Professional Documents
Culture Documents
ISSN: 2241-1720
Registered in the International Catalogue -Publications Series in Paris VOLUME VI MAY 2013
INDEX
Racism and Otherness: Theoretical approaches on the Modern society Fragou Iliana 3
The code of honor and shame through the portrait of the hero in Greek and Turkish literatures Stella Papakonstantinou 16
Cooperative actions within the learning framework on the basis of projects in the subject of Biology in the 1st Lyceum grade Babou, D 32
Aristotle Fragos: Works and analyses from the collection Cycle of undefined range Nikolidakis Symeon, Sissas Konstantinos 55
Folk songs: educational history and policy and school books Antonopoulou Aggeliki 62
71
Abstract Racism and racist behavior, their association with the other, their definitions and traits are the subject matter of the present paper. An attempt is made to investigate what otherness refers to, namely people of different skin color, religious, linguistic and cultural origin. Besides, racism is thoroughly analyzed in all its dimensions and on the basis of prejudice and stereotypes so that the potential source of this growing social problem is better located and the corresponding approaches conducive to bridging the gap between natives and foreigners are investigated. Reference is also made to the state responsibilities regarding institutions that contribute to social discriminations. The concept of multiculturalism is also scrutinized basically in terms of racism and its relation to the school reality and, more specifically, the relationship between native and foreign students, the educational means and topics available and the opportunities offered. Finally, reference is made to the antiracist model of education and its contribution to projecting equality, pursuing justice and liberating all students from prejudice and stereotypes. The implementation of this procedure aims at the shrinking of this problem and the foreigners integration into society.
1.
INTRODUCTION
1.1
Etymologically speaking, the word racism comes from the Spanish word raza and the Portuguese raca dated back in 13th century. A general definition of what racism is would be formulated as follows: a malignant system of prejudice and stereotypes according to which a race is deemed superior to the other ones (Trilianos, 2006). Nowadays, this phenomenon is particularly stressed while there is the realization that racism has many fans and, correspondingly, receivers victims. The racism system and its beliefs, when in function, are conducive to justifying and vindicating the superiority of a social group to the others (Colley, 2005).
Many times, discontent about a person becomes its stigma with a characterization or, even more common, abhorrence and indifference towards this person has been revealed. Perhaps, Skouteri is masterfully wondering, in her book, about discriminations that racism, eventually, and maybe (unwillingly) associates people with each other (Skouteri & Didaskalou, 2003). Even though it is an overly realization it is well enough conducive to serious thinking about what are all those elements that, according to human belief, make people differ from the others and should make them superior. Or, the connotation that the real problem is not the stranger but our self is perhaps formed by all those outbursts and hostile tensions. Whether this is true or not, racism has been and still is a major social issue proved to remain unsolved.
1.2
DEFINITON
OF
THE
TERMS
OTHERNESS
AND
Nowadays, there is a multitude of definitions referring to what otherness is. Some of them are hereby cited to end up to the conclusion that all people, generally speaking, refer to diversity. Otherness is the lack of similarity per species, position, class etc (Kyridi-Andreou, 2005). Otherness is related to the exclusion from the -inner circle- due to diversity (Chrysochoou, 2005). The question lays in who is the other posing a priori categorizations and criteria which are used as a means to compare and classify the other. A number of recognition mechanisms follow related to how the stranger (Papataxiarhis, 2006) can be tolerable both on social and political level. It is very often the case, though, that this cultural otherness becomes the subject of indifference and disdain from the dominating groups against minorities, especially when this cultural difference is potentially deemed a threat.
Otherness is distinguished in the following partial traits: a) Social otherness (Kyriakidi & Andreou, 2005): it is related to the marginalizing culture against nationalistic minorities, b) Universal otherness (Kyriakakis & Michailidou, 2005): it is given by discourse utterance, especially words, setting, in this manner, the limits of discrimination between us and the others and c) Cultural otherness: it refers to the differences of power and forms of the non dominating culture. Such differences are: national and nationalistic, religious and linguistic (Gotovos, 2002). By the term racism what is meant is a combination of perceptions, stances and behaviors enforcing the weak and minority people to a subject living only
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It is noteworthy that racism has many different forms and is not confined only to one theory or doctrine. Some of the basic racist traits are as follow: a) Stereotype, b) Prejudice, c) Bias is about the unpropitious stance and behavior, against individuals or a group, which is not based on experience critically investigated, d) Sexism (Vernikos & Daskalopoulou, 2002) refers to lurking discriminations against women and individuals of homosexual preferences, e) Racism stems from the race discrimination policy, f) Xenophobia is activated by the prejudiced fear about the unknown stranger (Kyridi Andreou, 2005) and g) Minority are called those groups of individuals associated with each other in terms of origin, beliefs or behaviors.
Taking into account all the aforementioned, it is well understood that racism is the outcome not only of racist perceptions but of erroneous generalized stances about individuals deemed different due to religion, skin color or other divergences from the common model. Afterwards, racism is categorized in the following partial forms: a) Institutionalized racism forms the most powerful form of racism, as it is enforced by the state authority. Negative perceptions and stances both on individual and social level are primarily supported and reinforced by the state. The case of the Eastern European countries Romas is characteristic (Tsiakalou, 2002), b) Phobic racism Xenophobia is hatched within coercive, usually family, environments where the weak members are called to obey the coercive father. Such emotions of submission which are manifested either through hatred or love expressions are then conducive to disdain of the other and strengthening of the I (Govaris, 2001), c) School exclusion (Evangelou & Kantzou, 2005) exists within school as a proof that the educational environment is not sometimes culturally neutral in terms of its teaching orientation and, therefore, seems to refuse to change the school menu (Zoniou-Sideri & Charamis, 1997). Thus, special groups of students are
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The above definitions about racism are conducive to the realization that racism always presupposes some form of power or authority resulting in the subject living of the weak group at the expense of which negative measures or negative behaviors have been institutionalized.
Racism is not one and, definitely, not unified. Nevertheless, it is determined and partially set into limits by same basic characteristics. The base of racism, as it has already been mentioned, is prejudice and stereotypes against the diversity of the other and more specifically in peoples multicolor skin. The racist is aware of and perceives the differences among civilizations; however, none of them worth comparing to his own one. The superiority and supremacy of his civilization and race are set as a rule while xenophobia and nationcentralism are, then, cultivated by the individual. Xenophobia is the outcome of an unreal speculation and mistrust towards the stranger and it is manifested through negative behavior against the minority. On the other hand, nationcentralism is mainly based on the projection only of the individuals race culture civilization.
To face similar behaviors, the implementation of an antiracist policy is required on all institutional, social and educational levels. Thus, the prerequisite of systematic information of its members about the peculiarities and differences of the guests aiming at the even co-existence and development of both groups is also formed.
2.
PREJUDICE
AND
STEREOTYPES:
CONCEPTUAL
APPROACH
Modern societies are multicultural as a great variety of national, linguistic, religious and cultural groups co-exist within them. Therefore, it is about the well-known melting pot (Chrisochoou, 2005) in which the society is invited to secure prosperity of freedom and equality for individuals from all groups. But this is often conducive to negative stances namely prejudice against
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Prejudice is the negative perception and view towards a particular person or a particular group without being based on reality (Govaris, 2001).
Prejudice may be conducive to racism by supporting it through these two additional traits. The first trait is the power and the possibility to use it at the expense of the target of prejudice and the second one is related to the prejudiced individuals frame of mind as well as their power to behave in a racist manner (Tsiakalou, 2002).
In contrast to prejudice, stereotypes appear to be the outcome of rendering supposed characteristics of a group to its single members. In particular:
A stereotype is an excessive belief, indissolubly associated with the tendency for categorization, aiming at the justification of our behavior in relation to the procedure of categorization (Evangelou & Kantzou, 2005).
Therefore, the bases to cultivate prejudice, underlining, in this manner, that the communication among individuals is blocked and becomes unfeasible is formed by the stereotypical thinking in co-ordination to the unsociable categorization and negative emotions.
Before analyzing racism within the school framework, it would be a good idea to clarify the definition of multiculturalism as well as its origin towards the school environment.
By the term multiculturalism, reference is made to the phenomenon of social pluralism (Govaris, 2001). This definition, however, acquires a dual dimension within school. As a result, the school is invited, on the one hand, to attune this
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The consideration on the creation of a multicultural school commenced in the early 70s (Nikolaou, 2000) based on a program carried out by the National Foundation for Educational Research (Zoniou Sideri & Charamis, 1997) and was primarily supported by the English government with the publication of the Green Book in 1977, Education at Schools.
Schools are considered to be a determinant factor in the formulation of student behavior and, as a result, the native students respect towards their foreign peers should be promoted and any form of racism or prejudice should be repressed. It is suggested that a number of common procedures and stances conducive to a prejudiced disposal against the cultural multi-coloring should be avoided. Therefore, the aims of multicultural education are as follow: a) The cultivation and development of the basic human abilities such as critical thinking, imagination, self-criticism, self-respect so that the student is able to live a life free of prejudice, stereotypes and doctrines in the future, b) The objective is the emotional identification and approach of human beings of different cultural origin, by cultivating intellectual and moral virtues such as respect, love, openness to the world, healthy thinking and objectivity and c) Teaching languages, civilization, history, geography and religions to students by shifting the interest in the culture of the entire humanity and not only in theirs is pursued. Through the acquisition of full-scale knowledge, equal opportunities are experienced by the student in order to succeed in his future studies (Trilianos, 2006).
Taking into account the aforementioned and wishing to achieve the best possible for tomorrows children, teachers ought to be specifically careful in order to avoid racist phenomena in the school environment. Similar racist phenomena are observed even today and have the following forms: a) Natives racist behaviors which are left unpunished, b) Indifference to complains generated by students experiencing racism, c) Imposition of more severe
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To end up, the drafting of an education of a more solid knowledge base should be carried out not to wink at each students needs but to respect him and encourage him to set high values and objectives.
4.
The antiracist model was developed in the mid 80s, mainly in England and USA. Despite the former reference to the educational dimension of the multicultural school environment, the antiracist model is here to bridge the gap in relation to the multicultural model. Although concentration more on the individual stances rather than the social power was made by the latter, the antiracist model has now been invited to highlight the social institutions and set new structures in education. Thus, its interest is shifted to three basic objectives (Nikolaou, 2000): a) To project equality in education for all children irrelevant from their racial origin, through the abolition of educational systems existing in favor of inequality, b) To pursue justice for all by offering equal opportunities both on developmental and social levels and c) To emancipate and liberate not only the natives but the foreign students, too, from racist models.
To materialize the above objectives, a series of radical changes in the school Curricula, creating, thus, a healthy school environment free from discriminations and prejudice should be achieved. Such a program should form the base of selecting cognitive experiences on the following four basic pivots: a) The selection of the teaching material should reflect its internationalmultiform perspective, b) It should transmit accurate information about racial
Culture Journal - May 2013 11
To sum up, the School Program should respect the national diversity, the minority groups mother tongue and the expectations both from parents and children. A specific and unifying code of antiracist behavior as well as a direct system of settling any racist outbursts should also be available. The welltrained educators-teachers could contribute to combat such situations through appropriate strategies and various role games by assisting the students in realizing what is wrong in the small school society. Students are supported in preserving a mutual respect among each other by all classroom organization, educational means and topics interchange. Finally, supporting minority students and their parents through personal sessions and encouragement to get involved with various school events is a preparation for their further development and socialization.
5.
CONCLUSIONS
On the occasion of the major social problem of racism as well as its partial traits, the conclusion that the need for multicultural information and education forms the central pivot and top priority in our pluralistic world is drawn. People are still being encouraged by fear and prejudice stereotypes, in combination to unawareness, to manifest hostile behaviors and intolerant thoughts against the others, the foreign people. The youth, being societys future, ought to be encircled by broad notions of cultural diversity and should project respect for the multiform population. Any differences and peculiarities among them and their peers should be recognized and embraced both within the framework of a healthy dialogue and in a more general and friendly communication. It should
Culture Journal - May 2013 12
13
. :
-,
(2003).
-.
, . (2002). . : Ucar, A. (1996). Auslndische Kinder in der Deutschen Sonderschule. : Schneider Verlag Hohengehren Gmbtt , . (2005). : . :
15
THE CODE OF HONOR AND SHAME THROUGH THE PORTRAIT OF THE HERO IN GREEK AND TURKISH LITERATURES
Stella Papakonstantinou- Scholar in Social Anthropology & International Relations LSE & SOAS Alumni
ABSTRACT
My initial intentions concerning the present discussion had been to make a comparative examination on ethnic stereotypes as these were present in texts of the Greek and Turkish literatures. However, after intense research on the field for many months, I became acquainted with the code of honor and shame, which provided me with a number of other observations between the two countries. Therefore I decided that it would be much more interesting to compare and contrast the concepts of honor and shame as a whole instead of limiting the discussion to a mere ethnocentric dimension.
By unfolding the complicated code of honor and shame I was fascinated by the elements it encompasses which under no circumstances were exhausted in the present discussion and which went beyond my limited perception on cultural affairs at the time. Through the lens of Social Anthropology I was able to understand the way the code was manifested through gender roles, ethnic stereotypes, heroic actions and honorable deaths in the portrayal of the literary characters under examination. The most important observation was that the code of honor and shame is chameleon-like: It takes its coloration from a substratum of social exchange and ethics which is culturally specific (Gilmore, 1987, p.100).
Key words: honour, shame, masculinity, honourable death, social setting, epic hero, heroism, social justice.
16
Introduction The issue of honour and shame was first raised in the late 1950s by a group of Social Anthropologists such as John Peristiany, Julian Pitt-Rivers, Julio Caro Baroja, Michael Herzfeld and others in a cross-cultural attempt to reveal the continuity and persistence of Mediterranean modes of thought (Peristiany, 1965, p. 9). They conducted fieldwork in many communities in the Mediterranean and were primarily concerned with the concepts of honour and shame as social evaluations around which personhood, social status and gender relations were constructed. Their observations motivated me to examine the concept of honour and shame on a comparative basis between Greek and Turkish literature as a means of comparing and contrasting notions around which the construction of masculinity and the super hero revolved. Therefore, the present essay is an attempt to shed some light into the highly complicated concepts of honour and shame, as they are present in Greek and Turkish literary texts. The subject of literature is treated in this paper as a means of understanding the values of Greek and Turkish societies under examination. According to Fernando Poyatos, literature is a rich source of documentation about a culture because it is through literature that the writer transmits signs of communication to a wider public (Poyatos, 1988, p.p.13-14). My choice of literary works is confined to three writers, two from Modern Greek literature and one from the Turkish literary field. From the Greek side, I chose Stratis Myrivilis and Elias Venezis because both of them were born in areas were the Greek and Turkish elements coexisted for a number of years prior to the evacuation of Smyrna in 1922. Stratis Myrivilis was born and raised in the island of Lesbos and Elias Venezis, in Aivalik in Asia Minor. Yaar Kemal was born and raised in a small village in the area of ukurova in South-East Turkey, where there was not a case of such coexistence between the two ethnic communities. Nevertheless his topics are similar to those present in both Myrivilis and Venezis works and there are many similarities between them. These common themes and also an inspiration drawn from the oral folklore tradition from their respective countries made me place these three authors together in a comparison. The texts that I chose as a representative sample of an attempt to analyze the code of honor and shame are Stratis Myrivilis Vasilis Arvanitis, Elias Venezis Aioloki Ghe and Yaar Kemals Memed My Hawk. Also, I should say here that the quotations from the Greek texts presented in this discussion are my own translation and there was an effort to keep them as close as possible to the original meaning.
17
CHAPTER I
Every society has its own rules of conduct, which safeguard the social order and the proper function of its institutions. The code of honour and shame belongs to the sphere of customary laws, which are equally important along with the formal laws- since people are called to abide by them. According to John Peristiany honour and shame are social evaluations (Peristiany,1965, p. 9). They are a system of social values and ideals by which both the private but also the public performance of individuals can be evaluated as members of a given society. It is the restless eyes of public opinion, which constitute this code operable and valid and individuals have to conform to it. This idea was also put forward by Pierre Bourdieu who argued that honour is the basis of the moral code of an individual who sees himself always through the eyes of others, who has need of others of his existence, because the image he has of him is indistinguishable from that presented to him by others (Bourdieu, 1965, p.211). Thus, within the system of honour, the individual is placed at the centre of the frame and a whole network of relationships extends to every aspect of his/her social conduct. On the individual level, the code of honour encompasses a right to status which is established through the recognition of a certain social identity (Pitt-Rivers: 1966: 22). This observation brings us closer to more practical interpretations of the code of honour. The formation of a social identity depends on an individuals actions in acc ordance with the moral values of society and its claim to command what is right and what is wrong (PittRivers, 1965, p. 22). In other words, it is the way a person acts and what he/she represents in a society through these actions, which establishes his/her social standing. Moreover, it can be Culture Journal - May 2013 18
A way by which masculinity and status is gained is when a man displays honesty in his dealings and contacts with other men. The keeping of ones promises, the paying of owing dues in money or in labour on time are supposed to be highly valuable characteristics of a person. They render his word valid and this is a very important evaluation of an honourable man. Also, a man can gain social recognition and status through his work and the contribution that he makes to society, so, skill in a craft or a particular job is equally important. In our study, the people who have the courage and skill to become smugglers gain most of the respect because being a smuggler is considered to be a dangerous affair. Being able to overcome danger without being killed is an honourable act in itself because it is masculine. This brings us closer to the observation that an aspect of honour is the self-discipline of men over cowardice. As a head of a family and/or a member of a lineage a man is supposed to be the guarantor and the defender of his land, womenfolk and livestock. Thus, there is a stress on the importance of strength, both physical and psychological, in the face of danger. The man who is able to defend himself and his family and/or lineage immediately earns respect and a good reputation in the social community into which he belongs. Respect and a good reputation are both evaluations and measurements of honour. Of course, the people who cultivate the land and produce the years wheat and are honest in their dealings with other people are respected as well. Regardless of his individual actions, a man also reflects the status of the family/lineage/tribe into which he belongs. The lineage status can be measured in various ways. The most important indicator is the lineages size in terms of the number of its members. Another important factor is its wealth which is translated as
Culture Journal - May 2013 19
On the Code of Shame The concept of honour requires some specific qualities on the part of the male members of a community and through them, directs the men to a prescribed mode of personal and public behaviour. Men try to put in practice all these ideals through their actions but there exists a danger of failing in the task to earn their masculinity and be rendered shameful in the eyes of society.
Shame is the complementary evaluation to honor and has the power to deprive a man from his social status and standing in the community. Shame poses a challenge to all the values we have discussed so far. If a man neglects his duties towards his kin and especially if he does not defend land and livestock, he is dishonored. It is also a mans responsibility to defend the weak and help the needy firstly of his lineage and then of the wider community. Success in doing so brings him honor and status but failure to do so brings about humiliation and shame. Also, when a man is not honest with his dealings with other people and has a deceitful behavior against them, he is perceived to be dishonorable by the other members of the group. However, according to Michael Herzfeld, treacherous and cunning behaviour is only forgiven if it is for the defence and the furthering of the interests of his family (Herzfeld, 1985, p.16). It is again both individual and collective status and honour, which are endangered since a mans actions are not restricted to himself but affect the whole of his surrounding including relatives and friends. Therefore, one can argue that honour and shame are reciprocal moral values representing primordial integration of individual to group (Gilmore, 1987, p.2). Society forms the ideals and the moral values into which the individual has to conform to. If they are worth of its esteem and praise it rewards them with an honourable label. Otherwise, society diminishes them to shameful members who are incapable of defending land, womenfolk and kin.
20
The code of honour and shame is intrinsically connected with the community into which the people belong and it is this community, which evaluates the claim of a mans right to pride, social status and honour or dishonour. According to Jane Schneider, the Mediterranean honour and shame code originated historically in a political and economic system where small atomistic kinship units competed over scarce resources in the absence of a centralised and effective state control (Schneider, 1971, p.24). In that system of economic and institutional poverty, male honour became an extremely valuable part of every familys public image. The institutional and political aspect is very important in this case since, in societies with the absence of an efficient political authority and state control, people had to take the law in their hands in order to be protected. In many cases they also had to reside with a powerful head of a family or a lineage that provided, cared and protected them. It is therefore the rural areas, which provided a fertile ground for observations about these values. Because of the fact that village settlements were closed systems, the code of honour and shame could operate more easily. Based on the fact that community members know each other, social control in the form of gossip is much more effective. In such a setting we become acquainted with the characters of the three writers under examination in this paper. Yaar Kemal, Stratis Myrivilis and Elias Venezis have a very important characteristic in common when it comes to compare their works. All three come from rural areas of their respective countries and they choose to place their stories in settings outside big urban centres. The area of ukurova in the case of Yaar Kemal, the island of Lesbos in the case of Myrivilis and the small village in Asia Minor in the case of Venezis are all located in the periphery and quite far away from urban developments. It is in these rural peripheral settings that the code of honour is preserved since it is connected with a traditional way of life. Rural areas also provide interesting observations on social, political and economic circumstances, which exist through an unbearable inequality of wealth and power. These circumstances give rise to local heroes who instead of being seen as mere criminals
Culture Journal - May 2013 21
CHAPTER III:
The three characters under examination here, namely, Memed, Captain Pagidas and Vasilis have many things in common in the way they are presented by the respected writers. Through the lens of the code of honour and shame we can observe that all three of them are depicted as the ultimate heroes of their societies. They represent the ideals of masculinity through their respective personalities, and through the profession of smuggling, which is by itself an element by which stereotypes about masculinity can be measured. In Memed My Hawk, Yaar Kemal depicts the troubles of a young boy who becomes a man under circumstances of extreme economic poverty. The first seeds of social banditry as observed by Eric Hobsbawm can be applied to young Memed who is the ultimate victim. He is only an orphan child when he is firstly mistreated by the rich and cruel Abdi Agha and even when he grows up, his relationship to Hate is jeopardized again by the Agha who seems to rule the peasants lives. However, it is also quite early that we can see that Memed is different from his co-villagers since he dares to escape being a child and dares to do it for the second
Culture Journal - May 2013 22
25
The depiction of the hero Vasilis by the Greek author Stratis Myrivilis reveals a different dimension of the masculine figure and the code of honour and shame. Many commentators -among which Pavlos Andronikos and Dimitris Tziovas- have analysed thoroughly the psychological state of both Vasilis and the narrator of the novella. These psychoanalytical insights however could divert us from the theme of honour and shame and that is why they are not going to be reviewed here. However, we need to look at Vasilis behaviour and attitudes in the way that affect a code of honour which slightly differs from the portrait of the hero we have been discussing so far.
Vasilis is different from both Memed and Captain Pagidas in the sense that on the one hand he combines an ideal form of masculinity but on the other he also has the childish characteristics of immaturity and stubbornness (Andronikos, 1985, p. 120). This unique combination is what makes Vasilis special. The narrator admits that it is difficult to categorise Vasilis under any label since he accepts that: There are different kinds of heroism and there are different kinds of heroes (Myrivilis, 1978, p. 561). Therefore, the specific hero is more Culture Journal - May 2013 26
CHAPTER IV:
Dear Honourable Death The notions of honour and shame are not only present in the way a man chooses to live his life but also in the way he dies. It is the characters end, which proves whether they have led a truly honourable or shameful life. The ideal death for honourable men such as bandits and smugglers is to die in the heat of action because they do not want to face the decadence of old age. It is therefore shameful to die in bed and in the safety of the hearth. They would much rather die fully armed and having the illusion that they are able to fight with death himself. Moreover, it is also that their honourable reputation has to be transmitted to the generations to come. They are interested in what people will say about them after their death. Therefore, they have a responsibility of living but also dying in a masculine and honourable way. In the case of Memed, in the last battle with the gendarmes, he wants to surrender because his wife has given labour to a baby-son. However, Iraz, Hates cell-mate, who is with the couple, uncovers the mother and the child and with cruel
Culture Journal - May 2013 27
CONCLUDING REMARKS
In the present examination, I have tried to encompass the dimensions of honour and shame and explain the coherence of the whole concept and the relation betwen its different meanings as these are apparent in the Greek and Turkish literary texts. To pull all threads together, therefore, we need to reach the various sets of conclusions about this complex thread, which is called the system of honour and shame.
As a first set of observations, we can say that the code of honour and shame is something more than a means of expressing approval or disapproval. It possesses a general structure which is seen in the institutions and customary evaluations which are particular to a given culture (Peristiany, 1965, p. 10). As integrated values of the social system, the notions of honour and shame define the roles of individuals as members of particular groups within society. Even though it would be interesting, as previously mentioned, to examine more thoroughly the position of women within this context of honour and shame, the fact that in Mediterranean societies, men have a dominant position in all aspects and activities of life, requires that we make our observations by putting them at the centre of the system (Zeid, 1965, p. 256). Furthermore, it is not ordinary men who have been the topic of the present discussion, but heroes because they reflect the moral dimensions of the code of honour and shame in its most ideal form. In this context, of ideal masculinities and war-like models, the characters of the Greek and Turkish writers are seen as representative figures of the code of honour and shame. Both the Greek and Turkish literary texts under examination here provided us with useful Culture Journal - May 2013 29
What can be observed from the comparison of these two literary fields, the Turkish and the Greek is the fact that honour and shame encompass elements, which are in their majority common between the two communities. Public esteem, respect, social status -in the Greek and Turkish lands- are embedded in the process of proving oneself publicly. (Gilmore, 1987, p. 10).
The three writers, whose texts have been chosen for analysis here, construct similar portraits of the ideal masculine figures and through them transmit the message of honour and shame. It is through the defence of the weak and the prospect of social justice that honour can be gained both on an individual and a collective basis by these masculine figures. All these factors contribute to an understanding of how the system of honour and shame works in the Greek and Turkish literary context. Excellence in these qualities pertains the ideal type of man but deficiency in them opens the way to social destitution (Peristiany, 1965, p.10). However, it is these values that remind us the common moral qualities that are the essentially defining features of the Mediterranean culture area (Brandes, 1987, p.133).
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Culture Journal [VOLUME VI] Cooperative actions within the learning framework on the basis of projects in the subject of Biology in the 1st Lyceum grade
Babou, D., Secondary Education, Msc (c), despkas@hotmail.com
Abstract The present research aims at studying the 1st Lyceum grade students perceptions in relation to the Group Inquiry Projects implementation in the subject of Biology. An improvised questionnaire based on open questions and structured in 4 thematic pivots in combination to field notes was used. The participants in this research were students of all four departments of the 1st Lyceum grade of an Attica Northern suburbs school (85 students in total) while the teaching suggestion was implemented in the 12th chapter of Reproduction Development of the unit Sexually Spread Diseases and Maternal Nursing Benefits both for fetus and mother in the subject of Biology of 1st Lyceum grade. The data process resulted in the fact that Group Inquiry Projects were particularly appreciated by students elevating both the collaboration dynamics and motives increase for learning while their implementation is concurrently reinforcing students self-esteem and meta-cognitive ability. Key words: Learning through projects, cooperative learning, group inquiry projects.
1. Introduction When the school classroom is organized according to the Group system and Inquiry Compositional projects are implemented, these projects are then called Group Inquiry Projects (Kapsalis & Nima, 2008). The combination of interdisciplinary and team spirit stimulates students interest improving both their attitudes and self-esteem and their abilities to cooperate extending to their learning and knowledge maintenance. The present research suggests a learning framework which combines cooperative actions and inquiry compositional projects in secondary education. Both teaching methods are combined to form the ideal framework for experiential learning, skills natural development as well as team spirit development in all educational grades students.
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2. The research 2.1 The objective and research inquiries Over the past years in the Secondary Education Greek School, in particular, students are invited to participate in volunteer programs such as Environmental Education, and so forth, which are actions primarily based on the project method. Innovative actions, group cooperative procedures and inquiry projects from the domains of natural sciences, art, literature and other are also integrated in the teaching of subjects by many teachers. The present research was motivated by the previously mentioned actions. In particular, the implementation (through the students own eyes) of group actions in the 1st Lyceum grade subject of Biology was studied. 1st grade students of all 4 departments of the same school participated for the time period from 24-1-12 until 31-3-12. More specifically, the learning framework is related to the 12th chapter of Reproduction Development of the unit Sexually Spread Diseases and Maternal Nursing Benefits both for fetus and mother. The criterion to select this project was based on the writers personal interest as well as the results probable utility in future researches carried out both by her and other individuals. The objective and inquiries of the present research are hereby formulated: Research objective: It aims at studying the 1st Lyceum grade students viewpoints related to the function of Group Inquiry Projects in the subject of Biology. Research inquiries: They are as follow: To what extent can the implemented teaching method integrating Group Inquiry Projects: 1. Develop and create new learning motives among students, 2. Increase students self-esteem, 3. Increase students meta-cognitive ability, 4. Develop cooperation skills and motives among students.
2.2 Theoretical standpoints on Projects and group teaching According to Matsagouras (2007) the Project Method, even though it could be implemented in individual work, is mainly an implementation of Group teaching. Without absolutely removing frontal teaching (a thing that is not possible) the pursuit
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2.3 Methodology - Data collection method The qualitative method of non participatory observation as the most suitable to carry out, in reference to information and data collection regarding students everyday life and under the circumstances given, is eventually selected for the specific pilot research (Educational inquiry in practice) (Bird, Hammersley, Gomm, & Woods, pp. 30,39) as well as in terms of its aims (to investigate any changes in the students attitude and behavior during their transition from traditional teaching to Group Inquiry Projects). On the basis of this general aim, the in depth examination of possible changes regarding the students attitudes and behavior during their transition from one teaching form to the other was deemed appropriate.
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questionnaires were received by the total of 85 students. Sixteen (16) questionnaires were not filled in due to the negative reply statement of the students parents regarding their participation in the pilot research. 2.4 Data collection tools The Questionnaire The initial thinking of administering individual interviews would be a timeconsuming procedure (within the framework of the pilot research) for both sides (the students and the researcher). Thus, under a co-evaluation of the method pros and cons such as low participation percentage, difficulty to check, in terms of validity and reliability, the information collected or the risk of a different interpretation of the same question (Faulkner, Swann, Baker, Bird, & Carty, 1999, pp. 90-102), the drafting of a written questionnaire to be filled in by students in their free time was decided. The 1st Lyceum grade students of all 4 departments were given questionnaires with open questions (Annex 2 The Questionnaire) following their parents guardians written consent (Annex 1 Letter to students parents about their participation in the pilot research). Guiding, complex, annoying, ambiguous and negative questions were omitted.
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2.8 Results and data analysis The 69 questionnaires collected as well as the researchers observations and personal agenda were codified each one separately in 4 thematic units and were being concurrently studied analyzed. Based on their analysis, in relation to the first unit concerning the creation of new motives for learning, most students regard the lesson through the G.I.P. as particularly interesting, different, light and informative while we escape from the ordinary and predetermined lesson of the book. Besides, they can learn better by substantiating our knowledge as well as broaden their knowledge in relation to the book that provides the basic things. It is also mentioned that we search to a larger extent (that is information) and are not merely bored by the particular book, thus, we learn. The subject of Biology is mentioned by a female student to contain quite difficult scientific terminology which is incomprehensive to students and quite tiring without the G.I.P. through which they are given the possibility to cooperate, communicate and better study, while at the same time, we are provided with the opportunity to learn things which I have always wanted to study in depth. Biology was mentioned by a male student to be tiring and unsubstantial because the book is closely written Another one stated that the use or not of G.I.P. could make no difference whereas a third student mentioned that it could be the same amusing and educating without G.I.P. if the appropriate procedure was followed. It was also mentioned that this method is not the suitable one for all chapters and a combination of methods should be done.
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Bibliography Anderson, A.; et al. (2004). classroom climate and motivated behaviour in secondary schools. Learning Envinments Research. Bird, M., Hammersley, M., Gomm, R., & Woods, P. (1999). E - . : . Gillies, R. (2004). The effect of cooperative learning on junior hight school students during small group learning. Learning and Instructiom. Faulkner, D., Swann, J., Baker, S., Bird, M., & Carty, J. (1999). . : . Slavin, R. (2006). : . , . , . (1998). . , Gutenberg , ., & , . (2008). . : . , . (2009). Project. : . , . (2004). . : . , . (2007). . : . , . (2011). - . : . , . (1998). , . , . , . (2001). . : .
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Abstract There is currently a shift in perspective within the qualitative paradigm, toward narration and away from description, especially in the humanities, social sciences and medicine. We have, therefore, reduced the role of our work away from the hierarchical position of creating conclusive knowledge to that of interpreting and storytelling personal experience. In this paper a narrative interview was the basis to record certain aspects of life and then to discuss the impact on population health and wellbeing. Although the narrative does not focused on illness particularly, issues and perceptions of health arise for discussion. Factors such as, work environment, unemployment, social exclusion, economic crisis seemed to play an important role in social reality and to influence the health.
1. Introduction The aim of this work is to explore the ways through narrative interview that affect the perception of people about their lived and health experiences. A narrative interview is
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Poverty
In another point of interview the participant describes his return from the big city to the village where he has his own business. At first I went quite well but after the competition revealed and then the destruction came quickly. I lost my store then my house and needed a place to live. My friends became fewer. It was the most difficult period of my life. Fortunately found a job in a watchmaking store. The experience of poverty and social exclusion are apparent here. Poverty and social exclusion have a major impact on health. Historical figures demonstrate that there is an almost linear relation between health and wealth (WHO, World Health Report 2008: Primary Health Care, Now More Than Ever).
Source: WHO, World Health Report 2008: Primary Health Care, Now More Than Ever : Figure 1.4: 2008, Switzerland)
The prospect of becoming homeless or living in poor housing as a consequence of poverty increases the risk of physical safety and health (Dodd R, Munck L, 2002). As a population struggling under the combined burdens of residential instability, poor social networks, and significant levels of physical and mental health disease these people also stressed the health care system as they sought help for primary care medical and psychiatric problems in emergency departments instead of in outpatient
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Source: IMF, Country Report No. 12/57, March 2012, Washington, D.C.
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Source: Hellenic Statistical Authority, Labour Force Survey: Jan 2012, Piraeus, 12 Apr 2012.
Most researchers tend to agree that the loss of employment increases the risk of mental disorders and their psychosomatic symptoms. Many surveys agree that there is a strong affinity between unemployment and the rise in depression, stress, substance abuse and antisocial behavior (Murphy&, Athanasou 1999). Numerous new studies reveal the consequences of the economic crisis on health and well being. A significant increase in HIV infections (rise by 52% in 2011 compared with 2010), (Paraskevis & Hatzakis, 2011), with many of new these HIV infections linked to an increase in prostitution and associated unsafe sex (EKTEPN, 2011). The Minister of Health (Loverdos, 2011) reported that suicides rose by 40% in the first half of 2011 compared with the same period in 2010.The national suicide helpline reported that 25% of callers faced financial difficulties in 2010 (Katsadoros et al. 2011) and reports in the media indicate that the inability to repay high levels of personal debt might be a key factor in the increase in suicides. Further studies confirm the strong relation between unemployment and suicide. Stuckler et al. (2009) noted that every 1% increase in unemployment was associated with a 0.79% rise in suicides at ages younger than 65 years. Furthermore, job loss is accompanied by mental disorders, problems of dependence and addiction to substances and adopting unhealthy lifestyles with increasing consumption of low nutritional value of food, tobacco and addition of alcohol and poor management of diseases by the insufficient financial health services.
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5. Conclusion
In this paper a narrative interview was the basis to record certain aspects of life and then to discuss the impact on population health and wellbeing. As personal narratives are means by which the links between body, self and society are articulated (Bury 2001), they are an attractive subject for analysis. In this way my aim was to interpret the experiences and verbal expressions into factors that contribute and influence changes in life and health. As social and cultural factors shape our worldview and inform our health behaviours, have a clear impact on health (OBrien 2003). In our journey factors such as, work environment, unemployment, social exclusion, economic crisis seemed to play an important role in social reality and to influence the health as well as the social equilibrium. he search and tackling for causes who maintain inequality in access to jobs, health and equal social participation are fundamental objectives of any social model. In this quest, we have to constantly make sure that the ultimate source of each countrys wealth - its people- should not be undermined. Because they are always paying the ultimate price.
References Bury, M (2001) Illness narratives: fact or fiction? Sociology of Health & Illness Vol. 23 No.3 , pp 263-285.
Dodd R, Munck L (2002) Dying for change : poor people's experience of health and ill-health. World Health Organization : World Bank : Voices of the Poor, Geneva, Switzerland.
EKTEPN, (2011) Report of the ad hoc expert group of the Greek focal point on the outbreak of HIV/AIDS in 2011. Athens: Greek Documentation and Monitoring Centre for Drugs, 2011.
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Ferrie EJ, Shipley JM, Marmot MG, Stansfeld S, Smith GD, (1995) Health effects of anticipation of job change and non-employment: longitudinal data from the Whitehall II study, BMJ 1995;311:1264.
IMF, (2012): Greece, Request for Extended Arrangement Under the Extended Fund Facility, Country Report No. 12/57: March 9, 2012: Washington D.C.
Katsadoros D, Bekiari E, Karydi K, et al. (2011) Suicide help line 1018: characteristics of callers for January-December 2010. 21st Panhellenic Conference of Psychiatry; Athens, Greece; May 57, 2011.
Kayser, B. (1968). Human geography of Greece. Data for the study of urbanization, Athens, EKKE. Kotzamanis, B. (1990). The mobility of the rural population in the decade 1940-1950 and the restructuring of the socio-demographic map of postwar Greece. approach. Epitheorisi Koinonikon Erevnon, 77, pp 97-126. Laiou, A. (1992). Greek displacements in the countryside during World War II in Baerentzen, L., Iatridis, D. and Smith, O., (eds.) Studies on the Civil War 1945-1949, Athens, Olkos, pp 67-114. First
Loverdos A. (2011) Response to question by Member of Parliament, reference number: 56885.Athens: Ministry of Health and Social Solidarity, 2011.
Mello, R (2002) Collocation analysis: a method for conceptualizing and understanding narrative data. Qualitative Research 2(2): 231-243. Mpournova, E. (1999). Deaths from hunger- Athens in winter 1941-1942, Archeiotaxio , May 2005, 7, Themelio, pp 52-73.
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Paraskevis D, Hatzakis A. (2011) An ongoing HIV outbreak among intravenous drug users in Greece: preliminary summary of surveillance and molecular epidemiology data. EMCDDA Early Warning System, 2011.
Schanzer B, Dominguez B, Shrout PE,. Caton C. L.M. Homelessness, Health Status, and Health Care Use. American Journal of Public Health: March 2007, Vol. 97, No. 3, pp. 464-469. Higginbottom, G.M.A. (2006) Pressure of life: ethnicity as a mediating factor in mid-life and older peoples experience of high blood pressure. Sociology of Health & Illness Vol. 28 No. 5 2006 ISSN 01419889, pp. 583610.
Sirkeci, I (2005) War in Iraq: Environment of Insecurity and International Migration. International Migration 43(4): 198-214.
Stathakis, G. (2004). The Truman Doctrine and The Marshall Plan- The History of American Aid in Greece, Athens, Vivliorama.
Stuckler D, Basu S, Suhrcke M, Coutts A, McKee M. (2009) The public health effect of economic crisis and alternative policy responses in Europe: an empirical analysis. Lancet 2009;374:315-323, 25 July 2009.
Tappan M.B. (1989) Stories lived and stories told: the narrative structure of late adolescent moral development. Human Development 32, 300-315.
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WHO Regional Office for Europe, 2009: Environment and health risks: the influence and effects of social inequalities, Report of an expert group meeting, Bonn, Germany, 910 September 2009. WHO Regional Office for Europe, Copenhagen, 52 pp.
WHO, World Health Report 2008:Primary Health Care, Now More Than Ever : 2008 Switzerland.
Wilkinson RG, Marmot MG, editors. The solid facts. Second. Copenhagen: WHO Europe; 2003.
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Abstract
Telis Fragos is one of the most modern literary figures of Messinia having written a multitude of works. He is the holder of many awards with the most important of them the title of Dr. of Literature. Up today, he has published 6 poem collections and 2 novels. In the present paper, an effort is being made to locate the basic characteristics of Telis Fragos poetic creation while some indicative analyses of poems from the collection Cycle of undefined range are being carried out.
Aristotle Fragos was born in Kalamata on 19.5.1946. He is married to Vasiliki, maiden name Antonea, and has a girl named Iliana Fragou. He graduated the 6-grade High School at his birthplace and after that he traveled to Western Germany, to Gppingen, in particular, where he lived for about eleven years. During h is residence there, he attended some specialized schools of economy and was qualified in sales technique regarding the bank domain. Afterwards, he worked for the German financial Bank Group Kreissparkasse as a bank clerk, at the beginning, and as a branch sub-director later on.
He has been a permanent resident of Kalamata since 1977. Ever since 1982 he was actively involved with literature. At that time, he published his first poem collection Dead Street. Afterwards, he published Blossom City in 1983, Sleep Chemistry in 1992, May Melody in 1996, Color Whispers in 1999 and Polymnia in 2004. The outcome of his collaboration with the Panhellenic Association For Young Literary Men of Thessaloniki was the publication of his first novel Paper Gods in 2004. In July 2008, his 8th book (2nd novel) under the title Rain Games was
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He is a member of the Greek Literary Men Society, the International Greek Literary Men Association, the Popular Library of Kalamata and he is an elected president of the Messinia Authors Society for the period 2011-2013.
He is the holder of various awards with the most important of them the title of Dr. of Literature, which he received during the Olympic Literature, held in 2005 in China by The International Poetry Translation and Research Centre. He was then acknowledged the best poet for 2005. As regards the other awards, an indicative reference should be made to the 1st award and gold medal for the poems collection Polymnia from the International Greek Literary Men Association in 2005. He received the 2nd award in the 25th International Competition announced by the International Greek Literary Men Association in 2006. Besides, in 2006, he participated as an honored guest at an event held by the 4th General Lyceum of Kalamata when he presented his poems. He also participated in the poetry symposium Festivali Nderrkombetari I Poezise Ditet E Naimit in Tetovo, Fyrom. In 2007, his contribution to Letters was awarded by the Municipality of Athens Cultural Organization with an honorary award. Additionally, he participated in a European Poets Conference and competition conducted by the literary Magazine Antares in Galati, Romania and received the 1st award and a medal. In 2007, he also received a 1st award for his poem Iniohos in a poets competition held by the International Greek Literary Men Association and participated, as one of the three official guest poets, in a poetic evening held by the Philologists Association of Messinia at the Conservatory of Kalamata. In 20 08, he received the 3rd award as well as a purse in a pahnellenic literary competition which was administered by the Naturalist Association of Patra and received the 1st award for his novel RAIN GAMES by the International Greek Literary Men Association. In 2009, his writing (novel RAIN GAMES, published in 2008) was presented in the hall of MICHAILAS AVEROF of the Greek Literary Men Society.
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The fact that he has repeatedly written and is still writing articles in the daily local press concerning social issues is remarkable. He is also engaged with artistic wooden compositions in the sense that he actually uses useless woods washed up by the sea in winter to make compositions as he primarily turns them to raw material with insignificant or slightest interventions. They were called Trash Pieces of Art by a local newspaper when they were exhibited in public at the cultural center of Kalamata in 2000 when the poems collection COLORS WHISPERS was being simultaneously presented.
One other thing that is noteworthy is his attempt to translate 130 poems into Greek from the poems collection: GELASSEN ATMET DER TAG = The day breathes calmly written by the German-Jewish poet Rose Auslaender, Ruth Schmertzers nickname (1901-1988).
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2. Characteristics of his poetry In the collection Cycle of undefined range which is the center of the poetic subjects speculation from 2004 until 2008, an intense and compact lyricism is observed. As he is motivated by everyday life, he reshapes images while, at the same time, he reflects on a transitional level with various everyday images which satisfy, hurt or bother him. He is innovative while being in an open dialogue with the reader. He turns the reader into an initiate of a transitional reality leading him to speculate with him, to feel his quests and agonies trying to find together a solution to everyday issues.
Moving on the verge of poetry and prose and being armed with the free verse, free of any form of verse convention, he innovates and reshapes words, notions and situations. His thoughts come out of his mind and unconsciously pass on the paper without any superficiality. The elaborated speech in connection with the often purposeful lack of punctuation and the use of counter-poetic words underlines the poets communicative touch with the reader. This dialogue expands to the poems since it often reflects on the Other and forms the means through which the response of the simple man is shown.
The conjunction among the past, present and future underline the continuation of society and life. Being aware of the literature history from the ancient times until today, he harmoniously co-matches the heroes and symbolizes them by composing an atmosphere of continuation and inter-dependence which is obvious and forms the objective of modern literature. His style is clearly personal, not easy to be imitated and forms the poets identity.
The purposeful prose speech and realism often add an ironic touch to the poems aiming at the criticism of the wrong things in society and at the presentation of speculations about life and the human being.
The local elements are obvious in his poems. Without the characterization of the localist, the lover of the land of Messinia praises his country and integrates it to a transitional, love level by forging the beauty and his love for it.
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The issues he deals with form every simple persons speculation. He manages to transmute the everyday aspect into poetry, the small pleasures into the center of his poetic creation. Love and romance have an idiosyncratic role in his poetry since they are praised, always within the framework of moral and spiritual perfection. The language is simple demotic Greek and the style is elegant, lyric and spontaneous. His poems are characterized by emotional charge, musicality and evocativeness.
There are three categories of poems in his collection: first of all, there are poems related to social consideration dealing with issues of everyday life, as it has already been mentioned, in which the problems faced by society are transmuted into poetry. The second category contains love poems in which love is idealized by the poetic subject the woman is praised and put in the center of consideration both for the human being and society. The third category comprises of poems for poetry. In this category, the poet introduces the reader to his mental work showing the manner in which a poem is composed. He invokes the muse of poetry and introduces his speculations, considerations and the difficulty in writing a poem. To write a poem is as difficult as to get inspired about it. Words react with meaning, images with thought and compose a circle in which the powers of logic with illogic, truth with myth, today with yesterday and tomorrow are in contradistinction. His prose poems, moving within the same framework, show the poets experimentation in a new kind armed with the poetic verse shortness, while the strength of prose composes a form of poetry allowing the reader to self-actualize. The poetic touch provides the reader the possibility to make his own reading and understand, from his own viewpoint, the notion through a mental trip on the verge of poetry and prose. The poets secrets are unveiled while he is armed with the dynamics of his writing within a society in which the standard is identical to what is correct and moral.
The moral messages conveyed are of a special nature. They form a standard for the young within a society in which there are multiple and everyday challenges. The antidote to this society is poetry in which the eyes of truth and the power of love
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3. Indicative analyses of poems from the collection Cycle of undefined range In Aristotle Fragos poetry, the elements of speculation and meditation are observed to be given in a harsh way to the reader, but through the poetic speech and after a thorough reading the messages which the poet wants to convey are obvious. There is pace and speed which both work harmoniously giving a different nuance. Realism is prevalent while, through protest and the intense love element, he tends to unmask the lie and present the truth. The verse acquires a breath and a movement becoming more direct to the reader in this manner. When reading his poem The poem not found all the above characteristics are evident. Reiteration is also observed. The poets agony in the quest for a poem is intensely disseminated. This agony is combined to the quick description, a detailed description of images and his vivid life. He makes an effort to display the content and its characteristics, yet it is difficult for the magic image to be conceived in mind as it is continuously escaping. Afterwards, the questions posed tend to touch off the readers imagination and stir his interest in the lost poem. It is about a quest of the poem that can not be found. Finally, it is characterized as ragged; lost as it moves around in cities, avenues, squares and rubbish dumps contaminating the urban area. The conclusion to be drawn is that the poem will eventually end up to a lamentation. The poem is coherent and the conclusion is finally drawn by the poet. His poetry and similarly the questions that find no answer are driven by a meticulous, literal and figurative speech. Aristotle Fragos is the protagonist in his poems. The narration is carried out in first person and it is characterized by an inner focus. Particularly, in his poem The poem of my own he states in a sense of responsibility that he is determined to write a poem of his own which is different unlike all the others since none of the existing poems seems to touch him. He underlines that his own poem will be completely irrelevant from the rest of the poems already been written. It will be simple, light and relaxing, not meant to be tiring for the reader. There are a lot of and
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There are messages conveyed to the readers through the poems. Agony is observed, specifically, in the poem Now in which the intense element of love which has been betrayed, disdained and tends to be forgotten little by little like friendship, too, is discussed about. The overall distinct elements in his poetry depict Aristotle Fragos vivid character that is his participation as he forms the central persona in them. He talks about his experiences and memories. He wishes to convey messages to the readers in order to be comprehensible. In some poems his speech is colloquial, yet the words are rather poetic at some parts. The reader through his reading puts color to the words which are appropriately placed in his poems. The style is simple and plain while metaphors, similes and reiterations are prevalent in his poems providing a different nuance. Realism and the element of love are profound and clear. Another characteristic of his poetry which is located in his poem I forgot to tell you is the cycle made by the poet since he opens and closes the poem with exactly the same expression and consideration. He makes and effort to covey the true and real element to the reader while he disapproves of the lie. Both his aim and objective are the truth, something which is pursued. His origins are obvious through his poetry. Therefore, Aristotle Fragos could be placed in the urban environment since his descriptions in his poetry provide similar elements and characteristics. The urban environment into which Fragos is integrated is absolutely justified by the description in his poem Pericles Evgenides, in the such a little piece of color and at the end of the poem Language of the eyes.
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Abstract The subject of the precise essay refers to the presence of folk songs in the books of primary and secondary school, from 1974 till today. Through the examination of the different types of folk songs, we are aiming at the messages which are coming up and the comprehension of a whole era too. The essay consists particularly of the registration of folk songs from the anthology and the study of Greek language in the primary school. Moreover, is composed of texts of modern Greek literature from the secondary and high school. Folk songs reflect the spirit of Greek people, through which, they express themselves in their everyday life. The combination of rhythm and music, which decorate the lyrics of the songs, is also, of great importance. It is remarkable that, folk songs have survived through the ages and are characterized as a living part of Greek modern history. Key Words: folk songs, greek school books, educational history, tradition 1. The importance of folk songs gradual increase in the school books of primary and secondary school. During 1974, an educative legislation had been instituted about reforms, which were realized in 1964. These new reforms concurred to the domination of democracy. Their target was the better equivalence of the general and vocational secondary education. More specifically, the change of the school years from six to nine and the reform of secondary school into a common school of general education (seventh till ninth class). The result of this change was the end of vocational schools of lower secondary education, as well as the entrance examinations in primary and secondary school. In addition, the obligatory secondary education (tenth- twelfth class), was divided into General high school and Vocational high school, which are equivalent to each other. Those who graduate from General high school are able to enter the institutions of higher education, as opposed to those who graduate the Technical- Vocational high schools. Furthermore, it is significant that the demotic (Greek language) has dominated over all grades of education, while at the same way, translated classical texts were taught to lower secondary education. Under the governance of Karamanlis
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Through the examination of folk songs in the school books of primary, secondary and high school, we noticed that, there is a gradual increase of them from primary school to General high school. The messages which are transmitted through the folk songs are mainly social and political. Folk songs are instrumental in Greek childrens national conscience. 3. Approaching folk songs in the school books of secondary school 3.1. Texts of modern Greek literature in the first class of secondary school The book of the first class includes the folk song named My sleep and take it from me is placed among the category of lullabies. In the island of Karpathos, the custom of "seven" survives, even nowadays. According to this custom, the relatives of the family are gathering in the house of the infant, taking part in a ceremony, in honour of his birth. In addition, the parents put the baby into a blanket, by waving the baby, in order to fall asleep. The same folk song is included in the school book of anthology (newer edition), in the third and fourth class of primary school. This lullaby comes from the area of Karpathos and is included in the volume A of G.M. Georgiou, entitled Karpathiaka.
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