Historical Pedagogy: Milestones in the History of Education

General Foundation

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.

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)

17-07-2017