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Stergiu Baliulē politēs B' Katēgorias: meros prōto treis phores prosphygas; meros deutero me tus antartes tēs Anatolikēs Madedoniae
In: Politikē & Historia
ΚΑΘΗΚΟΝ ΚΑΙ ΕΝΣΤΙΚΤΟ: Η ΙΣΤΟΡΙΑ ΣΤΑ ΣΧΟΛΕΙΑ ΣΤΗ ΜΕΤΑΠΟΛΕΜΙΚΗ ΒΡΕΤΑΝΙΑ, 1945-1995
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.
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Η ΓΛΩΣΣΟΛΟΓΙΚΗ ΣΤΡΟΦΗ ΣΤΗΝ ΙΣΤΟΡΙΑ. ΟΡΙΣΜΕΝΕΣ ΕΠΙΣΗΜΑΝΣΕΙΣ
Δεν παρατίθεται περίληψη στα ελληνικά. ; Powerful revisionist currents are now flowing through the social sciences against what have been termed «society-centred» modes of explanation. The swift away from social determination has centred on the problem of the material referent of political motivation. This essay, talking about the language, wants to discuss some of the most problematic legacies of the social historical methodology. Linguistic turn in history focuses on the ways meaning is constituted in and through language in order to explain the world. Discourse is the organising concept term for conceptualising and practising the history of meaning. Discourse operates so as to structure thought and speech in certain ways and to preclude being structured in others. The problem of organising a social identity becomes one of representation: ideas certainly do matter, but the ways in which they matter, indeed their very existence as identifiable ideas, depend on processes of institutional and cultural mediation. That's why there is always an element of discordance between «social being» and its interpretation in «social consciousness». The disequilibrium results from the fact that their linkage is a product of human convention. People's responses to their experiences help shaped social change.
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Taming Ares: war, interstate law, and humanitarian discourse in classical Greece
In: Legal history library volume 26
In: Studies in the history of international law Volume 10
In: Studies in the history of of international law volume 10
Emiliano J. Buis examines the sources of classical Greece to challenge both the state-centeredness of mainstream international legal history and the omnipresence of war and excessive violence in ancient times. Making ample use of epigraphic as well as literary, rhetorical, and historiographical sources, the book offers the first widespread account of the narrative foundations of the (il)legality of warfare in the classical Hellenic world. In a clear yet sophisticated manner, Buis convincingly proves that the traditionally neglected study of the performance of ancient Greek poleis can contribute to a better historical understanding of those principles of international law underlying the practices and applicable rules on the use of force and the conduct of hostilities
Zēmiai tōn archaiotētōn ek tu Polemu kai tōn Stratōn Katochēs: echun prostethei: "Works of art in Greece: the Greek islands and the Dodecanese: losses and survivals in the war", T.W. French: "Losses and survivals in the Dodecanese", Geōrgiu Mpakalakē: "Ekthesis peri Akropoleōs kai tu museiu autēs", ...
In: Bibliothēkē tēs en Athēnais Archaiologikēs Etaireias ar. 336
In: Βιβλιοθηκη της εν Αθηναις Αρχαιολογικης Εταιρειας αρ. 336
"Echun prostethei: Works of art in Greece: the Greece islands and the Dodecanese: losses and survivals in the war; T.W. French, Losses and survivals in the Dodecanese; Geōrgiu Bakalakē, Ekthesis peri akropoleōs kai tu museiu autēs; W. Kraiker, Der Kunstschutz in Griechenland, Epistolē pros Keramopullon; R. Hampe, Kritikē tu tomu Zēmiai; Anadiarthrōsē Kemenōn, Symplērōmata kai scholia"-- Title page
ΑΝΑΝΕΩΝΟΝΤΑΣ ΤΗ ΜΑΤΙΑ ΜΑΣ ΓΙΑ ΤΟ ΕΙΚΟΣΙΕΝΑ. ΜΕ ΑΦΟΡΜΗ ΤΟΝ ΜΑΚΡΥΓΙΑΝΝΗ ΤΟΥ ΝΙΚΟΥ ΘΕΟΤΟΚΑ
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.
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