History of pedagogical ideas

Course Information
TitleΙστορία των παιδαγωγικών ιδεών / History of pedagogical ideas
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorVasileios Foukas
Course ID600003477

Programme of Study: Paidagōgikī epistīmī 2016

Registered students: 6
OrientationAttendance TypeSemesterYearECTS
Istorikī PaidagōgikīCompulsory Course1110

Class Information
Academic Year2016 – 2017
Class PeriodWinter
Faculty Instructors
Weekly Hours2
Total Hours26
Class ID
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Required Courses
  • ΠΕ101 Quantitative methods in Educational Research
  • ΠΕ103 Academic writtening
Learning Outcomes
The postgraduate students at this seminar are introduced to basic concepts, such as educational, treatment, education, training, reform, change, citizenship, diversity, equality, globalization, leadership, authority, membership, liberalism, power, state, subjectivity and invited to consider their impact on pedagogical theory and educational practice over time. More specifically, in this context the students will have the opportunity to experience the main movements in the area of ​​pedagogical ideas and their representatives to examine ways to transition from "traditional" to modernist and post-modernist school, studying pedagogical texts, philosophers and social scientists of the 18th, 19th and 20th century. Knowledge -To understand the basic concepts and the relationship between them and their historical development. -To know the main movements in the field of pedagogical ideas and the most important representatives. -To examine the conditions of transition from the "traditional" school to the early and late modernity. -To realize the evolution and the effects between pedagogical movements. -To raise awareness in recording, classification, understanding and interpretation of archival material. -To utilize historical sources in scientific writing. -To understand education as an institution through the historical perspective. -To acquire the ability to approach critically and, also, to analyze and interpret primary sources. -To demonstrate and support a historical research.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
1. Introduction and determination of the object 2. The "traditional" school: Wolfgang Ratke, Johann Amos Comenius 3. European Enlightenment (17th & 18th c.): Basic principles and representatives, J. Locke, J. J. Rousseau 4. J. J. Rousseau: The educator of "nature" and pedagogical views 5. Greek Enlightenment (18th - early 19th c.): Basic principles of the movement and analysis of representative texts, Josephus Moisiodax, Konstantinos Koumas, Adamantios Korais 6. Neoanthropismos (19th century): basic principles - key representatives: I. Kant, J. F. Pestalozzi, W. Fröbel, Ph. E. von Fellenberg, J. Herbart 7. J. F. Pestalozzi: The educator of popular education and pedagogical views 8. German Idealism (19th century): J. Herbart and Neoherbartian 9. Effects on the Modern Greek State: Ch. Papamarkou, P. P. Economou, Sp. Moraitis, Chr. Papadopoulos, D. Zangogiannis, N. Exarhopoulos 10. "New Education" movement (20th century): basic principles and representatives 11. J. Dewey: Education for the future 12. Educational Reform movement in Germany (H. Lietz, G. Kerschensteiner, H. Gaudig etc.) 13. Educational demotic movement in Greece (fundamentals-representative texts)
pedagogical ideas, history of education
Educational Material Types
  • Notes
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Power point, elearning, video, e-mail
Course Organization
Reading Assigment2008
Written assigments
Other / Others241.0
Student Assessment
- Focus groups - Formative assessment at the end of a section - Evaluation of written work (individual or group) - Cumulative assessment at the end of seminars with questions "closed" and / or "open" type
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative, Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Formative, Summative)
  • Labortatory Assignment (Formative)
Additional bibliography for study
Ελληνόγλωσση Γρόλλιος, Γ., Προοδευτική Εκπαίδευση και αναλυτικό πρόγραμμα, Επίκεντρο, Θεσσαλονίκη 2011. Δεληγιάννη Β. - Ζιώγου-Καραστεργίου Σ., (επιμ.), Εκπαίδευση και φύλο. Ιστορική διάσταση και σύγχρονος προβληματισμός, Βάνιας, Θεσσαλονίκη 1993. Δελλής Ι., Όψεις προβληματισμού περί παιδείας στον Νεοελληνικό Διαφωτισμό, Gutenberg, Αθήνα 2014. Δημαράς, Κ. Θ., Νεοελληνικός Διαφωτισμός, Ερμής, Αθήνα 20028. Ζιώγου-Καραστεργίου Σ., Η παιδαγωγική σκέψη από τον Πλάτωνα ως τη Μ. Μοντεσσόρι. Ανθολογία κειμένων, Εκδοτικός Οίκος Αδελφών Κυριακίδη, Θεσσαλονίκη 1996. Κιτρομηλίδης, Π. Μ., Νεοελληνικός Διαφωτισμός. Οι πολιτικές και κοινωνικές ιδέες, Μ.Ι.Ε.Τ., Αθήνα 2000. Μπουζάκης, Σ., (επιμ.), Πανόραμα Ιστορίας της Εκπαίδευσης. Όψεις και Απόψεις, τ. Α΄- Β΄, Gutenberg, Αθήνα 2011. Πολυχρονόπουλος Π., Φιλοσοφία της Παιδείας. Το υπόβαθρο της εκπαιδευτικής πολιτικής, Εκδόσεις Παιδαγωγία, Αθήνα 19924. Πυργιωτάκης Γ., Παιδαγωγική του Νέου Σχολείου. Μια συστηματική εξέταση παιδαγωγικών ιδεών από τον Έρβαρτο έως την «Κλασική Μεταρρυθμιστική Παιδαγωγική», Εκδόσεις Γρηγόρη, Αθήνα 2007. Σφενδόνη, Δ., Πραγματισμός: Ορθολογισμός Εμπειρισμός: Θεωρία της γνώσης, Εκδόσεις Ζήτη, Θεσσαλονίκη 2004. Τερζής, Ν. Π., Εκπαιδευτική Πολιτική και Εκπαιδευτική Μεταρρύθμιση: ιστορικο-κοινωνιολογικό πλαίσιο και «μελέτες περίπτωσης», Εκδοτικός Οίκος Αδελφών Κυριακίδη, Θεσσαλονίκη 20082. Μεταφρασμένη Αριές, Φ., Αιώνες παιδικής ηλικίας, (μτφρ. Γ. Αναστασοπούλου), Γλάρος, Αθήνα 1990. Debesse, M. – G. Mialaret, Οι Παιδαγωγικές Επιστήμες, τ. Β΄: Ιστορία της Παιδαγωγικής, (μτφρ. Μ. Φιλίππου), Δίπτυχο, Αθήνα 1982. Houssaye J. (επιμ.), Δεκαπέντε παιδαγωγοί. Σταθμοί στην Ιστορία της παιδαγωγικής σκέψης, (μτφρ. Δ. Καρακατσάνη), Μεταίχμιο, Αθήνα 2000. Reble Al., Ιστορία της Παιδαγωγικής, (μτφρ. Θ. Χατζηστεφανίδης – Σ. Χατζηστεφανίδη-Πολυζώη), Εκδόσεις Δ. Παπαδήμα, Αθήνα 20025.. Röhrs, H., Το κίνημα της Προοδευτικής Εκπαίδευσης, Εκδοτικός Οίκος Αδελφών Κυριακίδη, Θεσσαλονίκη 1984. Ξενόγλωσση Flanagan Fr., The Greatest Educators…ever!, Continuum, London-New York 2006. Oksenberg Rorty A., Philosophers on Education. New historical perspectives, Routledge, London-New York 20035. -Συναφή επιστημονικά περιοδικά: ⎼ History of education ⎼ History of educational Review ⎼ Paedagogica Historica ⎼ Θέματα Ιστορίας της Εκπαίδευσης ⎼ Παιδαγωγική Επιθεώρηση
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