Suchergebnisse

Δεν παρατίθεται περίληψη στα ελληνικά. ; The aim of the current study is an attempt to address the problem which emerged in the Hellenic Society during the years of the inter war as well as the first post civil war period, due to the change of the calendar. The introduction, from the Hellenic Church, of the new (Gregorian) calendar in 1924 created a strong reaction among the believers wich resulted to the creation of a new movement, named Greek Religions Community of Genuine Orthodox Christians (C.O.Ch.). This conservative minority, having had a great influence, insisted in the reinstatement of the old calendar and caused important conflict in the Hellenic society. The issue is examined from a political viewpoint, since the G.O.Ch. functioned as a pressure group towards the governments, demanding the free exercise of their religious duties. The governments appeared rather uncourageous in facing the problem, as they relied on G.O.Ch's vote. However, there had been systematic chasing persecutions against their clergymen, with them arrested or sent to the exile, facts which aggravated the problem. In this article, we also attempt to analyse the ideological stigma of the G.O.Ch. movement as their moved against all innovations of West-European origin and they declared their dedication to the traditional customs. Another aspect of the issue, concerns the so-called Macedonian issue and since the Church as well as many politicians considered the G.O.Ch. as being Serving the Yugoslav propaganda between the Slavonic-speaking minority of Macedonia, given that the Serbian Church maintained the old calendar. The C.O.Ch. Church attempted to defend itself against those accusations claiming that the change of the calendar served the political plans on the northern neighbours.

Δεν παρατίθεται περίληψη στα ελληνικά. ; Panayotis Stathis, Rethinking the 1821 Greek Revolution. A reading of Ni­kos Theotokas, The Life of General Makriyannis: History and Memoirs Nikos Theotokas' most recent book on Makriyannis is a characteristic specimen of new trends in the study of the Greek revolution of 1821, which shift emphasis from battles and politics to society. Theotokas uses as main analytical categories the antithetic notions of "tradition" and "modernity". However, Theotokas follows a less rigid and more sophisticated approach of this scheme. Instead of treating people of the traditional and modern world in a static way, he explores how they interacted, and emphasizes the dynamic nature of their relationship during the transitional period of the revolution. Theotokas' study on Makriyannis comprises a double venture. On the one hand it constitutes a historical biography of the General, while on the other it examines the long process of writing (1829-1852) his memoirs. Through this parallel narrative, Theotokas reveals how Makriyannis' changing attitude towards facts stated in the memoirs is modified by the specific historical conjuncture in which each of these facts is narrated by the author. The earliest parts of the text, written in the aftermath of the revolution, comprise a mixture of traditional and modern political discourse, in which the responsibility for both the negative developments of the war and of civil conflicts is often attributed to the traditional social elites. However, under the King Otto's reign, Makriyannis' expectations concerning his new position in the post-revolutionary society were gradually disappointed. Thus, in the latter parts of the memoirs Makriyannis clearly formulates a moralistic interpretation of the political developments, according to which the outlandish, selfish and warless politicians seized power and treated unfairly the pure fighters of the revolution who gave everything for its success.

Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote. ; Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote.

Δεν παρατίθεται περίληψη στα Ελληνικά. ; In the years 1830-1860 the formation of the newly established Greek State was based theoretically and practically on the political views of 19th century European liberalism. In accordance to the liberal beliefs, the Greek state political power was based on a small section of the adult male population. This section disposed additional economic and cultural qualifications compared to the rest of the population of the country. It is worthnoting that only to the above mentioned section of the population the state recognized full civil and political rights. In this context the term eligible citizens is used to describe those social strata which held the above mentioned special qualifications. In view of these qualifications the eligible citizens could not only exercise their electoral rights but they could be also elected or appointed as political, magisterial or administrative officials. Within the framework of the historical study of social stratification in the Greek society, during the period 1830-1860, it is worth concentrating on the analysis of historical sources relevant to the eligible citizens. These sources should supply information about the economic and cultural characteristics of these citizens. Based on this type of approach we present in this study the catalogues of candidate jurymen in the period 1849-1861 concentrating on the analysis of the year 1860. These catalogues constitute an important source of information about the characteristics of the eligible citizens. The candidate jurymen catalogues, for the year 1860, include information regarding the value of estate property, income, profession, age and place of inhabitancy for 8.337 adult men. These men amount to the 3.4% of the over 25 years old male population of the country in 1860. The quantitative analysis of the above mentioned catalogues led to the following general conclusions: In 1860 the greatest percentage of the eligible citizens derived from the middle social strata of property owners and income earners. These strata included mainly land owners, wealthy farmers and merchants. But there was also a much smaller section of social strata of wealthy men who possessed a relatively large amount of estate property and income of the country. The sharp economic inequality observed among the eligible citizens of the country permits the assumption that there was also among them a sharp social inequality. According to this we propose the continuation of the research with a more detailled study. This study will examine particular aspects of economic and social inequalities between the lower, the middle and the higher social strata. The same study will also examine in detail the regional aspect of these inequalities.