Durham E-Theses Archaeology in the community - educational aspects: Greece: a case-study Papagiannopoulos, Konstantinos How to cite: Papagiannopoulos, Konstantinos (2002) Archaeology in the community - educational aspects: Greece: a case-study, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/4630/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Konstantinos Papagiannopoulos Archaeology in the community - educational aspects. Greece: a case-study (Abstract) Heritage education in Greece reproduces and reassures the individual, social and national sel£ My purpose is to discuss the reasons for this situation and, by giving account of the recent developments in Western Europe and the new Greek initiatives, to improve the study of the past using non-traditional school education. In particular, Local History projects through the Environmental Education optional lessons allow students to approach the past in a more natural way, that is through the study of the sources and first hand material. The community itself is involved in the projects either as a geographical place where the children's activities are located and referred to or as a source of a different perspective which enhances the school's worldview. Museum projects are not everywhere equally profitable in Greece, especially where they are not combined with other activities in general school planning. Being a teacher in a Greek school I started to set up similar projects within Environmental Education, in order to articulate a syllabus which might work as a model for my colleagues all over Greece. My project put emphasis- as New History did - on the ability of (and the necessity for) children to undertake small-scale academic research including Archaeology. It emphasised also the interaction between the community and schools, and the advance of long-term education for sustainable development. My involvement in the educational affair stimulated official and/or unofficial improvements which fit well with cross-developments announced in the Greek educational system as part of a very recent tendency in the socio-political sphere to alter the current situation. Children as not only long-term, but also short-term mediators of knowledge and attitudes constitute a major factor for change within the community. A .copyrig_ht of this thesis rests with the author. No--quotation from it should be published without his prior written consent and information derived from it should be acknowledged. ARCHAEOLOGY IN THE COMMUNITY­ EDUCATIONAL ASPECTS. GREECE: A CASE-STUDY (two volumes) Vol. I Konstantinos Papagiannopoulos Mphil Dissertation University ofDurham Archaeology Department 2002 ~ 6 DEC 200~ The copyright of this thesis rests with the author. No quotation from it should be published without their prior written consent and information derived from it should be acknowledged. 2 CONT-EN-TS IN"TRODUCTION ................................................................................................... 6 1. THE ROLE OF THE PAST IN 19TH- 20TH CENTURY SOCIETY ............... 10 1.1. GENERAL 1HEORY ON 1HE ROLE OF 1HE PAST.•................................................ 10 1.1.1. The growth ofthe heritage - Public use ofthe past ......................................................... 10 1.1.2. Ideologicaluseofthepast .............................................................................................. 17 1.1. 3. Need for a theoretical framework ................................................................................... 29 1.2. THE GREEK EXPERIENCE ...••......................•.............................•....•.......•.......... 45 1.2.1. Greeks and their heritage(s) ........................................................................................... 45 1.2.2. The origins of the nation ................................................................................................. 55 1.2.3. Forging the nation .......................................................................................................... 63 1.2.4. A nation with ancient history .......................................................................................... 71 2. CURRENT METHODOLOGY OF TEACHING THE PAST ........................ 89 2.1. THE TRADITIONAL GREEK EXPERIENCE ........................................................... 89 2.1.1 Heritage teaching in Greece: an historical overview ....................................................... 90 2.1.2. Aims of History teaching in today's schools .................................................................. 103 2.1. 3. Current methodology in History teaching ..................................................................... 109 2.1.4. Syllabus content ........................................................................................................... 111 2.1. 5. Teaching History in class ............................................................................................. 119 2.2. RECENT DEVELOPMENTS IN TIIEORY AND TECHNIQUES IN EUROPE ................. 123 2.2.1. The debate for Heritage teaching ................................................................................. 123 2.2.2. Multi- or Inter-cultural education and School Internal Reform theory .......................... 130 2.2.3. Difficulties in Heritage education practice ................................................................... 133 2. 2.4. Local History and Environmental Education ................................................................ 136 2.2.5. Applied techniques ....................................................................................................... 142 2.3. REFLECTIONS IN GREECE .............................................................................. 153 2.3.1. Theory .......................................................................................................................... 153 2.3.2. Optional lessons: Local History and Environmental Education .................................... 158 2.3.3. Museum projects........................................................................................................... 161 2.4. IDENTIFYING 1HE PROBLEM .......................................................................... 167 3. AIMS AND METHODOLOGY OF MY PROJECT ..................................... 170 3.1. WHAT1DTEACH? ....•.................................................................................... 170 3 3.1.1. Possible weaknesses ...................................................................................._ ................. 170 3.1.2. Thematology ................................................................................................................. 171 3.2. AIMS ............................................................................................................ 178 3.2.1. Aims and specific objectives usually proposed in school projects.................................. 178 3.2.2. Aims of Local History: propositions of the Greek Pedagogic Institute ........................... 182 3.2.3. Aims of my project ........................................................................................................ 183 3.3. CHOICE OF THE APPROPRIATE ME1HODOLOGY ............................................... 191 3. 3. I. Setting up a project ...................................................................................................... I 91 3. 3. 2. Organising presuppositions during the realisation ofthe project .................................. I 94 3. 3. 3. Techniques- Activities ................................................................................................. 198 3.3. 4. Data organisation and presentation.............................................................................. 203 3.3.5. Evaluation ofthe project .............................................................................................. 204 3. 3. 6. Collecting and interpreting the material from the projects............................................ 206 4. CASE- STUDY: THE SCHOOLS OF GREECE .......................................... 208 4.1. TESTINGTHEME1HOD ·················································································· 208 4. 1.1. Project 1: The historical monastery of Eleousa............................................................. 208 4.1.2. Project 2: The Dimeon wall .......................................................................................... 216 4.1.3. Project 3: The history of the Kato Achaia region .......................................................... 219 4. 1.4. Project 4: The agricultural cultivations ........................................................................ 225 4.1.5. Project 5: The archaeologist's land.............................................................................