Background, GeneralKnowledge, Scientific Area, Skill Development

• The aim of the course is for the student to acquire an awareness of the need for an anthropological approach to the contemporary education process, particular at secondary level. The course commences by establishing the basic difference, which is mainly methodological, between the sociology of education and the anthropology of education. It also establishes the contexts of the educational process today, in international terms and in terms of education in Greece today (which includes the education of migrants, minority education and adult education, among other matters) and in particular in terms of secondary education in Greece. With this established, the student is then familiarized with the institutional context offered by secondary education in Greece for the conduct of limited research programmes as part of, among others, environment education programmes, cultural programmes, health education programmes and local history programmes. Among the fundamental conceptual tools for dealing with these issues are the concepts of identity and of otherness, cognitive models and the correlation between the educational process and the concept of culture.

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

Production of new research ideas

Equity and Inclusion

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

2. Greek Education and the contemporary world

3. Culture and Education

4. The “psycho-cultural model” of Jerome Bruner (1)

5. The “psycho-cultural model” of Jerome Bruner (2)

6. The “psycho-cultural model” of Jerome Bruner (3)

7. The “psycho-cultural model” of Jerome Bruner (4)

8. The “psycho-cultural model” of Jerome Bruner (5)

9. Anthropology and Education – Clifford Geertz

10. The Greek School as an institution – opportunities, gaps and contradictions

11. Examples  – ethnographies of education (1)

12. Examples  – ethnographies of education (2)

13. Examples  – ethnographies of education (3)

Use of classweb.duth for announcements, bibliography and communication

Communication via email.

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Description of the evaluation process

 Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

2.       Jerome Bruner, 2007, Ο πολιτισμός της εκπαίδευσης, Ελληνικά Γράμματα, Αθήνα.

3.       Δαλκαβούκης Β. – Ι. Μάνος – Χρ. Βέικου (επιμ.), 2010, Ανυποψίαστοι ανθρωπολόγοι, καχύποπτοι φοιτητές. Διδάσκοντας Ανθρωπολογία σ’ αυτούς που «δεν τη χρειάζονται», Κριτική, Αθήνα.

4.       Γκέφου – Μαδιανού Δήμητρα, Πολιτισμός και Εθνογραφία. Από τον Εθνογραφικό Ρεαλισμό στην Πολιτισμική Κριτική, Ελληνικά Γράμματα, Αθήνα 1999.

5.       Γκέφου – Μαδιανού Δήμητρα (επ.), Ανθρωπολογική Θεωρία και Εθνογραφία, Ελληνικά Γράμματα, Αθήνα 1998.

6.       Μ. Σπυριδάκης (επιμ.), Μετασχηματισμοί του χώρου. Κοινωνικές και πολιτισμικές διαστάσεις, Νήσος, Αθήνα 2009

7.       Παπαταξιάρχης Ε. – Θ. Παραδέλλης (επιμ.), Ανθρωπολογία και Παρελθόν, Αλεξάνδρεια, Αθήνα 1993

8.       Jerome Bruner, 1991, Acts of Meaning (έχει μεταφραστεί στην ελληνική γλώσσα: Πράξεις νοήματος. Αθήνα: Ελληνικά Γράμματα, 1997)

9.       Jerome Bruner, 1960, The Process of Education (έχει μεταφραστεί στην ελληνική γλώσσα: Η διαδικασία της Παιδείας. Αθήνα: Καραβίας, 1964).

10.   Lawrence Hirtzfeld, “Why don’t anthropologists like children?”, American Anthropologist 104/2 (2002):  611-627

11.   Clifford Geertz, «Αποσταθεροποιητική πράξη: η πολιτισμική ψυχολογία του Τζερόμ Μπρούνερ», στο Διαθέσιμο Φως. Ανθρωπολογικοί στοχασμοί για φιλοσοφικά θέματα, Αλεξάνδρεια, Αθήνα 2009, σ. 219-235, μτφρ. Πελαγία Μαρκέτου.