Δεν παρατίθεται περίληψη στα ελληνικά. ; The purpose of this paper is to examine the role of cultural propaganda in formulating and conducting foreign policy aiming at political supremacy and cultural penetration within the overall context of the ideological conflict between East and West during the Cold War era. Educational and cultural exchanges and other events of a nominali}'' nonpolitical nature are examined within their political context. In particular, the paper observes Anglo-Soviet relations over Greece. These relations turned increasingly hostile in mid-February 1945. Around that time a marked intensification of Soviet propaganda occurred. In July 1945, the Greek-Soviet League was established. It is interesting that, in response, the British Foreign Office concidered that the British Council in Athens should be reinforced and acquire a permanent representative. It was also decided to reopen the question of the Anglo-Greek Cultural Convention that was signed in 1940 but never ratified. This presentation seeks to examine the purpose of establishing these two cultural agencies, their staffing, the funding of their activities, the content of their cultural programmes, and the profile of their Greek supporters, both state officials and private individuals. How successful was the effort by the British Council and the Greek-Soviet League to promote their cultural programmes and what was the impact of these programmes on Greek public opinion? How did their cultural initiatives continue during the Greek Civil War? On the basis of the sources available, did each agency, and if so to what degree, enjoy the support of the country it represented? The comparative study of British and Soviet cultural propaganda in Greece will contribute to understanding the differences and similarities in the means used by each country to achieve its political ends in Greece.
The dissemination of learning objects via the Internet in a smart way that meets the essential needs of learners could significantly improve the services offered by an e-learning system. A prerequisite for this is the adoption of an efficient framework for organising, describing and managing the available training materials. The various knowledge-organising systems that have been developed from time to time contribute to this objective, but are not the best solutions for each case. Therefore, through this work we are trying to distinguish the differences between the main knowledge representation structures and to identify the one best suited to modelling a field of knowledge in a machine-readable way. In this first attempt, we put in practice the knowledge organisation system which we believed to be predominant over others, in order to see its dynamics. Our ultimate goal is to make use of this technique in all aspects of a distance learning programme. ; Η διάχυση των μαθησιακών αντικειμένων μέσω του Διαδικτύου με τρόπο ευφυή, που να ανταποκρίνεται στις ουσιαστικές ανάγκες των εκπαιδευόμενων, θα μπορούσε να βελτιώσει σημαντικά τις προσφερόμενες υπηρεσίες ενός συστήματος ηλεκτρονικής μάθησης. Απαραίτητη προϋπόθεση για κάτι τέτοιο είναι η υιοθέτηση ενός αποδοτικού πλαισίου οργάνωσης, περιγραφής και διαχείρισης του διαθέσιμου εκπαιδευτικού υλικού. Τα διάφορα συστήματα οργάνωσης γνώσης που έχουν αναπτυχθεί κατά καιρούς αφενός συμβάλλουν στην επίτευξη αυτού του στόχου, ωστόσο δεν αποτελούν τις ιδανικότερες λύσεις για κάθε περίπτωση. Συνεπώς, μέσα από αυτήν την εργασία επιχειρούμε να διακρίνουμε τις διαφορές ανάμεσα στις κυριότερες δομές αναπαράστασης γνώσης και να εντοπίσουμε αυτή που ανταποκρίνεται ικανοποιητικότερα στην μοντελοποίηση ενός γνωστικού πεδίου με τρόπο μηχανικά αναγνώσιμο. Σε αυτή την πρώτη προσπάθεια, εφαρμόζουμε στην πράξη το σύστημα οργάνωσης γνώσης που κρίναμε ότι υπερτερεί έναντι των υπολοίπων, ώστε να διαπιστώσουμε τη δυναμική του. Απώτερο στόχο μας αποτελεί η αξιοποίηση αυτής της τεχνικής σε όλες ...
Δεν παρατίθεται περίληψη στα ελληνικά. ; The declaration of the establishment of the «Kingdom of Serbs, Groats and Slovenes» on the 1st of December, 1918 —which in 1929 was renamed to Yugoslavia— fulfilled the long standing desire for the political unification of all South-Slavs. However, the new State which apart from the three old kingdoms of Serbia, Montenegro and Croatia included the entities of the former Hungarian Vojvodina, the former Austrian Slovenia and Dalmatia and the Serbian Macedonia had to tackle certain problems. Its subjects were divided into several ethnic groups: Serbs, Croats and Slovenes —who constituted three quarters of its entire population— and Germans, Hungarians and Albanians as well as other ethnic minorities. The population of the new state was also divided into three religious categories: 47% were Orthodox Christians, 39% Catholics, and 11% Muslims. This paper attempts to analyze five constructive crises which came about in interwar Yugoslavia, and are characteristic of any modern state: 1) The crisis of identity of the state itself and of the various ethnic groups. The ideology of Yugoslavian unification failed to bridge the differences between the ethnic and religious groups; 2) The crisis of legitimacy. This is related with the nature of the regime. From 1918 until the dictatorship of 1929 twenty three governmental crises occured; 3) The crisis of integration, as reflected in the policies and the electoral results of the various political parties which had clear ethnic and geographical limits. During the interwar period none of the existing political parties attained to play this integrating role by securing mass support throughout the country; 4) The crisis of participation of individuals and social groups in controlling the public affairs and manning the state apparatus; 5) The crisis of distribution of goods and services. The ethnic and political contradictions between the Slovenes and Croats in the North and Serbs in the South resulted in the uneven development between these two geographical districts of the state.
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.
Michalis P. Liberatos, The Greek Communist Party and the SlavophonesMinority in West Macedonia during the German Occupation (1941-194The existence of a Christian Slavic-speaking population in West Macedoniaafter the exchanges of populations in 1923-1924 and its confrontationwith Greek residents affected not only the relations between Greeceand the neighbouring Balkan countries but also determined the attitudeof KKE towards the Greek political stage and its relations with the otherpolitical parties. Especially during the German Occupation in Greece thecontroversies were enforced because of the existence of Bulgarian occupationalauthorities in the region and the attempt of Germans to treatethnic differences as an instrument of oppression. On the contrary, theGreek resistance forces that acted in Macedonia attempted to avert theaccession of Slavophones to Bulgarian nationalism and tried to compromisethe contradictions between the minority and the Greek population.The main resistance movement in the region, EAM, an organisationthat included KKE as the stronger part of it, had the advantage thatit was acceptable to the minority. On the other hand, other Greek organisations,like PAO, caused a feeling of fear, insecurity and mistrust tothe minority as representatives of Greek nationalism. KKE, because of itspolitical attitude towards the defence of the social rights of the minorityin the Inter-War period, had gained the confidence of that population,something extremely useful for the purposes of the liberation struggle.Nevertheless, the other political forces in Greece suspected that KKEhad returned to its attitude about the «Autonomy» of Macedonia fromthe Greek State, which KKE had declared in the decade 1925-1935. Thatwas a great obstacle for a political party that for a long period exerteditself to prove that it had abandoned that policy and especially in relation with EAM, which was based primary on its patriotic character. In orderto avoid the charges that it favoured the Slavophones separatists andthe possibility of an internal crisis that might have dissolved the politicalalliance of EAM, KKE pursued to incorporate the Slavophones into theGreek liberation movement on purpose to create a state of mutual confidencebetween the two populations. At the same time, it tried to isolatethe minority from the propaganda of Bulgarian separatists and destroythe corresponding armed groups.The problems regarding the relations between the minority and theGreek resistance movement became more complicated because of theinvolvement of Tito's regime in Yugoslavia. Tito and his partisans attemptedto use their ideological connection with EAM as a means to persuadeGreeks to accept the existence of minority as a cause of a new arrangementof the borders between Greece and Yugoslavia in the post Warperiod. On the other hand, the leaders of EAM tried to avoid Tito's accusationsthat Greeks impeded the development of a Balkan resistanceco-operation against Axis and strove to confine the massive accession ofSlavophones to the Yugoslavian resistance army by incorporating membersof the minority in organisations of EAM. It was a very difficulttask and often caused more problems than it resolved. ; Michalis P. Liberatos, The Greek Communist Party and the SlavophonesMinority in West Macedonia during the German Occupation (1941-194The existence of a Christian Slavic-speaking population in West Macedoniaafter the exchanges of populations in 1923-1924 and its confrontationwith Greek residents affected not only the relations between Greeceand the neighbouring Balkan countries but also determined the attitudeof KKE towards the Greek political stage and its relations with the otherpolitical parties. Especially during the German Occupation in Greece thecontroversies were enforced because of the existence of Bulgarian occupationalauthorities in the region and the attempt of Germans to treatethnic differences as an instrument of oppression. On the contrary, theGreek resistance forces that acted in Macedonia attempted to avert theaccession of Slavophones to Bulgarian nationalism and tried to compromisethe contradictions between the minority and the Greek population.The main resistance movement in the region, EAM, an organisationthat included KKE as the stronger part of it, had the advantage thatit was acceptable to the minority. On the other hand, other Greek organisations,like PAO, caused a feeling of fear, insecurity and mistrust tothe minority as representatives of Greek nationalism. KKE, because of itspolitical attitude towards the defence of the social rights of the minorityin the Inter-War period, had gained the confidence of that population,something extremely useful for the purposes of the liberation struggle.Nevertheless, the other political forces in Greece suspected that KKEhad returned to its attitude about the «Autonomy» of Macedonia fromthe Greek State, which KKE had declared in the decade 1925-1935. Thatwas a great obstacle for a political party that for a long period exerteditself to prove that it had abandoned that policy and especially in relation with EAM, which was based primary on its patriotic character. In orderto avoid the charges that it favoured the Slavophones separatists andthe possibility of an internal crisis that might have dissolved the politicalalliance of EAM, KKE pursued to incorporate the Slavophones into theGreek liberation movement on purpose to create a state of mutual confidencebetween the two populations. At the same time, it tried to isolatethe minority from the propaganda of Bulgarian separatists and destroythe corresponding armed groups.The problems regarding the relations between the minority and theGreek resistance movement became more complicated because of theinvolvement of Tito's regime in Yugoslavia. Tito and his partisans attemptedto use their ideological connection with EAM as a means to persuadeGreeks to accept the existence of minority as a cause of a new arrangementof the borders between Greece and Yugoslavia in the post Warperiod. On the other hand, the leaders of EAM tried to avoid Tito's accusationsthat Greeks impeded the development of a Balkan resistanceco-operation against Axis and strove to confine the massive accession ofSlavophones to the Yugoslavian resistance army by incorporating membersof the minority in organisations of EAM. It was a very difficulttask and often caused more problems than it resolved.
