Οικοδομώντας την αίσθηση της κοινότητας
| dc.contributor.author | Benincasa, Luciana | other |
| dc.date.accessioned | 2021-07-22T09:57:53Z | |
| dc.date.available | 2021-07-22T09:57:53Z | |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/31276 | |
| dc.identifier.uri | http://dx.doi.org/10.26268/heal.uoi.11101 | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | Σχολική βία | el |
| dc.subject | Σχολικός εκφοβισμός | el |
| dc.subject | Ελληνική κοινωνία | el |
| dc.title | Οικοδομώντας την αίσθηση της κοινότητας | el |
| heal.abstract | Greek schools are increasingly battered by bullying and racism, sometimes with the im plication of neo-Nazi groups and formations. Findings from a bulky literature, both in English and Greek, lead to the conclusion that school violence can be successfully contained if schools are re-organized so as to function as communities. To what extent does the Greek school fit these requirements? For the purpose of this paper, the community is defined as a psychological state, an emotional and social experience. When is a community? When pupils and teachers experience the relevant psychological and emotional state. A school functions as a community when it (a) promotes supporting relationships, among students, among students and teachers, and among teachers (maybe a neglected dimension); (b) does not limit itself to fostering achievement, but promotes human relationships, mutual care and personal responsibility as well; (c) systematically offers chances for students to co-operate and help one another; (d) provides students the possibility to be autonomous and, depending on age, to make choices and make their voices heard. In a school-community, symbols and rituals make up the glue that keep the school together. Selected, institutionalized practices in Greek school are described and examined from the perspective of their compatibility with the spirit of community. Finally, a number of interventions are suggested, that have the potential to transform Greek schools in to communities, thus making them more “hum an”. Suggestions are discussed in three groups: (a) abolition of selected activities, (b) conception of new activities and (c) institution of new symbols. These suggestions are not meant as an overall design for school change. Being aware of the built-in inertia of the educational system, I chose to illustrate ideas that can be applied or adapted by the teaching staff at the microlevel of everyday life. | en |
| heal.access | free | el |
| heal.bibliographicCitation | Βιβλιογραφία: σ. 102-109 | el |
| heal.bibliographicCitation | Περιλαμβάνει βιβλιογραφικές παραπομπές | el |
| heal.classification | Σχολεία, Ελληνικά | el |
| heal.classification | Σχολεία--Κοινωνιολογικές απόψεις | el |
| heal.classification | Εκπαίδευση--Κοινωνικές απόψεις | el |
| heal.classification | Σχολείο και κοινωνία | el |
| heal.dateAvailable | 2021-07-22T09:58:53Z | |
| heal.fullTextAvailability | true | |
| heal.generalDescription | σ. [79]-110 | el |
| heal.generalDescription | Περίληψη στα αγγλικά | el |
| heal.journalName | Δωδώνη: Μέρος Τρίτο: επιστημονική επετηρίδα του Τμήματος Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας της Φιλοσοφικής Σχολής του Πανεπιστημίου Ιωαννίνων; Τόμ. 38 (2016-2017) | el |
| heal.journalType | peer-reviewed | el |
| heal.language | el | el |
| heal.publicationDate | 2016 | |
| heal.publisher | Πανεπιστήμιο Ιωαννίνων. Φιλοσοφική Σχολή. Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας | el |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Βιβλιοθήκη και Κέντρο Πληροφόρησης | el |
| heal.secondaryTitle | Μια πρόταση για πιο ανθρώπινα σχολεία | el |
| heal.type | journalArticle | el |
| heal.type.el | Άρθρο περιοδικού | el |
| heal.type.en | Journal article | en |
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