+»,αρ.25. ΑΝ.2057/ 4-11-1939, «Περί ιδρφςεωσ Εκνικισ Ακαδθμίασ Σωματικισ Αγωγισ», ΦΕΚ 469. ΕΟΝ ,αρικ.πρωτ.17679(ΦΙΙ-1/13, 1939 Προσ τουσ βακμοφόρουσ απάντων των ςχθματιςμϊν αρρζνων και κθλζων ΕΟΝ μζςω οικείων Περιφερειακϊν Διοικιςεων, Θζμα: «Περί τθσ φλθσ τθσ εκπαιδεφςεωσ –απαςχόλθςθσ» Εγκφκλιο 121/89444, 1939 «Περί ενεργοφσ ςυμβολισ των εκπαιδευτικϊν εισ το ζργον τθσ Εκνικισ Ενϊςεωσ Νεολαίασ». Αρχείο Υπουργείου Παιδείασ(καταγραφι ΚΕΕΑ/Α25/1177)Πρακτικά Ανϊτατου Εκπαιδευτικοφ Συμβουλίου, Πράξθ 171,2-10-1940.



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ΝΔ 4397/24-10-1964, «Περί οργανϊςεωσ και διοικιςεωσ τθσ Γενικισ(Στοιχειϊδουσ και Μζςθσ εκπαιδεφςεωσ), ΦΕΚ.182,αρ.16. ΒΔ 546/16-6-1965, «Περί του τρόπου διενζργειασ εξετάςεων Ακαδθμαϊκοφ απολυτθρίου και επιλογισ υποψθφίων δια τα ανϊτατα εκπαιδευτικά ιδρφματα και λοιπάσ ςχολάσ» ΑΝ.129/25-9-1967, «Περί οργανϊςεωσ και διοικιςεωσ τθσ Γενικισ Εκπαιδεφςεωσ και άλλων τίνων διατάξεων»,ΦΕΚ.163. ΒΔ.247/26-3-1966, «Περί κακοριςμοφ του αναλυτικοφ και ωρολογίου προγράμματοσ τθσ Α’ τάξεωσ των Παιδαγωγικϊν Ακαδθμιϊν», ΦΕΚ.67.

Culture Journal VOLUME I ISSUE I [ ]

Culture Journal - E-LEARNING AND GREEK LANGUAGE AS SECOND OR FOREIGN

LANGUAGE TEACHING

1

E-LEARNING AND GREEK LANGUAGE AS SECOND OR FOREIGN LANGUAGE

TEACHING

S. Nikolidakis, [email protected]

F.Anastasopoulou, [email protected]

Abstract

Learning Greek as a second or foreign language has begun twenty years ago and has been

gradually developing. Even until today, the teaching of Greek is based on the teacher-centered

model . Within the context of the teaching procedure, a new teacher model who acts as a mediator

in the learning procedure suggested. The teaching practices should be re-adapted on the basis of

new co-formulated social changes ,so that the trainee re-conceptualizes the learning procedure and

gets motivated about it .The trainers from around Europe were provided with individual projects

based on their interests and abilities. As the trainers professed, the procedure was interesting and

less painful than the formal learning.

Key Words: e-learning, greek language as second or foreign language, new teacher model

1. Introduction

Learning Greek as a second or foreign language for the Greek conditions has begun in the ΄90s and

has been gradually developing, creating a fertile ground for discussion and development for the past

seven years. The necessity for learning Greek has started from the rapid increase of the immigrant

movement during the past twenty years and the increasing needs of the immigrants to be adapted,

through language, to the culture and civilization of Greece. The necessity of assimilating the second

generation of immigrants into the Greek social, educational, political, economical and cultural being

has resulted into the need for continuous and thorough engagement with the teaching of Greek.

mailto:[email protected]

mailto:[email protected]



LANGUAGE TEACHING

2

During the first years, the first generation of immigrants was not engaged in the cultivation of the

linguistic culture due to the need for livelihood and immediate adaptation. The issue of education

concerns mainly those immigrants who received academic education in their countries and did a

relevant occupation. These groups deny the procedure of embodiment without language training

and wish to be trained either formally or not formally.

Another group that presents significant research interest is the European citizens coming in Greece

in order to learn the language. This population group, in its majority, has received academic

education and wishes, not the fruitless language training, but the simultaneous study of the society,

the civilization and the Greek history. Moreover, they are eager to accept teaching innovations,

because they basically believe in combined learning and not in the traditional teacher-centered

model. Here, the educational innovations such as e-learning, interactive learning and the

interdisciplinary approach basically find a fertile ground.

2. A suggestion about taking advantage of e –learning in teaching

2.1 Learning Greek with simultaneous use of the computer and distance teaching

Even until today, the teaching of Greek as second or foreign language is based on the teacher-

centered model and the trainees are confined to learning the language, whereas they are not able to

cultivate the culture, civilization and generally their interests. Within the context of the teaching

procedure, a new teacher model who acts as a mediator in the learning procedure is suggested. That

is, the teacher and the trainer respectively, if we refer to the not formal learning, should find the

appropriate teaching manner to attract his students and convince them about the need of adaptation

to the formulated technological products and to the new challenges of the information society. Here,

the teacher acquires a counseling aspect and supports the students’ individual research and

investigation, boosting them to personal study, self – assessment and continuous engagement with

issues of their interests, but with simultaneous counseling action, so that the students understand the

holistic aspect of the educational procedure and the social placement through language becomes for

them the kick-off for a cultural adaptation to the social mainstream.



LANGUAGE TEACHING

3

The teaching practices should be re-adapted on the basis of new co-formulated social changes, so

that the trainee re-conceptualizes the learning procedure and gets motivated about it. In particular,

the teacher should act by counseling, criticizing, warning, suggesting alternative solutions, in order

to be more effective in a technologically supported environment (Vosniadou, 2006:50-55).

The lack of specially designed software pushes us to re-assess the teaching pattern that should be

adapted to the existing technological data, so that the learning procedure can be supported without

technological deviations due to economical, cultural or social membership. Taking under

consideration the above mentioned, it is understood that there is a need to use the Internet and

particularly the social networks. Through these, educational platforms for the presentation of works

as well as trainees’ practice and communication can be generated. A research conducted by a

Belgian university in 2005 made obvious that the use of social networks (facebook, twitter) helped

the students of Junior and Senior High Schools to adapt themselves to the school demands and

motivated the weak students to take action in the participation procedure. These social sites

acquired a form of educational interest and were transformed into educational platforms. The results

of the research were encouraging because they reversed the notion of the social networks as means

of entertainment and provided a teaching perspective through an educational platform, without

specialized software. In these sites, in which only the trainees had access, they could exchange

opinions, upload educational material, practice on the existing educational material, get informed

about things in progress, attend the classes missed and get advise from their teachers. The teacher’s

role was guiding and counseling, while both formal and not formal learning were combined. The

positive results of evaluation open a new horizon of expectations for the Internet use and the Greek

language learning.

As it has been made understood, learning Greek as a second or foreign language refers mainly to

adults whose learning needs are diversified from those of the adolescent students and their learning

program focuses, as it has already been mentioned, not only to the linguistic education, but in a

broader sense to the culture, re-adapted on the basis of the trainee’s peculiarities. In adult education

time limitation is a crucial issue. The trainees set time limits regarding both the time spent for

learning and the time dedicated for language learning and their self – education. Thus, it is made

understood that special emphasis should be given in the manner of teaching administration and



LANGUAGE TEACHING

4

preparation, so that it is effective and reflects the trainee’s needs, without depriving the time for his

/ her activities.

It is necessary to mention that the trainers, mainly of the non-governmental organizations, are

mainly volunteers, a situation which lurks dangers for the effectiveness of the programs or the non-

structured students’ education. In the context of not formal learning, these dangers are maximized

and this is the point where the need for the teachers’ training and the better observation of the

evolution in terms of bibliography focuses.

2.2 A research for taking advantage of the e-learning in learning Greek

2.2.1 Description of the procedure

Learning Greek to volunteers from around Europe was a challenge for our research team, given the

fact that we could try and evaluate new teaching practices. The courses of Greek took place in the

non-governmental establishment of K.A.N.E. Kalamata. The objective was teaching Greek to

volunteers from France and Spain and their simultaneous preparation for the Greek language

certification in the levels A1-A2 and B2-C1, according to the cognitive level of the trainees. For the

learning procedure we used, apart from the traditional teaching practices, the Internet, the social

networks and the distance exchange and assessment of assignments based on the principles of e-

learning. Thus, we created a kind of educational platform on the Internet where the trainees could

upload their assignments, comment on their co-trainees’ ones and, in general, discuss issues of a

broader educational interest or practice on exercises from the suggested websites. Besides, the

platform included discussions of general interest, whereas our role as trainers was clearly

counseling. The trainees’ obligation to write in Greek was the only presupposition, whereas they

could correct their co-trainees’ publications.

2.2.2 Suggested projects and the course of the research

The trainees were provided with individual projects based on their interests and abilities. The

pivotal philosophy of these activities was the choice of an item of their interest and the scrutiny of

all the aspects of the issue, so that they indulge in it and acquire a critical ability. Being driven by



LANGUAGE TEACHING

5

the texts and the teaching material, they chose the thematic unit² on the basis of the suggested ones,

aiming at the cohesion and relevance of the work in relation to the others.

The aim of these programs was to bring in contact the trainees with the culture and civilization of

the welcoming country, in order to seek information on the Internet, to come in contact with the

local people, to compose their own texts by writing in Greek, to understand the need of learning

Greek, not only as a language of communication, but also as a carrier of civilization.

These works were presented on the Internet, where the co-trainees had the possibility to comment,

criticize and re-assess. Thus, an interactive internet team was created, in which the trainees

exchanged their preoccupations, thoughts, attitudes, stances, re-defined the text of their assignment

and were motivated due to the continuous emulation climate and the willingness to discover

knowledge. We observe that even the trainees with a low educational background or those that had

no motive at all, were interested in the procedure, because they did not perceive it as a formal

procedure but as something innovative, a procedure in which they participated and were offered not

only knowledge but satisfaction, as well. That is, the learning procedure became meaningful and

they tried to place themselves in it. The people with learning disabilities were not marginalized,

whereas the continuous monitoring by the trainers prevented the generation of collaboration

problems. The structure of the assignments allows us to suppose that the works were the result of a

real and not a virtual study. This happens because the Internet use was not forbidden. We only

suggested the use of bibliography from the Internet. Thus, the trainee encountered a multitude of

bibliographical material which s/he evaluated and re-expressed his/her written works.

The trainer’s role was almost exclusively guiding. The trainer gave advice to the trainees, helped

them in the discovery of the material and guided the team giving reasons for comments and further

study. The duration of the program was seven moths and included simultaneous preparation for the

certification exams on the knowledge of the Greek language, resulting to the limitation of time used

by the trainees for the projects. Given this fact we regard as positive the trainees’ effort to be

introduced to the Greek culture, regardless of the time limitation and the difficulties that rose due to

the first application of this enterprise.

2.2.3 Conclusions



LANGUAGE TEACHING

6

Drawing conclusions is necessary after the completion of the investigation procedure. The trainees

obtained multiple benefits as a result of the investigatory project, since their expressional and

linguistic possibilities were improved significantly. They were also given the opportunity to

acquaint the Greek culture in depth and introduce themselves with the linguistic culture being

integrated in the framework of discovery learning which, under the current globalized terminology,

presupposes the contact with the computer and the concurrent social networks operation. When

dealing with such investigatory projects the major objective is the simultaneous linguistic skills

development as well as the cultural tradition dissemination which sparks off the continuation of the

investigation procedure and boosts future investigators to utilize new technologies data within the

teaching framework.

Through the research procedure the trainees understood the need for individual research and study

whereas the value of the personal time for study and the necessity for collaboration, regarding the

discovery of educational material, was obvious. As the trainees professed, the procedure was

interesting and less painful than the formal learning. The interactive platform helped them exchange

opinions and material with their co-trainees, while they simultaneously had the opportunity to

exchange viewpoints and formulate new attitudes and stances for the not formal learning1.

Additionally, in the context of volunteer programs, in which they participated, they had the

potential to come in contact with the Greek culture from many aspects and to take advantage of the

knowledge obtained but even to come in contact with many Greeks and exchange opinions and

perceptions, practicing this way their Greek in a satisfactory degree. Finally, the taking advantage

of distance learning and the internet access helped them so that, even when they returned to their

country, they kept contact with Greece, asked for their trainers’ advice and formed gradually a

stable relation with the Greek culture. This systematic contact gives us the hope that a significant

step towards lifelong learning and continuous individual self - education has been made. These are

the aims that constitute the main concern of modern education and correspond to the needs of our

era.

1 The suggested thematic units were based on the notes and texts taught. As in indication we cite the units: a) Trips: looking for

Greece, b) Schools: legends and reality, c) Walking in my town: a short guide, d) Learn about me: experiences and presentation of

the place of origin



LANGUAGE TEACHING

7

Bibliography

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Παηάθε

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Γθηνύξδαο

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γιώζζαο ηωλ κεηαλαζηώλπξώηεο γεληάο ζηελ νπζηαζηηθή γιωζζηθή δηάδξαζε θαη

ζπκκεηνρή ηωλ κεηαλαζηώλ δεύηεξεο γεληάο». Γηεζλέο Σπλέδξην (επ. Κ. Νηίλαο &

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εθκάζεζε). Θεζζαινλίθε: University Studio Press

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Ancient Greek as a foreign language, for students of immigrant status, at the high



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school and Lyceum educational levels“ in Using Corpora in Contrastive and

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Κπξηαθίδε

Κνύξηε, Δ. ( 2003 ). Η επικοινωνία ζηο Γιαδίκηςο. Αζήλα: Διιεληθά Γξάκκαηα

Λέαλδξνο, Ν. ( 2004 ). Το διαδίκηςο Ανάπηςξη και αλλαγή. Αζήλα: Καζηαληώηε

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Μαηζαγθνύξαο, Ζ. ( 2007 ). Σηπαηηγικέρ Γιδαζκαλίαρ. Αζήλα : Gutenberg

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Αζήλα : Γξεγόξεο



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Culture Journal | Researching the cultural reaction on mental ill patients

1

Researching the cultural reaction on

mental ill patients

Alexandros Argyriadis1, Agathi Argyriadi2

1.PhD(c), University of Peloponnese

2.PhD(c), University of Crete

ABSTRACT

AIM

The purpose of this study was the research of the existence or not of the

social stigma against psychiatric patients.

METHOD

The study population was a sample of 3500 people from Greece (urban and

suburban). For the survey was used a questionnaire of 29 questions,

constructed by the researchers. The data were collected through personal

interview by the researchers. For the statistical analysis was uesed the

statistical program SPSS v.13 and tests Crosstabs x2 (chi-square) and

Fishers' extract test. Finally, the normality of variables was tested with the

Kolmogorov-Smirnov test.

RESULTS

Young people are less informed on the separation of mental illness with

mental retardation as well as for the age of onset of disease. As for the

danger and violence of the mentally ill population rate of 14.2% from the

province answered positively.Remarkable is the 12.9% of people who believe

that what is provided for a mentally ill patient is the marginalization, with a



2

statistically significant difference (p <0.002).

As for renting a house to a mentally ill person rate of 52.4% is willing to

contrast with the residents of provincial centers where are more apparent to

rejection at a rate of 54.9 with a statistical difference of (p <0.002).

CONCLUSIONS

It is concluded that the mentally ill are deprived of opportunities and social

support.This of course is not perceived by others who are mentally healthy,

because nobody believes that these people often face serious problems not

only with their relatives but also with those around them.

The survey results gave the coordinates of a reality in modern Greece, where

young people gradually overcome the obsessions of the past.

Encouraging can be considered the results but the stigma of mental illness

persists.The most important thing is that there is now more suitable situations

to fight the stigma than in the past.

Key words: Psychiatry, stigma, social rejection, Greek population,

psychology.

Responsible for correspondence:

Alexandros Argyriadis

Zagorion 19 K. Patissia Athens TK 10445

Tel 6977972381 e-mail: [email protected]

INTRODUCTION

Stigma is an innate disposition of society to the other, who differs from the

others.Especially the psychiatric patient is facing through the centuries many

multilevel rejection reactions. Such can be seen in a different space-time

cultural context, level of education and many environmental factors. However,



3

the mental health sciences evolved over the centuries and revise concepts

and principles that was previously dominant. It is observed that the stigma

against mental illness has fallen on and follows a similar decline as the years

go. 1, 2.3 Due to incomplete research data on the issue of stigma, particularly

in the Greek population, this research attempts to investigate discrimination

and stigmatization reactions of the population and the results obtained are of

great interest. Also, there is a great interest because of the affection of other

methodological systems. The issue of stigma is prompted by a

multidisciplinary study of a synthetic methodological research framework

consisted of ethnographic research and fieldwork characteristics.

METHOD

The study population was a sample of 3500 people from Greece (urban and

suburban). For the survey was used a questionnaire of 29 questions

constructed by the researchers. The data was collected through personal

interviews by the researchers.For the statistical analysis was used the

statistical program SPSS v.13 and tests Crosstabs x2 (chi-square) and

Fishers' extract test. The normality of variables was tested by the

Kolmogorov-Smirnov test.

RESULTS

The first question about the terms of the population as to the definition of

mental illness, 77.3% of the sample aged 25-40 years responded that it is

sickness of the soul in contrast with 22.7% aged 25 years who believe that it

is mental retardation. (P <0.005).



4

When asked at what age the mental illness occurs, 87% believe all ages and

13% aged 25-40 years believes that mental illness occurs at an early age.(P

<0.002).

Regarding the incidence of disease among both sexes 90.3% believe that

appears in both. 5.9% claims that it is more common in men and 3.8% in

women with a statistically significant difference. (P <0.001)

When asked if mental illness is more common among residents of large

cities or smaller urban districts the 93.8% supported the first and only 6.2% in

the second. (P <0.005).

At the question if the mentally ill can be cured, 73.5% aged 26-40 years

believe that can be healed as opposed to 26.5% of the same age who

answered no. (P <0.005)

Is it, however, the mentally ill dangerous and violent in terms of the

sample? It depends on the case answered the 78% irrespectively of

educational level. 15% of residents from the province argues that mental

illness can be dangerous and violent. The view is different to the residents of

urban centers at a rate of 7%. (P <0.002)

With regard to the fact whether the mentally ill must be marginalized, 87%

answered negatively. Remarkable is the rate of 13% of provincial and urban

centers who believes that marginalization should be provided for a mentally ill

patient is the with a statistically significant difference (p <0,002).

In a related question of whether drug addicted and alcoholics are

mentally ill, 57% responded positively and the remaining 43% negatively. (p

<0.001)

Do the respondents agree with the mentally ill being in their workplace

and in their social circle? Negative is the view of 74.9% of the sample while

only 25.1% of them accepts them. (p <0.005)

Regarding the question of allowing their child to associate with a child

that his parent is mentally ill 64.6% aged 26-40 responded positively and

35.4% negatively. Similarly, residents of the province have responded

positively to a rate of 64.8% and negatively 35,2% (p <0.005)

Is there any excuse in the fact that the spouse applies for divorce because the

other spouse is mentally ill? 60.8% regardless of educational level believes



5

that there is, while a small percentage from the province 29.2% claims to the

contrary (p <0.001).

About whether there is a trend to "hide" a mental patient in their social

circle, the overwhelming percentage of 85% from Athens claims that they

would not do so, while 15% of the province has the opposite opinion .

52.4% aged over 40 years old will be renting their house without any

problem at a mental patient while 47.6% could not take such an action. (p

<0.001)

In the question if a mentally ill person can study and if the mental

illness is caused by excessive study, the majority is in favor of education and

does not believe that this can cause any psychological problem.

Generally, 94% of the sample does not take part in programs that support

mentally ill patients, according to the sample of population.

DISCUSSION

Despite the fact that the society in Greece is more receptive than ever to

any change, unfortunately, presents negative attitudes to psychiatric

patients. This study identifies the magnitude of rejection and stigma as it is

shaped in large urban centers and in the region.

The first question about what they believe that mental illness is, there is a

clear confusion of concepts which may be a trigger for planning health

education. The results show that young people are not informed enough and

this could be seen as motivation of providing education programs. 1

When asked about the age of onset for the mental illness science suggests

answers to the view that mental disease occurs more often in younger ages. 2

It is again evident that the younger age groups differ in relation to older

people.

Regarding to the incidence of disease among both sexes in 90.3% thought

that occurs equally in both. Ethnographic studies of recent years eradicate

gender inequality in each sector. One of these is health, which is understood

as not to be discriminated. As a regard to gender, it must be said that

epidemiological studies show twice the prevalence of major depression in



6

women. Μany reviews want women to call upon the doctor more easily or to

be more affected by a failed marriage, or widowhood.4, 5

When asked if mental illness is more common among residents of large urban

cities results of recent surveys divided since the fast pace of urban centers

and the constant stress contribute to the emergence of mental illness. In

contrast, other studies show lack of stimulation in the region and drab

atmosphere that contributes to the same. 5.6

The modern way of life in industrialized societies is positively associated with

schizophrenia, but has not fully specified. 7,8

Probably other reasons are related to the transmission of viruses or because

the patient lacks the protective effect of his family. 10

But, are the mentally ill dangerous and violent in terms of the sample? This

view on cruelty differs between urban and suburban residents to only

7%. Important information received should be taken seriously in the new

model of prevention as well as the process of deinstitutionalisation and the

development of new data in the field of culture science and psychiatry.7 This

is proved by previous studies which showed that people with mental illness

are not more dangerous compared to the general population. 8People with

schizophrenia have slightly increased indicators of violent behavior which

usually occurs due to neglection of drug therapy and the lack of support and

acceptance.

For the fact whether the mentally ill must be marginalized, there is a

remarkable 13% of provincial and urban centers who believes that for a

mentally ill patient marginalization should be provided with statistically

significant difference (p <0,002).

The result describes the need for development of health education programs

in the population.

52.4% aged over 40 will be renting their house without any problem to a

mental patient while 47.6% could not take such an action. According to

anthropological approaches presented continuously in modern literature has

important practical acceptance and effective 11, 12.13.

Questions whether a mentally ill can study or if the mental illness is caused by

excessive study, the vast majority are in favor of education and patient



7

support. In contrast, the vast absolute majority do not take part in volunteer

programs that support mental patients.

Perceptions about whether one can heal mental illness get the answer from

science. It is not insignificant the 26.5% of the sample who believes that

mental illness is not cured. It is commonly accepted that modern psychiatry

has the scientific means for the effective treatment of mental disorders.

The marginalization is a totally negative component of mental health

patient. The association of mental illness with violence and danger, fear and

ignorance results in negative social reaction and deprive mental patients the

opportunity to live in the society among us. Mental disorders can now be

addressed more effectively outside the hospital. Optimistic views come from

the percentages of respondents who believe to the social integration of

mentally ill patients.

It is of great interest the relation between alcoholics and drug users with

mental patients where answers appear confused. High rates were found both

in Athens and in the province to agree with the view that these categories of

people can be seen among the mentally ill, with rates of 56.3% and 58.5%

(not statistically significant difference).

The acceptance of a mental patient in the workplace and social environment

found negative in terms of the sample after 74.9% did not receive the mental

patient in his everyday life, while only 25.1% of them accept, demonstrating

the isolation of these individuals and deprivation of opportunities. This

reverses the previous answer, recent studies have shown that people with

schizophrenia can work.15, 16,17 The work appears to contribute to their

rehabilitation.

Regarding the question whether to allow their child to make friends with a

child whose parent is mentally ill there was found a good mood for

socialization. Similarly, residents of the province have responded positively to

a rate 64.8% and negatively 35.2%. The results reveal lack of information and

humanitarian education.18, 19,20



8

CONCLUSIONS

In conclusion, it is easily understandable that the mentally ill are deprived of

opportunities and social support. This of course is not perceived by others

who are mentally healthy, because nobody believes that these people often

face serious problems not only with their relatives but also with those around

them.

The survey results gave the coordinates of a reality in modern Greece, where

young people gradually overcome the obsessions of the past.

The results can be seen as encouraging, but the stigma of mental illness still

persists. The most important thing is that there is now more suitable field to

fight the stigma than in the past.

Young people adopt most modern concepts and they stigmatize less the

psychiatric patient.However, almost everyone believes that mental illness is a

door that when opened will never close again.

Scientists have a duty and moral responsibility to combat and eliminate the

burden of so unpleasant feelings that the mentally ill chases. Stigma must be

eliminated and therefore is required hard work to achieve this important goal.

volume 1

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