Historical Pedagogy: Milestones in the History of Education

Course Information
TitleΙΣΤΟΡΙΚΗ ΠΑΙΔΑΓΩΓΙΚΗ: ΣΤΑΘΜΟΙ ΣΤΗΝ ΙΣΤΟΡΙΑ ΤΗΣ ΑΓΩΓΗΣ ΚΑΙ ΤΗΣ ΕΚΠΑΙΔΕΥΣΗΣ / Historical Pedagogy: Milestones in the History of Education
CodeΙΠ700
FacultyPhilosophy
SchoolPhilosophy and Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorVasileios Foukas
CommonYes
StatusActive
Course ID280008811

Programme of Study: UPS School of Philosophy and Education (2011-today)

Registered students: 6
OrientationAttendance TypeSemesterYearECTS
CoreCompulsory CourseWinter/Spring-5

Class Information
Academic Year2016 – 2017
Class PeriodWinter
Faculty Instructors
Class ID
600068008
Type of the Course
  • Background
Course Category
General Foundation
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
1. To know the conceptual clarification of key terms in history of education 2. To know the main currents in the field of pedagogical ideas and the most important representatives, mainly from the 17th century onwards. 3. To examine the conditions of transition from "traditional" school to the early and late modernity. 4. To investigate the external influences exerted in shaping the ideas of Greek intellectuals and educators. 5. To contact with representative pedagogical texts of Greek and foreign educators. 6. To meet the features of Greek education system, as developed under the influence of a complex mesh of factors (tradition, foreign influences, state and non-state needs). 7. To compare the educational system of the Greek state's education with the educational system of the Hellenism. 8. To understand and evaluate the ideological currents that affected the educational developments. 9. To considerate the work of important personalities from the field of education, pedagogy and policy and institutions and other collectives, that had been played a preponderant role particularly in institutionalization and development of the Greek education system. 10. To correlate the developments in education with those in the fields of politics, society and economy.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • 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)
Introduction to the theme of the course: Description of the subject - Clarifying terminology - "Education" and "Agogi": semantic nuances and visual history, evolution Section I: The "traditional" school: didactic / methodical reflection (17th century) a) Introduction b) The birth of "traditional" school and key representatives: Wolfgang Ratke, Johann Amos Comenius Section II: European and Greek Enlightenment (17th & 18th c.) a) Introduction: the principles of the Enlightenment b) Key representatives: J. Locke, JJ Rousseau c) Josephus Moisiodax, Konstantinos Koumas, Adamantios Korais: Analysis of representative texts Section III: Neohumanism - Idealism (19th century) a) Introduction: basic principles b) Main representatives: I. Kant, JF Pestalozzi, W. Fröbel, Ph. E. von Fellenberg, J. Herbart c) JF Pestalozzi: the educator of popular education d) J. Herbart and Neoherbartian e) Effects on the Greek state (Ch. Papamarkou, P. P. Economou, Sp. Moraitis, Chr. Papadopoulos, D. Zagoyiannis, N. Exarhopoulos) Section IV: Pragmatism - "New Education" - Progressive Education (20th century) a) Introduction: basic principles of the "New Education" and key representatives b) J. Dewey: education for the future - the school community as embryonic c) Ov. Decroly - M. Montessori d) A. Makarenko e) A. S. Neill f) the "New Education" and "Laboratory School" in Greece: main representatives and representative texts Section V: The Greek education in the 18th century and the first decades of the 20th a) aspects of education in the Ottoman period (before 1821): b) Trends and measures to establish educational system during periods of War of Independence and Kapodistrias (1821 - 1831) c) The establishment of the education system of the Bavarians (1834 - 1837) Section VI: Training in the Greek state and the exokratiko Greeks (19th century - early 20th) a) The period of malfunction (1834 - 1909): problems, criticism and attempts at reform b) The Greek Education in the Ottoman Empire: the reform of Tanzimat up the movement of the Young Turks (1839 - 1908) c) From demoticism in the genesis of the educational demotic Section VII: The leaders of the educational demotic: linguistic, educational and pedagogical aspects and their action Section VIII: Periods "diffusion" and "enforcement" (1908 - 1920)  The "Higher Elementary School for Girls" Volos  Educational Group  The reform attempt of 1913  The Education Committee 1916  The reform of 1917 Section IX: A tug of war period (1920 - 1949) a) New reform attempts: the 'Marasleio "and" Teachers College " b) The disintegration and dissolution of the Society for Education (1927 - 1929) c) The reform Venizelos (1929 - 1932) d) The educational policy of the Metaxas dictatorship (1936 - 1941) e) Training in Occupation and the Civil War Section X: Vperiodos tug of war (1949 - 1974):  The period of "rectification" (1949 - 1955)  The period of Karamanlis (1955 - 1963)  The reform of 1964 - 1965  The education policy of the dictatorship (1967 - 1974) Section XI: Education and educational policy during the post-dictatorship (1974 onwards)  The educational policy of the "New Democracy" (1974 - 1981)  The educational policy of "PASOK" (1981 - 1989)  Since the polarization on convergences (1990 and on)
Educational Material Types
  • Notes
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
email, elearning, power point
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures1255
Total1255
Student Assessment
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
Bibliography
Course Bibliography (Eudoxus)
Νίκος Π. Τερζής (2014), Μελέτη της Εκπαίδευσης του Νεοελληνισμού. Πριν από το κράτος – έξω από το κράτος – στο κράτος. Θεσσαλονίκη: Εκδόσεις Κυριακίδη Reble Al., Ιστορία της Παιδαγωγικής, (μτφρ. Θ. Χατζηστεφανίδης – Σ. Χατζηστεφανίδη-Πολυζώη), Εκδόσεις Δ. Παπαδήμα, Αθήνα 20025.
Additional bibliography for study
Ελληνόγλωσση Αντωνίου, Χρ., Παιδαγωγοί και Παιδαγωγική στην Ελλάδα, Πατάκης, Αθήνα 2011. 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. Δημαράς, Κ. Θ., Νεοελληνικός Διαφωτισμός, Ερμής, Αθήνα 20028. Δημαράς, Αλ., Η μεταρρύθμιση που δεν έγινε. Τεκμήρια ιστορίας 1895 – 1967, , τ. Α΄-Β΄, επανέκδοση (α΄ έκδοση: Ερμής 1973-74), Εστία, Αθήνα 2007. Δημαράς, Αλ., Ιστορία της νεοελληνικής εκπαίδευσης: Το «ανακοπτόμενο άλμα»: Τάσεις και αντιστάσεις στην ελληνική εκπαίδευση 1833 – 2000, επιμέλεια Βάσω Βασιλού- Παπαγεωργίου, Μεταίχμιο, Αθήνα 2013. Ζιώγου-Καραστεργίου Σ., Η παιδαγωγική σκέψη από τον Πλάτωνα ως τη Μ. Μοντεσσόρι. Ανθολογία κειμένων, Εκδοτικός Οίκος Αδελφών Κυριακίδη, Θεσσαλονίκη 1996. Καζαμίας Α. - Κασσωτάκης Μ., (επιμ.), Οι εκπαιδευτικές μεταρρυθμίσεις στην Ελλάδα: προσπάθειες, αδιέξοδα, προοπτικές, Φιλοσοφική Σχολή Πανεπιστημίου Κρήτης, Ρέθυμνο 1986. Κιτρομηλίδης, Π. Μ., Νεοελληνικός Διαφωτισμός. Οι πολιτικές και κοινωνικές ιδέες, Μ.Ι.Ε.Τ., Αθήνα 2000. Κουντουράς, Μ., Κλείστε τα σχολεία (Εκπαιδευτικά άπαντα), τ. Α΄, επιμ. – σχόλια Αλ. Δημαράς, Εκδόσεις Γνώση, Αθήνα 1985, σσ. λη΄-ξζ΄. Μπουζάκης Σ., Εκπαιδευτικές Μεταρρυθμίσεις στην Ελλάδα, τ. Α΄- Β΄, Gutenberg, Αθήνα 2002. Μπουζάκης, Σ., (επιμ.), Πανόραμα Ιστορίας της Εκπαίδευσης. Όψεις και Απόψεις, τ. Α΄- Β΄, Gutenberg, Αθήνα 2011. 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», β΄ έκδοση, Εκδοτικός Οίκος Αδελφών Κυριακίδη, Θεσσαλονίκη 2008. Τερζής, Ν. Π., Μελέτη της εκπαίδευσης του Νεοελληνισμού. Πριν από το κράτος - Έξω από το κράτος - Στο κράτος, Εκδοτικός Οίκος Αδελφών Κυριακίδη, Θεσσαλονίκη 2010. Χατζόπουλος Κ., Ελληνικά σχολεία στην περίοδο της οθωμανικής κυριαρχίας (1453-1821), Βάνιας, 1991. 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. Röhrs, H., Το κίνημα της Προοδευτικής Εκπαίδευσης, Εκδοτικός Οίκος Αδελφών Κυριακίδη, Θεσσαλονίκη 1984.
Last Update
28-05-2016