Suchergebnisse

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. ; Juan Suriano, Cultural practices and politics of the argentine anarchism The writer attempts to establish the basic characteristics of the argentine anarchism, analyze its cultural dimensions and show the limits of its strategies. The basic concepts of the anarchism in Argentina were developed during the years 1870-1920, within a constantly changing and cosmopolitan social environment, since it was in that period that the country became part of the international market place. The anarchists' discourse, being flexible and out of rigid structures, based on the principles of class heterodoxy, individualism and universality, as well as on the spontaneous action, achieved to interpret, during the years 1890-1910, not only the demands of the working class, but also the discontent and frustration of the lower classes and oppressed social groups, in general. The anarchists undertook the mission to «illuminate» and educate morally the working class, through the doctrinaire press and a network of a considerable number of circles, clubs and alternative schools, which offered not only economic help but also education and entertainment to the workers and their families. On the other hand, the constant rejection, by the anarchists, of the concepts of citizenship, representation and political participation had a negative effect on the popularity of the movement: because of the new political situation during the 1910s —in 1912 all men obtained the right to vote—, the working class changed its attitude towards the electoral process and got interested in the social measures taken by the radical governments of the period; as a result, the anarchism faced serious difficulties to attract the interest of the lower classes.

Dione di Prusa è una delle personalità più rilevanti della letteratura d'età imperiale, periodo che venne a lungo trascurato dalla critica. L'ampia raccolta dei suoi scritti comprende discorsi politici, dialexeis letterarie, o orazioni epidittiche tenute nei centri più prestigiosi dell'impero: essi ci forniscono, per l'ampiezza del coupus e per la varietà dei temi affrontati, un quadro di primaria importanza dell'attività politica, culturare e filosofica di quest'epoca. Negli ultimi trent'anni sono state pubblicate, sopratutto in Italia, edizioni con traduzione e commento di diverse orazioni; di questa rinascita dionea hanno giovato soprattutto gli scritti più celebri e più impegnativi. Sono stati però trascurati molti brevi scritti di carattere filosofico appartenenti, secondo l'attribuzione del von Arnim, al periodo esiliaco. La mia dissertazione è dedicata appunto ai due scritti filosofici Sull'invidia 77 e 78, negli ultimi cent'anni tradotti esclusivamente in inglese, tedesco e privi sino ad oggi di commento. La dissertazione consta di una introduzione, di una traduzione italiana e del commento di entrambi i discorsi. Obiettivo del presente lavoro è quello di inquadrare le due orazioni Sull'invidia nei loro diversi rapporti con la tradizione filosofica e di riallacciarle alla prassi retorica coeva. Nell'introduzione ho tentato di riassumere la critica dionea nei suoi molteplici orientamenti: datazione e luogo di recitazione delle due orazione; le diverse interpretazioni; per il primo scritto, la 77, ho proposto una nuova interpretazione: ho tentato di valutare l'attività retorica di Dione. Ho analizzato i progymnasmata e li ho confrontati con il discorso di Dione. Il risultato di questa sezione del lavoro è che l'orazione 77 è probabilmente un progymnasma, più precisamente una gnōmē. Nell'analisi della seconda orazione, la 78, ho posto invece in evidenza di punti di contatto con le correnti filosofiche coeve, con un occhio di riguardo per la scuola cinica e stoica. ; Dio Chrysostom is the foremost figure in the first century A.D. of the long time neglected literary movement called Second Sophistic. The wide corpus of his works comprehends political speeches, literary dialexeis, and epideictic speeches he delivered in the major cities of the Roman Empire. The offer is an extensive image of the political, cultural and philosophic thought and practice of his time. During the past thirty years Dio´s work has attracted great attention. Hence many editions of his speeches have been published with translation and commentary, mainly in Italy, England and Germany. These publications analysed the most popular ones. My dissertation is dedicated to the two philosophic speeches, On envy 77 and 78. For the first time I realised the translation of the scripture into Italian. By then there were translations in Latin, German, English and Spanish available only. In addition I composed the first commentary of the two works. To emphasise the importance of these speeches for the understanding of Dio´s philosophical and rhetorical thought, some remarks became necessary, that I tried to illustrate in the introduction: - the definition where and when these speeches were delivered - the validity of Dio´s exile and von Arnim´s division of his life and work in a rhetorical, in a philosophic and in a political phase - their relation to the past philosophic and rhetorical tradition. For the first speech (77), I proposed a new interpretation: I analysed the Progymnasmata, compared them with Dio´s speech and arrived at the conclusion that the 77 is a Progymnasma, a Gnome. In the analysis of the second speech (78) I stressed the points of contact with the coevo philosophic trends, prevailing the cynic and the stoic schools.