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Ann Arbor, MI 48106 BEYOND THE LIMITS OF HUMANISTIC AND TECHNOCRATIC IDEOLOGIES IN EDUCATION: A CRITIQUE OF THE GREEK AND AMERICAN MODELS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Eudokia Konstantellou, B.A., M.A. **** The Ohio State University 1992 Dissertation Committee: Approved By Dr. Philip L. Smith Dr. William D. Taylor Dr. Vassilios Lambropoulos Adviser Dr. Gregory Jusdanis College of Education Copyright by Eudokia Konstantellou 1992 ACKNOWLEDGMENTS In the many years that took me to conceptualize and write this dissertation I was very fortunate to be surrounded by a group of people who sustained my interest in intellectual matters. In particular during the past three years in Columbus, Ohio, I was privileged to be part of a true community of scholars whose members encouraged creative thinking and constructive criticism. My committee members were a constant source of inspiration. I thank my adviser Dr. Philip Smith for inviting me to an intellectual conversation which started on the first day I walked into his office in 1979 and has continued uninterrupted ever since. My philosophical thinking about education bears the mark of his influence. Dr. Bill Taylor, a nurturing teacher with a great deal of respect for his students' ideas, provided much intellectual and emotional support over the years. I thank him for inviting me to share many of the ideas that have informed this dissertation in his "Technology and Education" seminars. Dr s. Vassilis Lambropoulos and Gregory Jusdanis were instrumental in challenging my thinking about Greek culture and education with their probing comments. They read my manuscript carefully and their criticisms will be valuable for future work that will explore some of the issues raised in this dissertation further. The next group of people I want to thank are my intellectual companions, my “parea,” who challenged, supported, encouraged, and respected my work. Panagiotis Bosnakis, Martha Klironomos, Artemis Leontis, and Maria Papakostaki, shared with me the joys and the intensity of studying and talking about Greek culture. Stathis Gourgouris and Neni Panourgia have not only challenged my thinking in our many insightful conversations (most often taking place over their superb home-cooked meals) but were also my emotional anchors during difficult times. My good friends Jane Johnsen and Dbn Renner have assisted me through the various stages of the dissertation, Don with invaluable technical help in the preparation of the manuscript, and Jane with her unflinching faith in me which finally helped me overcome my procrastination. I also wish to thank the most recent addition to the circle of friends, Yiorgos Chouliaras, for those long late-night phone conversations that kept my spirits up and helped me make it through the final very difficult stages of the writing process. Many thanks also go to members of my family in Greece, especially my late mother, who always supported my intellectual pursuits. Appreciation goes to the many students I have taught in Greece and in the United States for the past twenty years who taught me to welcome the complexities and pleasures of life in the classroom. And lastly. I thank my daughter, Marina, whose desire and enthusiasm for learning has made me appreciate anew the liberating potential of education. iv VITA October 27, 1954 ....................................Born - Athens, Greece 1977........................................................ B.A. (Philosophy), National University of Athens, Greece 1977-1979............................................. Resident Tutor, INTERALP, Cultural Study Programs, Kalymnos, Greece 1979-1981............................................. Fulbright Grant for Graduate Study in Education in the United States 1981....................................................... M.A. (Education), The Ohio State University, Columbus, Ohio 1981-82 ................................................. Academic Advisor, University College, The Ohio State University, Columbus. Ohio 1982-198 6 ..............................................Teaching Associate, College of Education, The Ohio State University. Columbus. Ohio 1987-1988 Program Director, ITHAKA, Cultural Study Programs, Kalymnos, Greece v 1988-1989 .............................................. Teaching Associate, College of Education. The Ohio State University, Columbus, Ohio 1989-1990 ...............................................Teaching Associate, Department of Judaic and Near Eastern Languages and Literatures, The Ohio State University, Columbus, Ohio 1991-Present ...........................................Assistant Professor and Director, Department of Education Hellenic College, Brookline. Massachusetts PUBLICATIONS 1991 “Education as a Means of Empowerment for Minority Cultures: Strategies for the Greek American Community,” Journal of Modem Hellenism. 7. 1990 “The Myths of Modernization: Post-1974 Ed ucational Ref or m in Greece,” Modern Greek Studies Yearbook. Vol. 6. FIELDS OF STUDY Major Field: Education Studies in Foundations of Education: Dr. Philip L. Smith Studies in Technology and Education: Dr. William D. Taylor Studies in Modern Greek Culture: Dr. V. Lambropoulos Dr. G. Jusdanis TABLE OF CONTENTS ACKNOWLEDGMENTS..............................................................ii VITA........................................................................................ v INTRODUCTION........................................................................1 CHAPTER PAGE I. THE SPENCERIAN AND HUMBOLDT I AN PROJECTS IN NINETEENTH-CENTURY EDUCATION: THE HUMANISTIC VS. THE UTILITARIAN IDEAL 11 Nineteenth-Century European Culture: Enlightenment vs. Romanticism............................ 11 The Idealist Philosophical Tradition as the Foundation of Humanistic Education.....................16 Wilhelm von Humboldt’s Educational Ideas: Education as B iJdung..............................................22 Toward the Institutionalization of Bildung: The University of Berlin.......................................... 25 Neo-Humanism and the Quest for a Harmonious Order ......................................................................... 31 The Empiricist Philosophical Tradition as the Foundation of Utilitarian Education......................... 36 Herbert Spencer’s Educational Ideas: Education as Useful Knowledge............................................. 40 The Impact of Humanistic and Utilitarian Philosophies on Modern Education......................... 43 vii II. EDUCATION IN THE SERVICE OF NATION-BUILDING: THE CASE OF GREECE..................................................... 54 Overview ............... ...........................................................54 The Cultural and Political Context................................... 57 The Making of Greece and the Struggle Over Greek Identity: Between East and W est...............57 The Formation of Greek Nationalist Ideology 59 The Nature of the Modern Greek State........................66 The Educational Context.................................................... 71 The Pre-Independence Period: Revolutionary Visions.71 The Post-Independence Period: The Formative Years and the Triumph of ArchaJoJatreia............................84 Varieties of the Humanistic Ideal: Purists vs. Demoticists................................................................ 97 The Humanistic Ideal and the Challenge of Modernization: An Uneasy Coexistence.................112 Conclusions.................................................................... 118 III. EDUCATION AS SOCIAL ENGINEERING: THE CASE OF THE UNITED STATES OF AMERICA............................. 121 Introduction: