Society and Education of ottoman-occupied Hellenism

Course Information
TitleΚοινωνία και εκπαίδευση στον οθωμανοκρατούμενο Ελληνισμό / Society and Education of ottoman-occupied Hellenism
SchoolPrimary Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter
CoordinatorIoannis Betsas
Course ID600015110

Class Information
Academic Year2020 – 2021
Class PeriodWinter
Faculty Instructors
Class ID
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Completing the course, students and students are expected to: • Know the milestones in the evolution of the education of the Greek communities in the Ottoman-occupied area • Be able to recognize and explain different perceptions about the purpose and the functions of the education provided during that period • To highlight and discuss critical and coherent arguments about the transition of education from a multicultural, multi-religious society to a society with a nationalist ideology • To acquire the ability to communicate clearly historical pedagogical concepts and ideas and to describe them in relation to the evolution of the educational system of the Greek communities over time • To review critically key pedagogical ideas in their ideological, political and socio-economic contexts • Understand and interpret pedagogical ideas and educational practices in the wider context of the era of nationalism • Have sufficient knowledge of teaching and learning approaches in the case of Greek communities in the Ottoman-occupied area • Be able to recognize and explain the patterns of continuity and change in teaching and learning
General Competences
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Appreciate diversity and multiculturality
Course Content (Syllabus)
1. The history of Modern Greek education as academic discipline 2. Epistemological issues 2.1. The Historiography of Greek Education. Brief review 2.2. The struggle for social progress, change and equality in the history of education 2.3. The struggle for the future 3. Methodological issues 3.1. Historical - interpretive method 3.2. Biographical Method 3.3. The oral history and its analytical tools 3.4. Quantitative methods in the history of education 3.5. Socio-Semiotic Approach to the Image in the History of Education 4. Ottoman society from the 15th to the beginning of the 20th century 4.1. The millet system 4.2. The emergence of nationalisms 5. Education of the Greek communities in the Ottoman-occupied area 5.1. The period of domination of Greek letters 5.2. Greek education in the context of the emergence of nationalism in the Balkans 6. Case studies 6.1. "The secret school" 6.2. Curricula and textbooks in the transition from multiculturalism to nationalism
Greek education, history of education, ottoman occupied hellenism
Educational Material Types
  • Notes
  • Slide presentations
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Laboratory Work401.3
Reading Assigment882.9
Written assigments612.0
Student Assessment
I. Written final exam (40%) of the thematic units to be developed during the course identified in three levels of difficulty (knowledge, skills, competences) as described in the "learning outcomes" section. II. Personal Work Rating (40%). It refers to its content, the organization and the process of its presentation and to the written text, up to 6000 words, which is required to meet the specifications of the scientific technology and will be delivered by the day of the written examinations. III. Performance appraisal in practice exercises (20%).
Student Assessment methods
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Formative)
  • Performance / Staging (Formative)
Additional bibliography for study
Hofstetter Rita, Schneuwly Bernard (2005) (επιμ), Εισαγωγή στις επιστήμες της εκπαίδευσης, μτφ/ Καρακατσάνη, Δ., Αθήνα: Μεταίχμιο McCulloch, G., Watts, R. (2003). Theory, methodology, and the history of education, History of Education, Vol. 32, Issue 2, 129-132 Reble, Α. (1990), Ιστορία της Παιδαγωγικής, Αθήνα: Εκδόσεις Παπαδήμας Villaverde, L. Helyar, f. Kincheloe J. (2006). “Historical Research in Education”, K. Tobin, J. Kincheloe (eds). Doing Educational Research: A Handbook (Bold Visions in Educational Research), Rotterdam: Sense Publishers, 311-346 Αγγέλου, Α. (1997). Το κρυφό σχολειό. Το χρονικό ενός μύθου, Αθήνα: Πορεία. Κυπριανός, Π. (2004). Συγκριτική Ιστορία της Ελληνικής Εκπαίδευσης, Αθήνα: Βιβλιόραμα Μελετιάδης, Χ. (2003). Η εκπαίδευση στην Κωνσταντινούπολη κατά το 16ο αιώνα, Αθήνα. Μπέτσας, Γ. (2005). Θεσμικές και Λειτουργικές Όψεις της Εκπαίδευσης των Ελληνορθόδοξων Κοινοτήτων στο Οθωμανικό Κράτος: Από την Έναρξη των Μεταρρυθμίσεων του Τανζιμάτ έως την Επανάσταση των Νεότουρκων, Θεσσαλονίκη: Αφοι Κυριακίδη. Μπουζάκης, Σ. (2011). Πανόραμα Ιστορίας της Εκπαίδευσης, Αθήνα: Gutenberg Σκαρβέλη-Νικολοπούλου, Α.(1989). Τα μαθηματάρια των ελληνικών σχολείων της τουρκοκρατίας. Διδασκόμενα κείμενα, σχολικά προγράμματα, διδακτικές μέθοδοι. Συμβολή στην ιστορία της νεοελληνικής παιδείας, Διδακτ. διατριβή, Αθήνα. Τερζής, Ν. (2011). Μελέτη της εκπαίδευσης του νεοελληνισμού, Θεσσαλονίκη: Εκδόσεις Αδελφών Κυριακίδη Τσιώλης, Γ, (2006). Ιστορίες Ζωής και Βιογραφικές Αφηγήσεις. Η βιογραφική προσέγγιση στην κοινωνιολογική έρευνα, Αθήνα: Εκδόσεις Κριτική Χατζόπουλος, Κ.(1991). Ελληνικά σχολεία στην περίοδο της οθωμανικής κυριαρχίας (1453-1821), Θεσσαλονίκη: Βάνιας.
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