scholarly journals ARISTÓTELES E O DEBATE EDUCACIONAL:UMA ANÁLISE A PARTIR DA PEDAGOGIA HISTÓRICO-CRÍTICA

2022 ◽  
Vol 18 (1) ◽  
pp. 183-194
Author(s):  
Rafael Rossi ◽  
Aline Santana Rossi
Keyword(s):  
Critical Pedagogy ◽  
Teaching Practice ◽  
Point Of View ◽  
Work Ethics ◽  
Human Culture ◽  
Greek Society ◽  
Contemporary Education ◽  
Of Greece

This article deals with a classic of educational reflection, both from the point of view of research and from the point of view of teaching practice: the philosopher Aristotle from the contributions of Historical-Critical Pedagogy. It is not a matter of literally "applying" the views of this thinker in a hasty and uncritical way to school and research in contemporary education without major concerns. On the contrary, we understand that the study of Aristotelian work, as well as of Greek society, can provide subsidies for understanding the importance of the classics in education. This text deals withthe social and historical bases of Greece and the elements present in the work "Ethics to Nicomaches", which help to understand the particularity of the educational dimension and the relevance of human culture developed for the development of individualities in formation.

Becoming Politicized

2017 ◽  
Vol 225 (4) ◽  
pp. 324-335 ◽  
Author(s):  
Dimitrios Barkas ◽  
Xenia Chryssochoou
Keyword(s):  
Collective Identity ◽  
Political Socialization ◽  
Greek Society ◽  
Economic Vulnerability ◽  
The World ◽  
The Future ◽  
Identity Model ◽  
Beliefs About The Future ◽  
Of Greece ◽  
The Way

Abstract. This research took place just after the end of the protests following the killing of a 16-year-old boy by a policeman in Greece in December 2008. Participants (N = 224) were 16-year-olds in different schools in Attiki. Informed by the Politicized Collective Identity Model ( Simon & Klandermans, 2001 ), a questionnaire measuring grievances, adversarial attributions, emotions, vulnerability, identifications with students and activists, and questions about justice and Greek society in the future, as well as about youngsters’ participation in different actions, was completed. Four profiles of the participants emerged from a cluster analysis using representations of the conflict, emotions, and identifications with activists and students. These profiles differed on beliefs about the future of Greece, participants’ economic vulnerability, and forms of participation. Importantly, the clusters corresponded to students from schools of different socioeconomic areas. The results indicate that the way young people interpret the events and the context, their levels of identification, and the way they represent society are important factors of their political socialization that impacts on their forms of participation. Political socialization seems to be related to youngsters’ position in society which probably constitutes an important anchoring point of their interpretation of the world.

Charops and Roman Policy in Epirus

1945 ◽  
Vol 35 (1-2) ◽  
pp. 58-64 ◽  
Author(s):  
H. H. Scullard
Keyword(s):  
Point Of View ◽  
Territorial Aggression ◽  
The Third ◽  
Individual Point ◽  
The Difference ◽  
Of Greece

In the settlement of Greece after the Third Macedonian War Roman policy was at times moderate, at times harsh. On occasion the difference might represent only an individual point of view: thus the terms imposed upon Macedonia might seem generous to a Roman who contemplated the grant of ‘freedom’ to the Macedonians, the reduction of taxation and the absence of territorial aggression on Rome's part, while they might equally seem harsh to a Macedonian who felt that his sense of nationhood had been violated by Rome's creation of the four independent Republics. But towards Epirus Roman policy seems to have been marked by two successive stages, the first moderate, the second brutal. It is the purpose of this note to attempt to consider the causes which determined this change and to examine what influence the Epirote Charops exercised upon the measures which turned his country into a playground for Roman brutality and ultimately into an abomination of desolation.

scholarly journals The School Culture Heritage of the Reformation

2017 ◽  
Vol 7 (1) ◽  
pp. 116-121
Author(s):  
László Trencsényi
Keyword(s):  
Point Of View ◽  
16Th Century ◽  
Church Reform ◽  
College Culture ◽  
Educational Innovations ◽  
The Reformation ◽  
Culture Heritage ◽  
History Of ◽  
Contemporary Education ◽  
The Church

Abstract On the occasion of the 500th anniversary of the Reformation, this essay analyses those educational innovations in the history of central European education that were introduced by the Church reform in the 16th century, following these modernizations and their further developments through the spreading of the universal school systems in the late 18th and early 19th centuries. Drawing examples from the innovations in the college culture of the period, the author emphasises that those pedagogical values established in the 16th century are not only valid today, but are exemplary from the point of view of contemporary education. From these the author highlights: pupils’ autonomy (in the form of various communities), cooperation with the teachers and school management and the relative pluralism of values.

scholarly journals A AULA DE GEOGRAFIA NO ENSINO MÉDIO: do legado da tradição às possibilidades de renovação

2018 ◽  
Vol 7 (14) ◽  
pp. 141-160
Author(s):  
Lidiane Bezerra Oliveira ◽  
Armstrong Miranda Evangelista
Keyword(s):  
High School ◽  
Public Schools ◽  
Qualitative Study ◽  
High School Teachers ◽  
Teaching Practice ◽  
Frame Of Reference ◽  
Point Of View ◽  
School Teachers ◽  
Geography Teaching

A problemática deste trabalho consiste em investigar o desenvolvimento da aula expositiva de Geografia, em escolas públicas de Teresina-PI. Especificamente, buscou-se caracterizar os modelos de aulas expositivas de Geografia; caracterizar a aula expositiva de Geografia desenvolvida pelos professores do Ensino Médio; analisar como o professor usa a linguagem nas aulas expositivas de Geografia e, por último, debater uma proposta de sequência didática que promova a interatividade na aula de Geografia. Trata-se de um estudo de natureza qualitativa. Do ponto de vista teórico-conceitual, o estudo foi desenvolvido com base nos seguintes eixos: primeiramente, considera as reflexões sobre a aula expositiva, tanto na perspectiva tradicional quanto na perspectiva dialógica. Em segundo lugar, focaliza a aula na prática docente em Geografia. E, em terceiro lugar, sublinha o papel da linguagem para o aperfeiçoamento da aula de Geografia. A partir deste quadro de referência, o texto está estruturado em sete seções, compreendendo a Introdução, caminhos metodológicos e três seções teóricas, uma de análise e uma propositiva. PALAVRAS-CHAVE Aula expositiva. Aula expositiva dialógica. Linguagem. Ensino de Geografia. GEOGRAPHY LESSON IN SECONDARY EDUCATION: the legacy of tradition to renewal of possibilities ABSTRACT The problem of this study is to investigate the development of lecture of geography in public schools in Teresina-PI. Specifically, we sought to characterize the models of lectures of Geography; characterize the lecture of Geography developed by high school teachers; analyze how the teacher uses the language in lectures of Geography and finally discuss a proposed didactic sequence that promotes interactivity in geography class. This is a qualitative study. From the theoretical and conceptual point of view, the study was developed based on the following principles: first, considers the reflections on the lecture, both in traditional perspective as the dialogical perspective. Second, the class focuses on teaching practice in geography. And thirdly, it emphasizes the role of language for the improvement of Geography class. From this frame of reference, the text is structured in seven sections, comprising the Introduction, methodological paths and three theoretical sections, one of analysis and one propositive. KEYWORDS Lecture. Dialogic lecture. Language. Geography teaching. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 132-146
Author(s):  
Jagqadish Paudel
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Qualitative And Quantitative ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Observation Results

Critical Pedagogy (CP), a mode of pedagogy, aims to empower learners and provide justice by offering preferential options and deconstructing authoritative and logo centric tendency in education. The current study, by using a mixed methodological design (qualitative and quantitative), illustrates a group of Nepali English language teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in their classrooms. For this research, a sample of 10 teachers was purposively selected from Baitadi and Dadeldhura districts. Five teachers’ classes were observed. Analyzing the data collected through a survey questionnaire, it was found that all the teachers are in favour of CP in most cases in ELT. Even if all the teachers were notionally appeared in favor of practicing CP in most of the aspects that were asked to them, quite contrary to it, observation results of the teachers’ classes revealed that they did not, in any real sense, embrace CP in their teaching practice. Hence, this study invoked the ELT teachers to embrace CP practically in the classrooms. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12086 Journal of NELTA, Vol 19 No. 1-2, December 2014: 132-146

An annotated checklist of the Niphargidae (Crustacea: Amphipoda) of Greece

Zootaxa ◽  
2020 ◽  
Vol 4772 (3) ◽  
pp. 517-544
Author(s):  
ALEXANDROS NTAKIS ◽  
IOANNIS KARAOUZAS ◽  
CENE FIŠER ◽  
FABIO STOCH
Keyword(s):  
Endemic Species ◽  
Habitat Degradation ◽  
Point Of View ◽  
High Rate ◽  
Species List ◽  
Red Lists ◽  
Annotated List ◽  
Total Species Richness ◽  
The Republic ◽  
Of Greece

Despite Greece being a global hotspot of subterranean biodiversity, its hypogean fauna is largely neglected from both an ecological and conservational point of view. An overview of the Niphargidae occurring in Greece is presented as an annotated list of all available published records. These records have resulted in an updated species list reflecting taxonomic corrections and species distribution range in the Greek peninsula. A total of 23 species, attributed to 3 genera, is up to date known from Greece with a high rate of endemicity found particularly in Crete. The endemic species of Greece amount to 21 (91% of total species richness), with the remaining species distributing also in the Republic of North Macedonia. Currently, none of them is listed in the national, European or global IUCN Red Lists of Threatened Species. Considering the increasing habitat degradation due to anthropic pressure, groundwater harvesting and climate change we could lose rare and endemic species without even acknowledging their existence. 

scholarly journals Building Bridges Across Diversity

2019 ◽  
Vol 4 (1) ◽  
pp. 66-81 ◽  
Author(s):  
Hannah King ◽  
Fiona Measham ◽  
Kate O'Brien
Keyword(s):  
Critical Pedagogy ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Education Programme ◽  
Widening Participation ◽  
Correctional Institution ◽  
Social Barriers ◽  
Women's Prison ◽  
The Uk ◽  
Inside Out

The Inside-Out Prison Exchange Programme is a unique prison education programme that brings together ‘Inside' (prison) students and ‘Outside' (university) students to learn collaboratively through dialogue and community-building exercises within the prison walls. Challenging prejudices and breaking down social barriers, the programme provides students from diverse backgrounds with a transformative learning opportunity. Drawing on the critical pedagogy of Paolo Freire and the teaching practice of bell hooks, Inside-Out instructors engage in ‘teaching to transgress,' enabling students to understand experientially the ways in which every day and commonplace environments are shaped by privilege and inequalities. The programme was founded 20 years ago by Temple University criminologist Lori Pompa in collaboration with incarcerated men at Graterford State Correctional Institution in response to the racial injustice and mass incarceration that characterized the US criminal justice system. Durham University criminologists introduced Inside-Out to the UK in 2014, at three very different prisons: a men's category A (high security) prison, a men's category B (medium security) prison and a women's prison. A decade on the government's introduction of the Widening Participation agenda in higher education (HE), with levels of inequality in and access to HE, particularly within Russell Group Universities, is persistently high, Inside-Out challenges this lack of diversity in HE head on. This article explores how the Inside-Out ethos and pedagogy are powerful means through which inequalities rooted in gender, ethnicity and privilege can be exposed and challenged within the unique prism of the prison setting. Quantitative and qualitative data from three years of programme delivery across the three prisons will be drawn upon. The article will argue that the Inside-Out model can overcome social barriers and prejudices to embrace and celebrate diversity; support students to critically explore their own beliefs and identities; and go on to utilise this educational experience to foster social change on both sides of the prison walls.

Teaching and Practice: Composing Texts, Composing Lives

1994 ◽  
Vol 64 (4) ◽  
pp. 427-450 ◽  
Author(s):  
Sondra Perl
Keyword(s):  
Adult Learners ◽  
Critical Pedagogy ◽  
Adult Students ◽  
Teaching Practice ◽  
Composition Studies ◽  
Literary Texts ◽  
Feminist Studies ◽  
Learning And Development ◽  
Reader Response Theory ◽  
A Site

In this article, Sondra Perl draws on the work of theorists in composition studies, reader response theory, critical pedagogy, and feminist studies to explicate a pedagogy that incorporates her own learning and development with that of her adult students. She emphasizes not only the importance of her students' responding critically to various literary texts, but also the importance of teachers' critically analyzing the texts of their teaching practice. Perl asserts that a classroom of adult learners has the potential to be a supportive milieu in which both students and teachers use writing as a way of brining their own experience to their interpretation of texts. In this way, Perl believes, students and teachers alike author their coming together, and the classroom becomes a site in which they compose not only texts, but also themselves.

Church, State, and Hellenism

2020 ◽  
pp. 85-100
Author(s):  
Paschalis M. Kitromilides
Keyword(s):  
Canon Law ◽  
State Building ◽  
Political Life ◽  
The Political ◽  
Orthodox Church ◽  
Building Projects ◽  
Greek Society ◽  
State Relations ◽  
Of Greece

The chapter examines the formation of a Greek national Church and its role in the political life of the country. The emergence of an independent (autocephalous) Orthodox Church in the kingdom of Greece is considered in connection with the issue of autocephaly in canon law and the debates it provoked. It is pointed out that Greek autocephaly set a precedent for the subsequent emergence of other autocephalous churches in the Orthodox communion as part of the nation- and state-building projects of the respective national societies. The multiplicity of ecclesiastical jurisdictions in the Greek state are discussed as a record bearing the traces of the unification and national integration of Greece. Penultimately, the role of the Orthodox Church of Greece as national Church and the interplay of ecclesiastical and secular politics is examined. The close connection of Church and politics in Greek society is illustrated by pointing out that periods of political instability and subversion of constitutional government in twentieth-century Greece have provoked ‘archiepiscopal questions’ in ecclesiastical life. Lastly, the main issues in Church–State relations in post-1974 Greece are surveyed and appraised.

scholarly journals The evolution of replicators

2000 ◽  
Vol 355 (1403) ◽  
pp. 1669-1676 ◽  
Author(s):  
Eörs Szathmáry
Keyword(s):  
Harmful Effect ◽  
Lipid Vesicles ◽  
System Size ◽  
Point Of View ◽  
Side Reactions ◽  
Evolutionary Potential ◽  
Satisfactory Solution ◽  
Small System ◽  
Human Culture ◽  
Successive Addition

Replicators of interest in chemistry, biology and culture are briefly surveyed from a conceptual point of view. Systems with limited heredity have only a limited evolutionary potential because the number of available types is too low. Chemical cycles, such as the formose reaction, are holistic replicators since replication is not based on the successive addition of modules. Replicator networks consisting of catalytic molecules (such as reflexively autocatalytic sets of proteins, or reproducing lipid vesicles) are hypothetical ensemble replicators, and their functioning rests on attractors of their dynamics. Ensemble replicators suffer from the paradox of specificity: while their abstract feasibility seems to require a high number of molecular types, the harmful effect of side reactions calls for a small system size. No satisfactory solution to this problem is known. Phenotypic replicators do not pass on their genotypes, only some aspects of the phenotype are transmitted. Phenotypic replicators with limited heredity include genetic membranes, prions and simple memetic systems. Memes in human culture are unlimited hereditary, phenotypic replicators, based on language. The typical path of evolution goes from limited to unlimited heredity, and from attractor–based to modular (digital) replicators.

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