Courses | Department of Social Policy

Sociology

COURSE OUTLINE 33

GENERAL

SCHOOL	SOCIAL POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT	SOCIAL POLICY
LEVEL OF STUDIES	LEVEL 6
COURSE CODE	33	SEMESTER		1^st & 3^rt
COURSE TITLE	Sociology
TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHINGHOURSPERWEEK		ECTSCREDITS
			3		6


Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.
COURSE TYPE Background, General Knowledge, Scientific Area, Skill Development	Scientific Area
PREREQUISITES:	No
TEACHING & EXAMINATION LANGUAGE:	Greek
COURSE OFFERED TO ERASMUS STUDENTS:	No
COURSE URL:

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
The aim of the course is to familiarize students with the basic concepts and analytical categories of Sociology. Upon successful completion of the course, students should be able to: 1. Know the origins of Sociology and the social conditions that led to it. 2. Demonstrate an ability to understand basic sociological theories. 3. Know major sociologists and their major theories. 4. Understand the importance of thinkers and their theories in any historical context 5. Understand the sociological perspective on issues considered in the course and provide sociological definitions e.g. of madness and deviant behaviour 6. Critically analyse contemporary structures such as those of society, the family, capitalism etc. as well as concepts such as death, madness, etc. 7. Contrast sociological theories and distinguish their merits and demerits. 8. Look for theoretical patterns in manifestations of contemporary society such as pop culture 9. Understand the importance of sociological thinking through the process of analyzing films with sociological tools
	General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas		Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas
Autonomous work, teamwork, working in an international environment, working in an interdisciplinary environment, generating new research ideas, respecting diversity and multiculturalism, demonstrating social, professional and ethical responsibility and sensitivity to gender issues, exercising critical and self-critical thinking, promoting free, creative and deductive thinking, writing a research project and research proposals

Course Content

The course is divided into 13 weeks, the content of which is as follows:

Introduction to the terms of emergence and development of the science of Sociology – The concept of society – Pioneering forms of the science of Sociology
Classics of Sociology: August Cont
Classics of Sociology: Karl Marx
Classics of Sociology: Vilfredo Pareto
Classics of Sociology: Emile Durkheim
Classics of Sociology: Georg Simmel
Classics of sociology: Max Weber
Functionalism – Its appearance, evolution, modern configuration. Key concepts and questions it raises
Symbolic interaction (constructivism) – Its appearance, evolution, modern configuration – The concept of social construction
Conflict – Marxism: Basic trends and theoretical currents
Basic aspects of the evolution of the Greek social structure (19th and 20th centuries)
Presentation of work
Presentation of work

LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

● Use of electronic databases

● Eclass for communication and information sharing

● Powerpoint presentations

● Use of software for arranging meetings (Moodle)

Use of software for developing research tools (Google forms, Surveymonkey)

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

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

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Lectures	30
Interactive teaching	30
Study at home/in the library	45
Independent work towards final essay or written exams	45
Course total	150

STUDENT EVALUATION

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, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed

Choice between:

Either individual work (30%) + Final exam (written or oral during the January/February exam) (70%)

Or final exam (written or oral during the January/February exam) (100%)

SUGGESTED BIBLIOGRAPHY

1) Αντωνοπούλου Μ. , Οι κλασσικοί της κοινωνιολογίας-Κοινωνική Θεωρία και Νεότερη Κοινωνία, εκδόσεις Σαββάλας, 2011

2) Αριστοτέλης, Πολιτικά I-III, εκδόσεις Ζαχαρόπουλος Ι., χ.χ.έ.

3) Αριστοτέλης, Πολιτικά IV-VIII, εκδόσεις Ζαχαρόπουλος Ι., χ.χ.έ.

4) Λύτρας Α., Αναλύσεις περί κοινωνικής δομής, εκδόσεις Παπαζήση, 2007

5) Μωϋσίδης Α.- Παπαδοπούλου Δ. – Πετράκη Γ., Κοινωνιολογία και κοινωνικός μετασχηματισμός στη σύγχρονη Ελλάδα, εκδόσεις Gutenberg, 2013

6) Μωϋσίδης Α.- Σακελλαρόπουλος Σ. (επιμ.), Η Ελλάδα στον 19^ο και 20^ο αιώνα. Εισαγωγή στην ελληνική κοινωνία, εκδόσεις Τόπος, 2010

7) Πουλαντζάς Ν., Κείμενα. Μαρξισμός-Δίκαιο-Κράτος, εκδόσεις Νήσος, 2009

8) Πουλαντζάς Ν., Οι κοινωνικές τάξεις στον σύγχρονο καπιταλισμό, εκδόσεις Θεμέλιο, 2001

9) Συλλογικό, Σύγχρονη κοινωνιολογική θεωρία, εκδόσεις Gutenberg, 2003.

10) Τάτσης Ν., Κοινωνιολογία, τ. Α΄ και Β΄, εκδόσεις Οδυσσέας, 2004

11) Τσαούσης Δ., Η κοινωνία μας-Οργάνωση, Λειτουργία, Δυναμική, εκδόσεις Gutenberg, 2005

12) Giddens A., Sutton P.W. Κοινωνιολογία, εκδόσεις Gutenberg, 2020.

13) Giddens A., Εισαγωγή στην Κοινωνιολογία, εκδόσεις Οδυσσέας, 1993

14) Lachmann R., Τι είναι η ιστορική κοινωνιολογία ; εκδόσεις Αλεξάνδρεια, 2018

15) Ritzer G. Stepnisky J., Κλασική Κοινωνιολογική Θεωρία, εκδόσεις Gutenberg, 2020.

16) Ritzer G. Stepnisky J., Σύγχρονη κοινωνιολογική θεωρία, εκδόσεις, Κριτική, 2012.

17) Weber M., Οικονομία και κοινωνία, τ. 4- Κοινωνιολογία του Δικαίου, εκδόσεις Σαββάλας, 2011

Political Economy

GENERAL

FACULTY	SOCIAL, POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT	SOCIAL POLICY
LEVEL OF STUDIES	LEVEL 6
COURSE CODE	30	SEMESTER		1^st & 3rt
COURSE TITLE	Political Economy
TEACHINGACTIVITIES If theECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedto the wholecourse, thenplease indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHING HOURS PER WEEK		ECTS CREDITS
			3		6


Please, add lines if necessary.Teaching methods and organization of the course are described in section 4.
COURSE TYPE Background, GeneralKnowledge, Scientific Area, Skill Development	Scientific Area
PREREQUISITES:	ΝΟ
TEACHING & EXAMINATION LANGUAGE:	GREEK
COURSE OFFERED TO ERASMUS STUDENTS:	NO
COURSE URL:

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
The aim of the course is to introduce and analyze the basic issues of the political economy. The course, after the introduction to the concepts and methodological approaches of the subject, focuses on the analysis on the relationship of the political economy, with the development and functioning of the institutions that affect the development and functioning of the economic system and economic life. Particular emphasis will be placed on the analysis of the main trends that influenced economic science, as well as on the analysis of the basic issues of microeconomics and macroeconomics At the completion of the course, students should be able to: (a) understand the correlation between the political economy and the development of Capitalism; (b) Know the basic theoretical approaches of political economy; (c) understand the basic elements of the Microeconomics and Macroeconomics
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management 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 reasoning
Adaptation to new situations, Decision making, Autonomous work, Teamwork, Working in an interdisciplinary environment, Equity and Inclusion, Sustainability, Critical thinking, Promoting free, creative and inductive reasoning

COURSE CONTENT

Introduction: The context of political economy
The Development and Evolution of Capitalism
Key Theorists: Adam Smith, Karl Marx, Joseph Schumpeter, Amartya Sen
Supply and Demand
Wages and Work
Inequality and Poverty
Theories on Economic Growth, Economic Development and Modernization
Neo-Marxist Theories: Development of Underdevelopment
Monopoly Capitalism
Paternalistic Capitalism
International Division of labour and multinational corporations
Economic crises and dominant economic policy
Methodological conclusions

LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Power Point Slides

Posting key elements of the course in the e-class.

TEACHING ORGANIZATION

The ways 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 supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Lectures: During lectures the material is developed through theory and examples. Lectures are held in an interactive manner, mainly through question-and-answer method. Moreover, students are divided in groups in order to promote interventions and to sharpen their critical capacity.	75
Seminars: During their duration, specific topics are presented and analyzed. The Seminars focus on interdisciplinary, as the analysis of the relationship between the theories of political economy and the development of the institutions is based on knowledge of political science, political economy, public finances and state theory in order to enable students to understand the development of the basic economic theories.	60
Project: The writing of case studies and /or book reviews leads to the learning, understanding and finally to comprehend the basic theories of the political economy.	15




Total	150

Student Evaluation

Description of the evaluation process

Please indicate all relevant information about the course assessment and how students are informed

Written Assignment or Oral Exam

SUGGESTED BIBLIOGRAPHY

Bowles, S., Edwards, R. & Roosevelt, F., (2014), Understanding Capitalism: Competition, Command, and Change, Athens: Gutenberg (in Greek).

Vlachou, A. (ed.), (2009), The Political Economy of Capitalism, Athens: Kritiki (in Greek).

Ashton, T., (2007), The Industrial Revolution, Athens: Topos (in Greek)

Baran, P., & Sweezy, P., (1990), Monopoly Capital: An Essay on the American Economic and Social Order, Athens, Gutenberg (in Greek).

Baran, P., (1980), The Political Economy of Planned Economy, Athens: Kalvos (in Greek)

Baran, P., (1977), The Political Economy of Growth, Athens: Kalvos (in Greek)

Varoufakis, G., (2011), Global Minotaur: The Real Causes of the Crisis, Athens: A.A. Livanis (in Greek)

Georgakopoulos, Th., Lianos, Th., et.al (1991), Introduction to Political Economy, Piraeus: A. Stamoulis (in Greek)

Gillis, M., Perkins, H.D, Roemer, M., & Snodgrass, R.D, (2001), Economics of Development, Athens: Gutenberg (in Greek)

Keynes. M.J., (2009), The Economic Consequences of Peace, Athens: Papazisi, (in Greek).

Keynes. M.J., (2001), The General Theory of Employment, Interest and Money, Athens: Papazisi, (in Greek).

Martinussen, J., (2007), Society, State and Market. A Guide to Competing Theories of Development, Athens, Savvalas (in Greek).

Marx, K., (1984), Value, Price and Profit, Athens: Themelio (in Greek)

Marx, K., (1984), Wage Labour and Capital, Athens: Themelio (in Greek)

Papandreou, Α., (1974), Paternalistic Capitalism, Athens: Karanasi (in Greek)

Piketty, T., (2007), The Economics of Inequality, Athens: Polis (in Greek)

Rousseau, J.J., (2004), A Discourse of Political Economy, Athens: Savvalas

Schumpeter, J.A., (2006), Capitalism, Socialism and Democracy, Athens: Papazisi (in Greek)

Sweezy P., (2004), The Theory of Capitalist Development. Principles of Marxist Political Economy, Athens: Gutenberg (in Greek)

Qualitative methods of Social Research

COURSE OUTLINE 20

GENERAL

SCHOOL	SOCIAL POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT	SOCIAL POLICY
LEVEL OF STUDIES	LEVEL 6
COURSE CODE	20	SEMESTER		3^rt
COURSE TITLE	Qualitative Methods of Social Research
TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHINGHOURSPERWEEK		ECTSCREDITS
			3		6


Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.
COURSE TYPE Background, General Knowledge, Scientific Area, Skill Development	Skill Development
PREREQUISITES:	No
TEACHING & EXAMINATION LANGUAGE:	Greek
COURSE OFFERED TO ERASMUS STUDENTS:	No
COURSE URL:

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
At the end of the course, students are expected to be able to: 1. Demonstrate an ability to understand the nature and content of qualitative research, both in terms of methods and techniques. 2. Distinguish the basic logic and fundamental principles of qualitative research 3. Apply basic sampling strategies 4. Participate in interview and focus group procedures 5. Perform basic qualitative data analysis using NVivo and Atlas 6. Discern the different schools of Empirically Grounded Theory and the fruitful dialogue they spark between existing and emerging concepts 7. Apply at a basic level some specific qualitative methods – Empirically Grounded Theory, Biographical Narrative Analysis, Social Network Analysis – and some specific technical tools to the study of social reality. 8. Develop skills of synthesis and interpretation in factual data resulting from the application of qualitative methodology in the practical study of everyday life. 9. Recognize a well-designed qualitative research and have as reference points recognized international publications presenting qualitative research. 10. Incorporate an adequate research design for a specific study topic. 11. Present a research idea and illustrate the design methodology and potential for implementation.
	General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas		Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas
Autonomous work, teamwork, working in an international environment, working in an interdisciplinary environment, generating new research ideas, respecting diversity and multiculturalism, demonstrating social, professional and ethical responsibility and sensitivity to gender issues, exercising critical and self-critical thinking, promoting free, creative and deductive thinking, writing a research project and research proposals

Course Content

The course material is divided into 13 weeks, the content of which is as follows:

The nature and process of social research
Social research planning and literature review
Ethical issues in social research and the writing of social research
Introduction to qualitative research
Sampling in qualitative research
Method of data collection – interview
Method of data collection – participant observation
Method of data collection – focus groups
Language in qualitative research – The evidence
Qualitative data analysis
Study of selected work texts published in Greek and foreign reviews and books
Study of selected work texts published in Greek and foreign reviews and books
Study of selected work texts published in Greek and foreign reviews and books

LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

● Use of electronic databases

● Eclass for communication and information sharing

● Powerpoint presentations

● Use of software for arranging meetings (Moodle)

● Use of software for developing research tools (Google forms, Surveymonkey)

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Lectures	50
Interactive teaching	30
Study and bibliography analysis at home	50
Educational visits	20
Course total	150

STUDENT EVALUATION

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Other/Others

Please indicate all relevant information about the course assessment and how students are informed

Written exams

100 % of evaluation

SUGGESTED BIBLIOGRAPHY

Alan Bryman (2017). Μέθοδοι κοινωνικής έρευνας. Αθήνα: Gutenberg
Creswell, J. (2016). Η έρευνα στην εκπαίδευση. Σχεδιασμός, διεξαγωγή και αξιολόγηση ποσοτικής και ποιοτικής έρευνας (επιμ.: Χ. Τσορμπατζούδης, μ.τ.φ.: Ν. Κουβαράκου).
Babbie, E. (2018). Εισαγωγή στην κοινωνική έρευνα. Αθήνα: Κριτική
Newby P. (2019). Μέθοδοι έρευνας στην εκπαίδευση. Αθήνα: Πεδίο
Κασσέρη, Ζ. (2014). Η Συμβολή των λογισμικών προγραμμάτων στην ανάλυση ποιοτικών δεδομένων: Το πρόγραμμα NVivo10. Επίμετρο. Στο: Γ. Τσιώλης, Μέθοδοι και τεχνικές ανάλυσης στην ποιοτική κοινωνική έρευνα (427-486). Αθήνα: Κριτική.
Πουρκός, Μ.Α. & Δαφέρμος, Μ. (2010). Ποιοτική έρευνα στις κοινωνικές επιστήμες. Επιστημολογικά, μεθοδολογικά και ηθικά θέματα. Αθήνα: Τόπος.
Τσιώλης, Γ. (2015). Ανάλυση ποιοτικών δεδομένων: διλήμματα, δυνατότητες, διαδικασίες. Στο Γ. Πυργιωτάκης & Χρ. Θεοφιλίδης (επιμ.) Ερευνητική Μεθοδολογία στις Κοινωνικές Επιστήμες και στην Εκπαίδευση. Συμβολή στην επιστημολογική θεωρία και την ερευνητική πράξη (σελ. 422-450). Αθήνα: Πεδίο.
Τσιώλης, Γ. (2014). Μέθοδοι και Τεχνικές Ανάλυσης στην Ποιοτική Κοινωνική Έρευνα. Αθήνα: Κριτική.
Ιωσηφίδης Θ., (2017), Ποιοτικές Μέθοδοι Έρευνας και Επιστημολογία των Κοινωνικών Επιστημών, Αθήνα: Τζιόλας.
Ιωσηφίδης Θ., & Σπυριδάκης Μ., (Επιμ.), (2006), Ποιοτική κοινωνική έρευνα. Μεθοδολογικές προσεγγίσεις και ανάλυση δεδομένων, Αθήνα: Κριτική.
Κάλλας Γ., (2015), Θεωρία, Μεθοδολογία και Ερευνητικές Υποδομές στις Κοινωνικές Επιστήμες, Αθήνα: Κριτική.
Λυδάκη Α., (2012), Ποιοτικές Μέθοδοι της Κοινωνικής Έρευνας, Αθήνα: Καστανιώτης.
Λυδάκη Α., (2016), Αναζητώντας το χαμένο παράδειγμα. Επιτόπια έρευνα, κατανόηση, ερμηνεία, Αθήνα: Παπαζήσης.
Πουρκός Μ., (επιμ.), (2013), Δυνατότητες και Όρια της Μείξης των Μεθοδολογιών στην Κοινωνική, Ψυχολογική και Εκπαιδευτική Έρευνα, Αθήνα: Ίων.
Flick U., (2017), Εισαγωγή στην Ποιοτική Έρευνα, Αθήνα: Προπομπός

Constitutional Law

GENERAL

SCHOOL	SOCIAL POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT	SOCIAL POLICY
LEVEL OF STUDIES	LEVEL 6
COURSE CODE	41	SEMESTER		2^nd & 4^th
COURSE TITLE	Constitutional Law
TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHINGHOURSPERWEEK		ECTSCREDITS
Lectures and Practice Exersises			3		6


Please, add lines if necessary.Teaching methods and organization of the course are described in section 4.
COURSE TYPE Background, General Knowledge, Scientific Area, Skill Development	General Knowledge
PREREQUISITES:	No
TEACHING & EXAMINATION LANGUAGE:	Greek
COURSE OFFERED TO ERASMUSSTUDENTS:	No
COURSE URL:	https://eclass.duth.gr/courses/438171/

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
The subject of the course is the examination of the constitutional rules that regulate the organization and operation of the legal state order. The course attempts to present the organizational bases of the regime and the operation of the direct organs of the State and in particular, the Electoral Body, the Parliament, the President of the Republic and the Government, while also examining the constitutional framework of the Public Administration and the organization of courts. Upon completion of the course students should be able to: (a) To describe the meaning of the constitution, the content and the function of the organizational bases of the state – fundamental constitutional principles. (b) Understand the relationship between the above authorities. (c) To know the composition and responsibilities of the direct organs of the State.
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management 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 reasoning
Promoting free, creative and inductive thinking Exercise criticism and self-criticism Work in an interdisciplinary environment Search, analyze and synthesize data and information, using and of the necessary technologies

COURSE CONTENT

1. The Constitution

2. The revision of the Constitution. The forms of the state. The regime

3. The organizational bases of the regime

4. The democratic principle in the current Constitution

5. The relationship of the democratic principle with the representative system

6. The principle of separation of powers

7. The parliamentary authority

8. The principle of the rule of law

9. The principle of the welfare state

10. The Electoral College

11. The Parliament

12. The President of the Republic

13. The Government – The Judiciary

LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face and remote communication

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Extensive use of presentation software and other audiovisual media

TEACHING ORGANIZATION

The ways 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 supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Lectures	50
Assignments after the end of each lecture	25
Participation in guided discussions in the context of lectures	25
Small individual practice tasks	25
Independent Study	25
Course total	150

Student Evaluation

Description of the evaluation process

Please indicate all relevant information about the course assessment and how students are informed

Oral or Written final examination

The criteria are announced at the beginning of each semester

SUGGESTED BIBLIOGRAPHY

– Chrysanthakis, Ch., Presentations on Constitutional Law, 2nd ed., 2020, Publications Legal Library- F. Spyropoulos, Constitutional Law, 2nd ed., 2020, Sakkoulas Publications

ANNEX OF THE COURSE OUTLINE

Alternative ways of examining a course in emergency situations

Teacher (full name):
Contact details:
Supervisors: (1)
Evaluation methods: (2)
Implementation Instructions: (3)

Please write YES or NO
Note down the evaluation methods used by the teacher, e.g.
written assignmentor/and exercises
written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.
In the Implementation Instructions section, the teacher notes down clear instructions to the students:

a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
b) in case of oral examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the grading system, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensured and any other necessary information.
c) in case of written examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be anattached list with the Student Registration Numbersonly of students eligible to participate in the examination.

Social welfare policies

COURSE OUTLINE 81

GENERAL

SCHOOL	SOCIAL, POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT	SOCIAL POLICY
LEVEL OF STUDIES	LEVEL 6
COURSE CODE	81	SEMESTER		5^th& 7^th
COURSE TITLE	Social welfare policies
TEACHINGACTIVITIES If theECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedto the wholecourse, thenplease indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHINGHOURSPERWEEK		ECTSCREDITS
			3		6


Please, addlinesifnecessary.Teaching methods and organization of the course are described in section 4.
COURSETYPE Background, GeneralKnowledge, Scientific Area, Skill Development	Scientific area
PREREQUISITES:	–
TEACHING & EXAMINATION LANGUAGE:	Greek
COURSE OFFERED TO ERASMUSSTUDENTS:	–
COURSE URL:

LEARNING OUTCOMES

Learning Outcomes
Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse.
The aim of the course is to acquire sufficient knowledge and to deepen the understanding of the cognitive background of social security. Upon successful completion of the course students will be able to understand: · The institution of social security · The necessity of social security in nowadays society · The sectors of social security system · The basic concepts linked to social security · The role of European and international organizations in social security · Modern trends in social security
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management 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 reasoning
Promotion of free, inductive and synthetic thinking Autonomous work Work in groups Respect for diversity Promotion of reflective thinking Respect for the natural environment Work in Interdisciplinary environment Demonstrate Social, professional and ethical responsibility and sensitivity to gender issues

COURSE CONTENT

The course material is divided into 13 weeks, the content of which is as follows:

1. Introduction: Welfare State, Social Policy and social security.

2. Overview of the main areas of social security

3. Employment policies

4. Health and health care policies

5. Education policies

6. Family and Children Policies

7. Policies against social exclusion

8. Gender and Social Policy

9. Housing Policies.

10. Social security and Social Policy: European directions

11. Social security and Social Policy: Transnational directions

12. Sustainable development and social security.

13. Review – Presentations.

LEARNING & TEACHING METHODS – EVALUATION

TEACHINGMETHOD
Face to face, Distance learning, etc.

Face to face

USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

1. Use during the delivery of the prower point course.

2. Posting of basic elements of the courses in the e-class.

3. Research in the literature and databases.

TEACHING ORGANIZATION

The ways 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 supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
1. Lectures: In these the material is developed. The lectures are done in an interactive way, in order to favor the interventions by students and to sharpen their critical ability.	80
2. Seminars: During them, special topics are presented and analyzed that are included in the course material.	80
Study at home	40
Problem solving	30
Total	150

Student Evaluation

Description of the evaluation process

Please indicate all relevant information about the course assessment and how students are informed

Formative

Final exam (written or oral during the January / February exam) (80%)(if the preparation of the optional assignment is chosen. Alternatively, the written exam counts for 100%).

Elaboration of work supplementary to the main examination (15%).Two exercises (5%).

SUGGESTED BIBLIOGRAPHY

Αμίτσης, Γ. (2006). Η Ευρωπαϊκή Στρατηγική Κοινωνικής Ένταξης. Το θεσμικό οικοδόμημα της Ευρωπαϊκής Ένωσης για την καταπολέμηση της φτώχειας και του κοινωνικού αποκλεισμού. Αθήνα: Παπαζήσης.

Αντωνοπούλου, Δ., Φ. (2015). Η Ελληνική οικογένεια σε οξεία κρίση- φτώχεια. Κοινωνική και Πολιτική Πραγματικότητας. Η επίπτωση των μονογονεϊκών οικογενειών στην Ελλάδα. Αθήνα:Γόρδιος.

Βαΐου, Ν., Στρατηγάκη, Μ. (επιλ.) (2010). Φύλο@έρευνα. Κείμενα θεωρίας του φύλου από τη Γερμανία. (μτφ Ιωάννα Μεϊτάνη). Αθήνα: Μεταίχμιο.

Βενιέρης, Δ. (2013). Ευρωπαϊκή Κοινωνική Πολιτική και Κοινωνικά Δικαιώματα. Το τέλος των ύμνων. (Β΄ έκδοση). Αθήνα: Τόπος.

Beck, U. (2015). Κοινωνία της διακινδύνευσης. Καθ’ οδόν προς μια άλλη νεωτερικότητα. (επιστημονική επιμέλεια Νικήτας Πατινιώτης). Αθήνα : Πεδίο.

Bryson, V. (2004). Φεμινιστική πολιτική θεωρία. (Μτφ. Ελεάννα Πανάγου). Αθήνα: Μεταίχμιο.

Δημουλάς, Κ., Κουζής, Γ. (επιμ.). (2018). Κρίση και Κοινωνική Πολιτική. Αδιέξοδα και λύσεις.

Αθήνα: Τόπος.

Γετίμης, Π., Γράβαρης, Δ. (επιμ.). (1993). Κοινωνικό Κράτος και Κοινωνική Πολιτική. Η σύγχρονη προβληματική. Αθήνα: Θεμέλιο.

Γεώρμας, Κ., Δ. (2006). Παγκοσμιοποίηση και Φτώχεια. Τα ιδεολογικά πλαίσια και οι πολιτικές των διεθνών οργανισμών για την καταπολέμηση της φτώχειας. Αθήνα: Μεταίχμιο.

Γράβαρης, Δ., Ν., Παπαδάκης, Ν. (επιμ.). (2005). Εκπαίδευση και πολιτική. Μεταξύ Κράτους και Αγοράς. (επίμετρο Robert Cowen). Αθήνα: Σαββάλας.

Γούβιας, Δ., Σ., Θεριανός, Κ., Ν. (2014). ΕκπαιδευτικήΠολιτική. Αθήνα:Gutenberg.

Esping- Andersen, G., Gallie, d., Hemerigck, A., Myles, J. (2006). Γιατί χρειαζόμαστε ένα νέο Κοινωνικό Κράτος. (προλογικό σημείωμα Θεόδωρος Σακελλαρόπουλος. επιμ- μτφ. Χαράλαμπος Οικονόμου). Αθήνα: Διόνικος.

Evans, M. (2004). Φύλο και Κοινωνική Θεωρία. (μτφ. Αλέξανδρος Κιουπκολής). Αθήνα: Μεταίχμιο.

Καΐλής, Α., Κ. (2020). Εξωτερική πολιτική της ΕΕ και η Ενσωμάτωση των Στόχων της Βιώσιμης Ανάπτυξης του ΟΗΕ. Νομικές και Πολιτικές Διαστάσεις. Αθήνα: Νομική Βιβλιοθήκη.

Καρκαλάκος, Σ. , Πολέμης Μ. (2015). Αειφόρος Ανάπτυξη, Περιβάλλον και Ενέργεια. Αθήνα: Τσόρτας.

Κουβέλη, Α. (1997). Κοινωνικοοικονομικές Ανισότητες στον Τομέα της Στέγασης. Μεγάλα Αστικά κέντρα της Ελλάδας. Τυπολογία νοικοκυριών. Αθήνα: Εθνικό Κέντρο Κοινωνικών Ερευνών.

Κουραχάνης, Ν. (2019). Πολιτικές Στέγασης Προσφύγων.Προς την κοινωνική ενσωμάτωση ή την προνοιακή εξάρτηση; (Πρόλογος Δημήτρης Χριστόπουλος). Αθήνα: Τόπος. Κουραχάνης, Ν. (2017). Κοινωνικές Πολιτικές Στέγασης. Η Ελληνική υπολειμματική προσέγγιση. (πρόλογος Θεόδωρος Σακελλαρόπουλος). Αθήνα: Παπαζήσης.

Κουμαριανός, Β., Συμεωνίδης, Γ., Αγγελάκη, Α. (2020). Κοινωνική Ασφάλιση. Μια εισαγωγή στον θεσμό. (Πρόλογος Άγγελος Στεργίου). Αθήνα: Διόνικος.

Lewis, G., Gewirtz, S., Clarke, J. (επιμ.). (2007). Κοινωνική Πολιτική. Μια άλλη προσέγγιση. (μτφ. Άννα Χολογουέη. επιστ. επιμ. Όλγα Στασινοπούλου). Gutenberg: Aθήνα.

Λύτρας, Α., (2004). Κοινωνία και Εργασία. Ο ρόλος των κοινωνικών τάξεων. (πρόλογος Βασίλης Φίλιας) Αθήνα: Παπαζήσης.

Mouffe, C., (2006). «Ο φεμινισμός , η έννοια του πολίτη και η ριζοσπαστική δημοκρατική πολιτική». Στο Αθανασίου, Α. (Επιμέλεια- Εισαγωγή). Φεμινιστική θεωρία και πολιτισμική κριτική. (Μτφ Μαργαρίτα Μηλιώρη, Αιμίλιος Τσεκένης). Αθήνα:Νήσος.

Milanovic, Β. (2019). Παγκόσμια Ανισότητα. Η οικονομική ανισότητα την εποχή της παγκοσμιοποίησης. Ηράκλειο: Πανεπιστημιακές εκδόσεις Κρήτης.

Οικονόμου, Χ. (επιμ.).(2013). Υγεία, Κοινωνία και Οικονομία. Αθήνα: Αλεξάνδρεια.

Οικονόμου, Χ., Φερώνας, Α. (επιμ.). (2006). Οι εκτός των τειχών. Φτώχεια και Κοινωνικός Αποκλεισμός στις σύγχρονες κοινωνίες. Αθήνα: Διόνικος.

Παζαρζή, Ε.,Ν. (2019). Κοινωνικό Φύλο& Εργασία. Αθήνα: Νομική Βιβλιοθήκη.

Παπαδοπούλου, Δ. (2018). «Πολιτικές Καταπολέμησης του Κοινωνικού Αποκλεισμού». Στο Σακελλαρόπουλος, Θ., Οικονόμου, Χ., Σκαμνάκης, Χ., Αγγελάκη, Μ. (επιμ.). Κοινωνική Πολιτική. Αθήνα: Διόνικος.

Παπαθεοδώρου, Χ. (2018). «Μετρώντας την οικονομική ανισότητα και φτώχεια». Στο Σακελλαρόπουλος, Θ., Οικονόμου, Χ., Σκαμνάκης, Χ., Αγγελάκη, Μ. (Επιμέλεια). Κοινωνική Πολιτική. Αθήνα: Διόνικος.

Πετμεζίδου, Μ., Παπαθεοδώρου, Χ. (επιμ.). (2004). Φτώχεια και Κοινωνικός Αποκλεισμός. Αθήνα: Εξάντας.

Πετράκη, Γ. (2007). Οι νέες μορφές Οργάνωσης της Εργασίας. Αθήνα: Gutenberg.

Πολύζος, Σ. (2022). Διαχείριση Φυσικών Πόρων και Βιώσιμη Ανάπτυξη. Θεσσαλονίκη: Τζιόλα.

Πρεσβέλου, Κ., Ρήγα, Α., Β. (2013). Η οικογένεια στη δυτική Ευρώπη και στην Ελλάδα 1910-2010. Κοινωνιολογικές, ιστορικές και ψυχολογικές διαδρομές. Αθήνα: Πεδίο.

Σακελλαρόπουλος, Θ., Οικονόμου, Χ., Σκαμνάκης, Χ., Αγγελάκη, Μ. (επιμ.). (2018). Κοινωνική Πολιτική. Αθήνα: Διόνικος.

Σακελλαρόπουλος, Θ (2011).Ζητήματα Κοινωνικής Πολιτικής. (Β΄ έκδοση). Αθήνα: Διόνικος.

Σακελλαρόπουλος, Θ. (2001). Υπερεθνικές Κοινωνικές Πολιτικές την Εποχή της Παγκοσμιοποίησης. Αθήνα: Κριτική.

Σακελλαρόπουλος, Θ. (1999). Η μεταρρύθμιση του Κοινωνικού Κράτους. Τόμος Α΄. Αθήνα: Κριτική.

Σούλης, Σ. (2015). Εφαρμοσμένη Κοινωνική Πολιτική. (επιμ. Μάρκος Σαρρής). Αθήνα: Παπαζήσης.

Spicker, P. (2004). To Κράτος Πρόνοιας. Μια γενική θεωρία. (πρόλογος Θεόδωρος Σακελλαρόπουλος, Δημήτρης Βενιέρης. μτφ.- επιμ. Χαράλαμπος Οικονόμου). Αθήνα: Διόνικος.

Σταμέλος, Γ. (2009). Εκπαιδευτική Πολιτική. Αθήνα: Διόνικος.

ANNEX OF THE COURSE OUTLINE

Alternative ways of examining a course in emergency situations

Teacher (full name):	Dr. Antonios Alevizos
Contact details:	aalevizo@sp.duth.gr
Supervisors: (1)	NO
Evaluation methods: (2)	Written assignment or/and exercises
Implementation Instructions: (3)	During the examination period, grading 0 to 10

Please write YES or NO
Notedowntheevaluationmethodsusedbytheteacher, e.g.
written assignmentor/andexercises
writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
In the Implementation Instructions section, the teacher notes down clear instructions to the students:

a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
b) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the gradingsystem, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensuredand any other necessary information.
c) incaseofwritten examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be anattached list with the Student Registration Numbersonly of students eligible to participate in the examination.

International Social Policy

COURSE OUTLINE 79

GENERAL

SCHOOL	SOCIAL, POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT	SOCIAL POLICY
LEVEL OF STUDIES	LEVEL 6
COURSE CODE	79	SEMESTER		5^th& 7^th
COURSE TITLE	International Social Policy
TEACHINGACTIVITIES If theECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedto the wholecourse, thenplease indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHINGHOURSPERWEEK		ECTSCREDITS
			3		6


Please, addlinesifnecessary.Teaching methods and organization of the course are described in section 4.
COURSETYPE Background, GeneralKnowledge, Scientific Area, Skill Development	Scientific area
PREREQUISITES:	–
TEACHING & EXAMINATION LANGUAGE:	Greek
COURSE OFFERED TO ERASMUSSTUDENTS:	–
COURSE URL:

LEARNING OUTCOMES

Learning Outcomes
Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse.
The purpose of the course is to acquire sufficient knowledge and deepen the understanding of thecognitive background of international social policy. After successful completion of the course students will be able to understand: · the concept of globalization · the challenges of globalization in Social Policy and the Welfare State · the reorientations of Social Policy in the context of globalization · the reorientations of the Social State in the context of globalization · the content and importance of international Social Policy · dimensions of international Social Policy
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management 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 reasoning
Promotion of free, inductive and synthetic thinking Autonomous work Work in groups Respect for diversity Promotion of reflective thinking Respect for the natural environment Interdisciplinarity Demonstrate Social, professional and ethical responsibility and sensitivity to gender issues

COURSE CONTENT

The course material is divided into 13 weeks, the content of which is as follows:

1. Introduction: The phenomenon of Globalization

2. Reorientations of the Social State and Social Policy in the context of Globalization

3. New dimensions of Social Policy

4. International Social Policy (EU, IMF, World Bank, WHO)

5. Work in the new global environment

6. Social federalism, subsidiarity and the Open Method of Coordination

7. Sustainable Economic and Social Development in the modern globalized environment

8. The role of Corporate Social Responsibility

9. The role of Non-Governmental Organizations

10. Social protection in the context of the knowledge society

11. Globalization, Social Policy and Greece

12. The modern Welfare State

13. Review – Presentations

LEARNING & TEACHING METHODS – EVALUATION

TEACHINGMETHOD
Face to face, Distance learning, etc.

Face to face

USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Yes

TEACHING ORGANIZATION

The ways 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 supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Lectures	100
Homework	30
Problem solving	20
Course total	150

Student Evaluation

Description of the evaluation process

Please indicate all relevant information about the course assessment and how students are informed

Written assignment or/and exercises

Formative

Final exam (written or oral during the January / February exam) (80%).(if the preparation of the optional assignment is chosen. Alternatively, the written exam counts for 100%).

Elaboration of work supplementary to the main examination (15%).Two exercises (5%).

SUGGESTED BIBLIOGRAPHY

Ασδεράκη, Φ., Στ. (2008). Ευρώπη και Παιδεία. Ο ευρωπαϊκός χώρος ανώτατης εκπαίδευσης. Αθήνα: Ι. Σιδέρης.

Βαξεβανίδου, Μ. (2011). Εταιρική Κοινωνική Ευθύνη. Αθήνα: Σταμούλης.

Basu, Α. (2006). «Παγκοσμιοποίηση του τοπικού / τοπικοποίηση του παγκόσμιου. Χατρογραφώντας τα διεθνικά κινήματα των γυναικών» Στο Αθανασίου, Α. (Επιμέλεια- Εισαγωγή). Φεμινιστική θεωρία και πολιτισμική κριτική. (Μτφ Μαργαρίτα Μηλιώρη, Αιμίλιος Τσεκένης). Αθήνα:Νήσος.

Blofield, M., Murray, A. (2021). Εταιρική Κοινωνική Ευθύνη. (γενική επιμέλεια Χρήστος Γκρός, Θεμιστοκλής Λαζαρίδης, Μιχαήλ Νεραντζίδης, Νικόλαος Συκιανάκης). (πρόλογος Δρ. Δημήτριος Κουφόπουλος). Λευκωσία: BrokenHill.

Γεώρμας, Κ. (2006). Παγκοσμιοποίηση και Φτώχεια. Τα ιδεολογικά πλαίσια και οι πολιτικές των διεθνών οργανισμών για την καταπολέμηση της φτώχειας. Αθήνα: Μεταίχμιο.

Γκίντενς, Α. (2002). Ο κόσμος των ραγδαίων αλλαγών. Πως επιδρά η παγκοσμιοποίηση στη ζωή μας. (προλογικά σημειώματα Γιώργος, Α. Παπανδρέου, Νίκος Χριστοδουλάκης)(μτφ. Κωνσταντίνος Γεώρμας). Αθήνα: Μεταίχμιο.

Δασκαλάκης, Δ. (2014). Εισαγωγή στην Κοινωνιολογία. (Πρόλογος Βασίλης Φίλιας). (δεύτερη έκδοση). Αθήνα: Παπαζήσης.

Δημουλάς, Κ., Κουζής, Γ. (επιμ.). (2018). Κρίση και Κοινωνική Πολιτική. Αδιέξοδα και λύσεις. Αθήνα: Τόπος.

Esping- Andersen, G., Gallie, d., Hemerigck, A., Myles, J. (2006). Γιατί χρειαζόμαστε ένα νέο Κοινωνικό Κράτος. (προλογικό σημείωμα Θεόδωρος Σακελλαρόπουλος, επιμ. μτφ. Χαράλαμπος Οικονόμου). Αθήνα: Διόνικος.

Giddens, A., Philip, W., Sutton, P., W. (2020). Κοινωνιολογία. (επιστημονική επιμέλεια Φωτεινή Κουγιουμτζάκη, Μαίρη Λεοντσίνη , Ηρακλής Μαυρίδης, Ασπασία Τσαούση). (θεώρηση Θανάσης Βασιλείου). (μτφ Θανάσης Βασιλείου, Γιάννης Γαλιάτσος, Βασιλειάνα Ζηκίδη, Γιώργος Μαραγκός Απόστολος Πρίτσας). Αθήνα: Gutenberg.

Gellner, E. (1996). HKοινωνία των Πολιτών και οι Αντίπαλοί της. Συνθήκες Ελευθερίας. (μτφ. Ηρακλεία Στροίκου. επιμ. Ηλίας Κουσκουβέλης, εισαγωγή Βασιλική Γεωργιάδου). Αθήνα: Παπαζήσης.

Hask, Leventhal, D. (2019). Στρατηγική Εταιρική Κοινωνική Ευθύνη. Εργαλεία και θεωρίες για υπεύθυνη διοίκηση. (επιστ. Επιμ.ΚωνσταντίνοςΜανασάκης, Γεώργιος Θερίου). Θεσσαλονίκη: Τζιόλα.

Θάνος, Θ., Καμαριανός, Γ., Κυρίδης, Α., Φωτόπουλος, Ν. (επιμ.). (2017). Κοινωνιολογία της Εκπαίδευσης. Εισαγωγή σε Βασικές Έννοιες και Θεματικές. (πρόλογος Κωνσταντίνος Τσουκαλάς). Αθήνα: Gutenberg.

Ishay, Μ., R. (2004). Η ιστορία των δικαιωμάτων του ανθρώπου. Από την αρχαιότητα έως την εποχή της παγκοσμιοποίησης. (Πρόλογος Ανδρέας Τάκης). Αθήνα: Σαββάλας.

Kotler, P., Lee, N. (2009). Εταιρική Κοινωνική Ευθύνη. Πως να προσφέρετε το καλύτερο δυνατό στην εταιρείας σας και στο σκοπό της επιλογής σας. Βέλτιστες πρακτικές από τη Hewlett – Packard, την Ben&Jerry’s και άλλες μεγάλες εταιρείες. Αθήνα: EcomaniaPublishing.

Λαλιώτη, Β. (2018). Όψεις Συγκριτικής Κοινωνικής Πολιτικής. Αθήνα:Τόπος.

Lewis, G., Gewirtz, S., Clarke, J. (επιμ.). (2007). Κοινωνική Πολιτική. Μια άλλη προσέγγιση. (μτφ. Άννα Χολογουέη. Επιστ. Επιμ. Όλγα Στασινοπούλου). Gutenberg: Aθήνα.

Καρκαλάκος, Σ. , Πολέμης Μ. (2015). Αειφόρος Ανάπτυξη, Περιβάλλον και Ενέργεια. Αθήνα: Τσόρτας.

Κουμαριανός, Β., Συμεωνίδης, Γ., Αγγελάκη, Μ. (2020). Κοινωνική Ασφάλιση. Μια εισαγωγή στο θεσμό.(πρόλογος Άγγελος Στεργίου).Αθήνα: Διόνικος.

Λύτρας, Α. (2019). Η δημοκρατία του κοινωνικού μέλλοντός μας. Αθήνα: Παρατηρητήριο.

Λύτρας, Α., Ν. (2000). Κοινωνία και Εργασία. Ο ρόλος των Κοινωνικών Τάξεων. (πρόλογος Βασίλης Φίλιας). Αθήνα: Παπαζήσης.

Milanovic, Β. (2019). Παγκόσμια Ανισότητα. Η οικονομική ανισότητα την εποχή της παγκοσμιοποίησης. Ηράκλειο: Πανεπιστημιακές εκδόσεις Κρήτης.

Οικονόμου, Χ., Φερώνας, Α. (επιμ.). (2006). Οι εκτός των τειχών. Φτώχεια και Κοινωνικός Αποκλεισμός στις σύγχρονες κοινωνίες. Αθήνα: Διόνικος.

Παπαδιαμαντάκη, Γ. (2017). Το Πανεπιστήμιο & οι Πολιτικές για την Κοινωνία της Γνώσης. Αθήνα: Gutenberg .

Πετμεζίδου, Μ., Παπαθεοδώρου, Χ. (επιμ.). (2004). Φτώχεια και Κοινωνικός Αποκλεισμός. Αθήνα: Εξάντας.

Πολύζος, Σ. (2022). Διαχείριση Φυσικών Πόρων και Βιώσιμη Ανάπτυξη. Θεσσαλονίκη: Τζιόλα.

Σακελλαρόπουλος, Θ., Οικονόμου, Χ., Σκαμνάκης, Χ., Αγγελάκη, Μ. (επιμ.). (2018). Κοινωνική Πολιτική. Αθήνα: Διόνικος.

Σακελλαρόπουλος, Θ. (2011). Ζητήματα Κοινωνικής Πολιτικής. (Β΄ έκδοση). Αθήνα: Διόνικος

Σακελλαρόπουλος, Θ. (2001). Υπερεθνικές Κοινωνικές Πολιτικές την Εποχή της Παγκοσμιοποίησης. Αθήνα: Κριτική

Σακελλαρόπουλος, Θ. (1999). Η μεταρρύθμιση του Κοινωνικού Κράτους. Τόμος Α΄. Αθήνα: Κριτική.

Σεραφετινίδου, Μ. (2006). Εισαγωγή στην Πολιτική Κοινωνιολογία. Αθήνα: Gutenberg.

Σούλης, Σ. (2015). Εφαρμοσμένη Κοινωνική Πολιτική. (επιμ. Μάρκος Σαρρής). Αθήνα: Παπαζήσης.

Σταμάτης Κ. (2005). Η αβέβαιη «Κοινωνία της Γνώσης». Αθήνα: Σαββάλας.

Σωτηρέλης, Γ. Τσαϊτουρίδης, Χ. (επιμ.). (2007). Κοινωνικά Δικαιώματα και Κρίση του Κράτους Πρόνοιας. Αθήνα: Σαββάλας.

Σωτηρόπουλος, Δ.Α. (επιμ.). (2004) .Η άγνωστη Κοινωνία Πολιτών. (πρόλογος Δημήτρης Χριστόπουλος). Αθήνα: Τόπος.

Τριτζιλια, Κ. (2004). Οικονομική Κοινωνιολογία. Κράτος, Αγορά και Κοινωνία στον Σύγχρονο Καπιταλισμό. (Εισαγωγή- επιμέλεια Μιχάλης Ψαλιδόπουλος). Αθήνα Παπαζήσης.

Τσομπάνογλου, Γ. (2007). Κοινωνική Ανάπτυξη και Κοινοτική Συνοχή. Κοινωνιολογικές Προσεγγίσεις. Αθήνα: Παπαζήσης.

ANNEX OF THE COURSE OUTLINE

Alternative ways of examining a course in emergency situations

Teacher (full name):	Dr. Antonios Alevizos
Contact details:	aalevizo@sp.duth.gr
Supervisors: (1)	NO
Evaluation methods: (2)	Written assignment or/and exercises
Implementation Instructions: (3)	During the examination period, grading 0 to 10

Please write YES or NO
Notedowntheevaluationmethodsusedbytheteacher, e.g.
written assignmentor/andexercises
writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
In the Implementation Instructions section, the teacher notes down clear instructions to the students:

a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
b) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the gradingsystem, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensuredand any other necessary information.
c) incaseofwritten examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be anattachedlist with the Student Registration Numbersonlyofstudents eligible to participate in the examination.

Introduction to Modern European History

GENERAL

SCHOOL	SOCIAL, POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT	SOCIAL POLICY
LEVEL OF STUDIES	LEVEL 6
COURSE CODE	51	SEMESTER		5^th & 7^th
COURSE TITLE	Introduction to Modern European History
TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHING HOURS PER WEEK		ECTS CREDITS
			3		6


Please, add lines if necessary.Teaching methods and organization of the course are described in section 4.
COURSETYPE Background, General Knowledge, Scientific Area, Skill Development	General Knowledge
PREREQUISITES:	none
TEACHING & EXAMINATION LANGUAGE:	Greek
COURSE OFFERED TO ERASMUSSTUDENTS:	Yes
COURSE URL:	https://eclass.duth.gr/courses/KOM03155/

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
From the 15th to the 18th century, Europe witnessed a series of intellectual, social and economic changes that led to the transformation of old institutions and to the creation of new. The course deals with the factors that contributed to these changes and to the ways in which European social and economic structures and dominant ideologies and beliefs changed. The course examines topics such as the Reformation, the commercial revolution, absolutism and the new polities of the 17th century, European expansion and domination, new ideas and the French Revolution as the chief elements in the birth of the modern world. Learning outcomes: Students will be able to analyse the pivotal role of the Protestant Reformation as well as the Roman Catholic one in forging new perceptions of faith and religious practices, in establishing new institutions in Europe, such as the expansion of education and in restructuring political power To understand the economic and cultural impact of the voyages of “discovery” the new trade routes in the 15^th and 16^th centuries and the ways it reformed European markets and new wealth To relate the emergence of absolutism with centralised state power and be able to analyse the new political formations of the 17^th century in Europe and the British Isles To follow the importance of the expansion and domination of European powers in the world during the 18^th century To understand the impact of the new science and the emerging new technologies in the economic life of 17^th and 18^th century as well as the ideas of the Enlightenment in contributing to the outbreak of the French Revolution Students will be able to argue on the pivotal character of the above historical periods in transforming Europe from feudalism to modernity Students also follow new historiographical methodologies of the historical period under examination mainly concentrating on those taking a global approach of European history
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management 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 reasoning
Essay writing Historiographical research

COURSE CONTENT

1. Intellectual developments and the end of Middle Ages: Universities and new cities

2. Religious Reformations

3. The Commercial Revolution 16^th to 18^th century: transformation and expansion

4. Dynasties and Politics 16^th century Europe

5. The thirty years war and the end of religious wars

6. Absolutism and absolutist regimes

7. English Revolution or English Civil War?

8. The English Parliament and other political systems in Europe 17^th to 18^th centuries

9. Great European Expansion in the world, economic developments and social transformation

10. Scientific revolutions and new Ideas: The Enlightenment

11. Economic crises and political development in 18^th century France of the “old regime”

12. The Great French Revolution

13. Napoleonic Wars and the export of revolution: a turn to modernity?

LEARNING & TEACHING METHODS – EVALUATION

TEACHINGMETHOD
Face to face, Distance learning, etc.

Face to face

USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Documentaries and films, power point in lectures

TEACHING ORGANIZATION

The ways 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 supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Lectures	60
bibliographic research and essay writing	40
Written or oral examination	50
Total	150

Student Evaluation

Description of the evaluation process

Please indicate all relevant information about the course assessment and how students are informed

Non-compulsory Presentations 20%, essay writing 30%, written and oral examinations 70%

Examinations for those who did not present essays 100%

SUGGESTED BIBLIOGRAPHY

Basic textbooks:

MerryWiesnerHanks, Πρώιμη Νεότερη Ευρώπη 1450-1789, εκδ. Ξιφαράς, Αθήνα 2008.
BersteinMilzaΑπό την Ρωμαϊκή Αυτοκρατορία στα ευρωπαϊκά κράτη, Αλεξάνδρεια Αθήνα 1999

Άλλες γενικές επισκοπήσεις:

E.M. Burns, Εισαγωγή στην Ιστορία και τον Πολιτισμό της Νεότερης Ευρώπης, Επίκεντρο Αθήνα. 2005
Μάρκ Μπλόχ, Λουσιέν Φέβρ, Φερνάρντ Μπρωντέλ, Ε. ΛεΡουά Λαντουρύ, Κρίστοφερ Χιλλ, Έρικ Χοπσμπάουμ, Κείμενα Ευρωπαϊκής Ιστορίας, Παπαζήσης 1985.
Ελένη Αρβελέρ, MauriceAymard, Οι Ευρωπαίοι, Νεότερη και Σύγχρονη Εποχή, Σαββάλας 2003.

Reformation Humanism:

Γιάκομπ Μπούρκχαρτ, Ο Πολιτισμός της Αναγέννησης στην Ιταλία, Νεφέλη 1997.
Κώστας Γαγανάκης, Ο πόλεμος των λέξεων, θρησκευτική διαμάχη και προπαγάνδα στη Γαλλία τον καιρό της νύχτας του Αγίου Βαρθολομαίου, Νεφέλη Αθήνα 2003.

The Economy and material culture:

Carlo Cipolla, Η Ευρώπη πριν την βιομηχανική επανάσταση, κοινωνία και οικονομία, 1000-1700 μ.Χ., Θεμέλιο, 1980.
Landes, Ο πλούτος και η φτώχεια των εθνών, Λιβάνης 2005
Werner Rosener, Οι αγρότες στη Ευρώπη, Αθήνα Ελληνικά Γράμματα 1999.
FernardBraudel –GeorgeDuby, Η Μεσόγειος, Άνθρωποι και Πολιτισμική Κληρονομιά, Αθήνα Αλεξάνδρεια 1990.
Fernard Braudel, Ο χώρος και η ιστορία, Αθήνα Αλεξάνδρεια 1990.
Fernard Braudel, Υλικός Πολιτισμός και Καπιταλισμός, Αθήνα ΑΤΕ 2005.
Rodney Hilton, (ed.) Η μετάβαση από την φεουδαρχία στον καπιταλισμό, Θεμέλιο Αθήνα 1986.
Massimo Montari, Πείνα και Αφθονία στην Ευρώπη, Αθήνα Ελληνικά Γράμματα, 1997

Early Modern European Society:

Νόμπερτ Ελιάς, Η εξέλιξη του Πολιτισμού, Ήθη και κοινωνική συμπεριφορά στη Νεότερη Ευρώπη, Νεφέλη 1997.
Νόμπερτ Ελιάς, Η εξέλιξη του Πολιτισμού, Κοινωνιογενετικές και ψυχογενετικές έρευνες, Νεφέλη 1997.
HenryKamen, Πρώιμη Νεότερη Ευρωπαϊκή Ιστορία, Μεταίχμιο Αθήνα 2002.
Βερνέρ Ζομπάρτ, Ο Αστός, Νεφέλη 1998.
Carlo Ginzburg, Το τυρί και τα σκουλήκια, Ο κόσμος ενός μυλωνά του 16^ου αιώνα, Αλεξάνδρεια, Αθήνα 1994.
Χάφτον Όουλεν, Ιστορία των Γυναικών στην Ευρώπη 1500-1800 Αθήνα Νεφέλη 2003
Για Μαγεία: SilviaFederici, Ο Κάλιμπαν και η μάγισσα. Γυναίκες, σώμα και πρωταρχική συσσώρευση, εκδ. ΤωνΞένωνΑθήνα 2011
Daren Oldridge, The Witchcraft Reader, Routledge 2008
Montague Summers, MaleusMaleficarum, Kessinger Publishing 2004
Carlo Ginsburg, The Night Battles, Witchcraft and Agrarian Cults in the sixteenth and seventeenth Centuries,
Brian LevackThe Witchcraft Hunt in Early Modern Europe,

Absolutism:

PerryAnderson, Το απολυταρχικό κράτος, Οδυσσέας 1974.
ThomasHobbesΛεβιάθαν(1651) Ή Ύλη, Μορφή και Εξουσία μιας Εκκλησιαστικής και Λαϊκής Πολιτικής Κοινότητας, τόμος Α’ και Β’, Αθήνα.

Enlightenment and Revolution:

GeorgesLefevre, Η Γαλλική Επανάσταση, ΜΙΕΤ Αθήνα 2003.
CharlesTilly, Οι Ευρωπαϊκές Επαναστάσεις, Ελληνικά Γράμματα, Αθήνα 1998
Πασχάλης Κιτρομηλίδης Η Γαλλική Επανάσταση και η Νοτιοανατολική Ευρώπη, Διάττων 1990.
NormanHapmson, Ο Διαφωτισμός, μια αποτίμηση για τις παραδοχές τις θέσεις και τις αξίες του, εκδ. Παπαζήση 1995.
JonathanIsrael, Η Ευρώπη και Ριζοσπαστικός Διαφωτισμός, ΚΝΕ, Αθήνα 2005.
Medelson, Kant, Hamann, Wieland, Riem, Herder, Lessing, Erhard, Schiller, Τι είναι Διαφωτισμός,εκδ. Κριτική, Αθήνα 1989.
Έρικ Χομπσμπάουμ, Η εποχή των Επαναστάσεων 1789-1848, ΜΙΕΤ Αθήνα 1992.
Πασχάλης Κιτρομηλίδης, Πολιτικοί στοχαστές των Νεότερων Χρόνων, Πορεία Αθήνα 2004.

ANNEX OF THE COURSE OUTLINE

Alternative ways of examining a course in emergency situations

Teacher (full name):	Athena Syriatou
Contact details:
Supervisors: (1)
Evaluation methods: (2)	Ø written assign mentor/and exercises written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured
Implementation Instructions: (3)

(1) Please write YES or NO

(2) Note down the evaluation methods used by the teacher, e.g.

written assign mentor/and exercises
written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.

(3) In the Implementation Instructions section, the teacher notes down clear instructions to the students:

a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.

b) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the gradingsystem, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensuredand any other necessary information.

c) incaseofwritten examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be anattached list with the Student Registration Numbersonly of students eligible to participate in the examination.

Gender, History and Social Policy

GENERAL

SCHOOL	SCHOOL OF SOCIAL, POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT	SOCIAL POLICY
LEVEL OF STUDIES	LEVEL 6
COURSE CODE	40	SEMESTER		2^nd& 4^th
COURSE TITLE	Gender, History and Social Policy
TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHING HOURS PER WEEK		ECTS CREDITS
			3		6


Please, add lines if necessary.Teaching methods and organization of the course are described in section 4.
COURSETYPE Background, General Knowledge, Scientific Area, Skill Development	General Knowledge
PREREQUISITES:	none
TEACHING & EXAMINATION LANGUAGE:	Greek
COURSE OFFERED TO ERASMUSSTUDENTS:	Yes
COURSE URL:	https://eclass.duth.gr/courses/KOM03178/

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
Why do we study the history of women and what is meant by ‘gender history’? The course introduces gender as an analytical category in European history and examines conceptions regarding the place of women in society and their role in the evolution of European history. The topics discussed during the course include the development of “women’s querelles” up to the 18th century, the role of women during the French Revolution and the most important texts of the period relating to the position of woman , the views of the utopian socialists of the early years of the industrialization of European societies, women’s organizations of the mid 19th century and demands for the vote, the role of women during the First World War and in revolutionary Russia, women’s employment during the interwar period and their activity during the Second World War and the formation of the welfare state in accordance with views on the position of women in post-war society. Students will be able to: Understand why we should study women’s history and what does the category of gender in history means Analyse the dispute on women, (known as querelle des femmes) during the early European period and up to the 18^th century, the views of the Enlightenment thinkers on women as well as the role of women during the French Revolution Analyse the views of the ‘utopian socialists’ on women during the period of the first industrialization of Europe Be able to understand the role of women middle class organisations into the struggle for the vote during the 19^th century Britain To understand the role of women at the beginning of the twentieth century, as well as their role during the Soviet Revolution and the First World War To the working conditions of women during the interwar period in Europe as well as their role during the second world war To understand the forging of post war welfare state in European societies as the outcome of perceptions of women’s place in these societies To argue on women’s place today in their own societies Students are expected to be familiar with contemporary bibliography of gender history
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management 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 reasoning
Bibliographical research and essay presenting and writing on the subject

COURSE CONTENT

What is women’s history and why do we study it?
Literacy of women and perceptions on women during the early European period: querelle des femmes and Mary Astell
Perceptions of major Enlightenment thinkers on women. Women during the French Revolution, Olympe des Gouges and Mary Wollstonecraft
The utopian socialists and perceptions on women. Liberalism and equality of women during the 19^th century Britain
Women at work during the mid-nineteenth century Britain and France. John Stuart Mill and the cancelation of women’s emancipation
The petition for women’s suffrage end of 19^th and early 20^th centuries
Women at work, during the first world war and during the Soviet Revolution
Greek women and their struggle for political emancipation
After the vote: Women during the interwar period, in Europe, work and the rising of the “new woman”
Second world War women in the battlefield and at home front
Women and welfare state
Issues of equality and patriarchy at the end of the twentieth century
Me too: What is the purpose of feminism today?

LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

USEOF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

TEACHING ORGANIZATION

The ways 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 supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Primary sources related with issues discussed in class Articles on the same issue Films and documentaries on women issues Bibliographical research

Student Evaluation

Description of the evaluation process

Please indicate all relevant information about the course assessment and how students are informed

1. Essay writing and presenting

2. Written or oral examinations

SUGGESTED BIBLIOGRAPHY

Basic textbooks:

1. ValerieBryson, Φεμινιστική πολιτική θεωρία, εκδόσεις Μεταίχμιο 2005

2. Γλαύκη Γκότση, Ανδρονίκη Διαλέτη, Ελένη Φουρναράκη (επ.), Το φύλο στην Ιστορία: Αποτιμήσεις και παραδείγματα, εκδόσεις Ασίνη 2017

Special issues:

Βιβλιογραφία στα ελληνικά και αγγλικά:

Γενικά βιβλία ιστορίας των Γυναικών/ Φύλο και ταυτότητες

Όλουεν Χάφτον, Ιστορία των Γυναικών στην Ευρώπη, (1500-1800), Νεφέλη Αθήνα 2003
Gisela Bock, Women in European History, Blackwell Oxford, 2002
Joan Wallace Scott, Gender and the Politics of History, Columbia University Press 1988.
Μπακαλάκη, Α. (1994) Ανθρωπολογία Γυναίκες και Φύλο, Αθήνα: Αλεξάνδρεια.
Έφη Αβδελά Αγγέλικα Ψαρρά, (επιμ.), Σιωπηρές Ιστορίες, Γυναίκες και Φύλο στην Ιστορική Αφήγηση, Αλεξάνδρεια, Αθήνα 1997
Ελένη Βαρίκα, Με Διαφορετικό Πρόσωπο, Φύλο Διαφορά και Οικουμενικότητα, Κατάρτι, Αθήνα 2000,2005
Laqueur, Thomas, 2003. Κατασκευάζοντας το φύλο: Σώμα και κοινωνικό φύλο από τους αρχαίους Έλληνες έως τον Φρόιντ (μτφρ. Πελαγία Μαρκέτου). Αθήνα: Πολύτροπον.
Λουίζα Πασσερίνι, Σπαράγματα του 20^ου αιώνα: Η ιστορία ως βιωμένη εμπειρία, Νεφέλη 1998
Canning, Kathleen και Sonya O. Rose, 2001. «Introduction: Gender, Citizenship and Subjectivity: Some Historical and Theoretical Considerations». Gender and History, 13,3:427-443.
June Purvis (ed.), Women’s History Britain, 1850-1945 an introduction, London, 1995.

Διεκδίκηση δικαιωμάτων:

Έφη Αβδελά Αγγέλικα Ψαρρά, (επιμ.), Ο φεμινισμός στην Ελλάδα του Μεσοπολέμου. Μια Ανθολογία, Αθήνα Γνώση 1985.
Claire Duchen, Women’s Rights and Women’s Lives in France 1944-1968, Routledge, London, and New York, 1994.
Σίλα Ροουμπόθαμ, Στο περιθώριο της Ιστορίας, 300 χρόνια γυναικείας καταπίεσης και αγώνων, Γνώση Αθήνα 1973,1984
Ελένη Βαρίκα, Η εξέγερση των κυριών, Η γένεση μιας φεμινιστικής Συνείδησης στην Ελλάδα 1833-1907, Κατάρτι, Αθήνα 1996, 2004
Ελένη Βαρίκα Κωστούλα Σκλαβενίτη, (ανθολόγηση) Η Εξέγερση αρχίζει από παλιά, Εκδοτική Ομάδα Γυναικών, Αθήνα 1981
Jane Rendall, The Origins of Modern Feminism: Women in Britain, France and the United States 1780-1860, Macmillan 1985.
Γιώργος Μαυροκορδάτος, Χρήστος Χατζηιωσήφ, (επιμ.) Βενιζελισμός και αστικός εκσυγχρονισμός, Κρήτη Πανεπιστημιακές εκδόσεις, 67-82 1998
Σκλαβενίτη, Κ. (1988) «Τα γυναικεία έντυπα 1908-1918», Διαβάζω, 198, σ. 13-22.
Ψαρρά, Α. (1979α) «Γυναικεία περιοδικά του 19ου αιώνα», Σκούπα, 2, 1979. σ. 10-13.
Ψαρρά, Α. (1979β) «Άμα η όρνιθα αρχίση να λαλή ως πετεινός, σφάξε την αμέσως. Η διαμάχηΡοϊδη-γραφουσών», Σκούπα, 3, 1979. σ. 3-13.
Ψαρρά, Α. (1988) «Μικρό χρονικό σε τρεις πράξεις: ‘αστικός’ και ‘σοσιαλιστικός’ φεμινισμός στη δεκαετία του ΄20», Δίνη, φεμινιστικό περιοδικό, 3, Ιούλιος 1988. σ. 38-45.

Κοινωνική τάξη και φύλο:

Brooke, Stephen, 2001. «Gender and Working-Class Identity in Britain in the 1950s». Journal of Social History, 35: 773-795
H. Bradley, «Μεταβαλλόμενες Κοινωνικές Δομές: Τάξη και Φύλο» σ. 259-334, στο StuartHall, B. Gieben, Η διαμόρφωση της Νεωτερικότητας, Αθήνα Σαββάλας, 2003.
Elizabeth Roberts, A Woman’s Place An Oral History of Working Class Women 1890-1940, Blackwell Oxford 1995
Elizabeth Roberts, Women and Families An Oral History,1940-1970, Blackwell Oxford 1995
James F.MacMillan, France and Women 1789-1914, Gender Society and Politics, Routledge, London New York, 2000.
Simon Morgan, A Victorian Woman’s Place Public Culture in the Nineteenth Century (London: Tauris Academic Studies, 2007)

Γυναίκες και φιλανθρωπία:

Μαρία Κορασίδου, Οι Άθλιοι των Αθηνών και οι Θεραπευτές τους. Φτώχεια και Φιλανθρωπία στην ελληνική πρωτεύουσα του 19ου αιώνα. ΑθήναΙστορικόΑρχείοΕλληνικήςΝεολαίας, 1995.
Jane Rendall, The Origins of Modern Feminism: Women in Britain, France and the United States 1780-1860, Macmillan 1985.

Γυναίκες εκπαίδευση και πολιτισμός:

Φουρναράκη, Ε. (1987) Εκπαίδευση και Αγωγή των Κοριτσιών. Ελληνικοί προβληματισμοί (1830-1910). Αθήνα: Ιστορικό Αρχείο της Ελληνικής Νεολαίας, Γενική Γραμματεία Νέας Γενιάς.
Δεληγιάννη, Β., και Ζιώγου, Σ. (επιμ.) Φύλο και Σχολική Πράξη. Συλλογή Εισηγήσεων, Θεσσαλονίκη: Βάνιας, σ.365-394.
Ζιώγου-Καραστεργίου, Σ. (1986) «’Φρονίμους δεσποινίδας και αρίστας μητέρας’: Στόχοι Παρθεναγωγείων και εκπαιδευτική πολιτική στο 19ο αιώνα», Πρακτικά Διεθνούς Συμποσίου «Ιστορικότητα της παιδικής ηλικίας και της νεότητας», Αθήνα: 1986, σ. 479-496.
Δεληγιάννη, Β., και Ζιώγου, Σ. (επιμ.) (1993) Εκπαίδευση και Φύλο. Ιστορική Διάσταση και Σύγχρονος Προβληματισμός, Θεσσαλονίκη: Βάνιας.
Ζιώγου, Σ. (1995) «’Αγωνίστηκα όμως απεγνωσμένα και νίκησα’: Η εξέλιξη της γυναικείας εκπαίδευσης στην Ελλάδα από την Ελισάβετ Μαρτινέγκου και την Ευανθία Καίρη ως την Αγγελική Παναγιωτάτου», στο Παπαγεωργίου, Ν. (επιμ.) Εκπαίδευση και Ισότητα Ευκαιριών, Πρακτικά Συνεδρίου, Απρίλιος, 1994, Αθήνα: Υπουργείο Προεδρίας της Κυβέρνησης, Γενική Γραμματεία Ισότητας.
Αλεξάνδρα Μπακαλάκη, Ελένη Ελεγεμίτου, Η εκπαίδευση εις τα του οίκου και τα γυναικεία καθήκοντα: Από την ίδρυση του ελληνικού κράτους έως την εκπαιδευτική μεταρρύθμιση του 1929, Αθήνα 1987.
Ζιώγου-Καραστεργίου, Σ., Δεληγιάννη-Κουϊμτζή (1981) «Τα στερεότυπα για τους ρόλους των φύλων στα αναγνωστικά του Δημοτικού σχολείου», Φιλόλογος, 23, 1981, σ. 282-295.
Κορασίδου, Μ. (1993) «Η υλική και ηθική ‘αναμόρφωση’ των φτωχών γυναικών. Οχυρό κατά της ‘βίας’ και της ‘αγριότητας’ των απόκληρων της Αθήνας του 19ου αιώνα», Δίνη, φεμινιστικό περιοδικό, 6, σ. 145-157.
Κορασίδου, Μ., Σαμίου, Δ. (1988) «Γυναίκες, εκπαίδευση, φεμινιστική συνείδηση το 19οαιώνα», Δίνη, φεμινιστικό περιοδικό, 3, Ιούλιος 1988, σ. 54-58.
BenedettaCravera, Η συμβολή των Γυναικών σε μια νέα μορφή κοινωνικότητας (17^ος-18^ος αιώνας) ΙΝΕ 2008.

Γυναίκες και νόμος:

Έφη Αβδελά, Δια λόγους τιμής, Βία Συναισθήματα και Αξίες στην Μετεμφυλιακή Ελλάδα, Νεφέλη, Αθήνα 2002
Θεοδώρου, Βάσω, 1999. «Πειθαρχικά συστήματα και εργασία στα ορφανοτροφεία το β΄ μισό του 19ου αιώνα». Μνήμων, 21, 55-84.

Γυναίκες και μετανάστευση:

Ιωάννα Λαλιώτου, Διασχίζοντας τον Ατλαντικό, Η ελληνική μετανάστευση στις ΗΠΑ κατά το πρώτο μισό του εικοστού αιώνα, εκδόσεις Πόλις, 2006
Ιωάννα Λαλιώτου, “Νύφες” : Μνήμη και μετανάστευση, στο Φ.Τομαή, Ιστορία και πολιτική στο έργο του Παντελή Βούλγαρη, εκδ.Παπαζήση, 2007.
Camiscioli, Elisa, 2000. «Producing Citizens, Reproducing the ‘French Race’: Immigration, Demography and Pronatalism in Early Twentieth-Century France». Gender and History, vol.13, 3, σ. 593-621
Λίνα Βεντούρα, Έλληνες Μετανάστες στο Βέλγιο, Νεφέλη 1998
Susan Forbes Martin, Women and Migration,
EvangeliaTatsoglou, The Pioneer Greek Immigration in the United States and Canada 1800-1920s: Survival Strategies of a Traditional Family, ….
Ντ. Βαϊου, Μ. Στρατηγάκη (επιμ.), Το φύλο της μετανάστευσης, Αθήνα Μεταίχμιο, 2009.
Tastsoglou E., J. Hadjicostandi, “Never outside the labour market, but always outsiders: Female migrant workers in Greece”, Επιθεώρηση Κοινωνικών Ερευνών 110 A’, 2003, p. 189-220.
Thanopoulou, “Intergenerational and gender relations in Albanian migrant families. The example of household labour division”, Επιθεώρηση Κοινωνικών Ερευνών 124 C, 2007, σ. 55-70.
Α. Αθανασίου, Κ. Γιαννακόπουλος, Α. Διάλλα, Π. Μαρκέτου, Π. Χαντζαρούλα (επιμ.), Επισφαλής εργασία, «γυναικεία εργασία Παρέμβαση με αφορμή την Κωνσταντίνα Κούνεβα, ΑθήναΝεφέλη/Ιστορείν, 2009
Κ. Βασιλικού, Γυναικεία μετανάστευση και ανθρώπινα δικαιώματα. Μια βιογραφική έρευνα για τις οικιακές βοηθούς από τα Βαλκάνια και την Ανατολική Ευρώπη, Ακαδημία Αθηνών, Γραφείο Διεθνών και Συνταγματικών Θεσμών, Αθήνα 2007.
Βεντούρα Λ., «Μετανάστευση γυναικών: γέννηση και εξέλιξη του επιστημονικού ενδιαφέροντος», Δίνη 6, 1993, σ. 230-240.
Α. Ζαββού, Ν. Καμπούρη, «Η γυναικεία μετανάστευση ως πολιτική εμπειρία: έμφυλα υποκείμενα και επιτελεστικές διαπραγματεύσεις της ταυτότητας στο αντιρατσιστικό κίνημα», στο Φ. Τσιμπιρίδου (επιμ.), Μειονοτικές και μεταναστευτικές εμπειρίες: Βιώνοντας την «κουλτούρα του κράτους», Αθήνα, Κριτική, 2009, σ. 227-254.
Α. Ζαββού, Ν. Καμπούρη, Μ. Στρατηγάκη, Φύλο, μετανάστευση, διαπολιτισμικότητα, Αθήνα, Νήσος, 2013.
Λ. Μαράτου-Αλιπράντη, «Γυναικεία μετανάστευση και η παγκοσμιοποίηση της έμμισθης οικιακής εργασίας», στο Α. Κόντης (επιμ.), Η εργασία ως παράγων ανάπτυξης. Μετανάστευση, Οικονομία, Τεχνολογία, Αθήνα, Παπαζήσης, Πανεπιστημιακές Εκδόσεις Θεσσαλίας, 2011, σ. 207-228.
Η. Πετράκου, E. Tatlidif, «Διαστάσεις της γυναικείας μετανάστευσης στην Ε.Ε. και την Ελλάδα» στο E. Tatlidif, Π. Φωκιάλη (επιμ.), Ελληνοτουρκικές προσεγγίσεις: ανακαλύπτοντας τον κοινωνικοοικονομικό ρόλο της γυναίκας, Αθήνα 2003, σ. 1-12.
Π. Τοπάλη, «Εκεί ηρωίδα, εδώ φιλιππινέζα: γυναικεία μετανάστευση και εργασία στο δημόσιο λόγο», Σύγχρονα Θέματα 88, 2005, σ. 72-83.
Π. Τοπάλη, «Ασύμπτωτες σχέσεις: Φιλιππινέζες οικιακές βοηθοί και Ελληνίδες εργοδότριες στην Αθήνα», στο Ε. Παπαταξιάρχης (επιμ.), Περιπέτειες της ετερότητας. Η παραγωγή της πολιτισμικής διαφοράς στη σημερινή Ελλάδα, Αθήνα, Αλεξάνδρεια, 2006, σ. 297-324.
Ψημμένος Ι., Χρ. Σκαμνάκης, Οικιακή εργασία των μεταναστριών και κοινωνική προστασία. Η περίπτωση των γυναικών από την Αλβανία και την Ουκρανία, Αθήνα, Παπαζήσης, 2008.

Γυναίκες και εργασία:

Ποθητή Χατζαρούλα, Σμιλεύοντας την Υποταγή: Οι Έμμισθες Οικιακές Εργάτριες στην Ελλάδα το Πρώτο Μισό του 20^ου Αιώνα, εκδ. Παπαζήση Αθήνα 2012.
Έφη Κάννερ, Έμφυλες κοινωνικές διεκδικήσεις από την Οθωμανική αυτοκρατορία στην Ελλάδα και στην Τουρκία. Ο κόσμος μιας ελληνίδας χριστιανής δασκάλας, εκδ. Παπαζήση, Αθήνα, 2012.
Berg, Maxine, 1993. «What Difference Did Women’s Work Make to the Industrial
Revolution?» HistoryWorkshop Journal, 35: 22-44.
Έφη Αβδελά, Δημόσιοι Υπάλληλοι Γένους Θηλυκού, Καταμερισμός της εργασίας κατά φύλα στον δημόσιο τομέα, 1908-1955, Ίδρυμα Έρευνας και Παιδείας της Εμπορικής Τράπεζας της Ελλάδος, Αθήνα 1990
Clark, Anna, 2000. «The New Poor Law and the Breadwinner Wage: Contrasting
Assumptions». Journal of Social History, 32, 2: 261-290.
Clark, Linda L., 2001. The Rise of Professional Women in France: gender and public administration since 1830. Νέα Υόρκη: CambridgeUniversityPress.
MichellePerrot, Η Εργασία των γυναικών στην Ευρώπη, 19^ος -20^ος αιώνας, Επιστημονικό και Μορφωτικό Ίδρυμα Κυκλάδων, Ερμούπολη Σύρου, 1988

Γυναίκες πόλεμος αντίσταση επανάσταση:

Richard Bessel, (ed.), Fascist Italy and Nazi Germany, Comparisons and Contrasts, Cambridge University Press 1996
MarkMazower, (επιμ.) Μετά τον Πόλεμο, Η ανασυγκρότηση της οικογένειας, του έθνους και του κράτους στην Ελλάδα, 1943-1963, Αθήνα Αλεξάνδρεια, 121-138, 2003.
De Grazia, Victoria, 1992. How Fascism Ruled Women: Italy, 1922-1945. Μπέρκλεϊ: University of CaliforniaPress.
Τασούλα Βερβενιώτη, Η Γυναίκα της Αντίστασης, Η είσοδος των γυναικών στην πολιτική, εκδ. Οδυσσέας Αθήνα 1984.
Τασούλα Βερβενιώτη, Διπλό βιβλίο, Η Αφήγηση της Σταματίας Μπαρμπάση, εκδ. ΒιβλιόραμαΑθήνα 2003
Burleigh, Michael και Wolfgang Wippermann, 1991. The Racial State: Germany 1933-1945Κέμπριτζ: Cambridge University Press
Clements, Barbara, Barbara Alpern Engel κ.ά. (επιμ.), 1991. Russia’s Women:
Accommodation, Resistance, Transformation, Μπέρκλεϊ, University of California Press.

Γυναίκες και Επιστήμη:

Μαρία Ρεντετζή, Το Φύλο της Τεχνολογίας και η Τεχνολογία του Φύλου, εκδόσεις Εκκρεμές, Αθήνα 2012.
Schiebinger, LondaL. Ρεντετζή Μαρία, Ο Νους δεν έχει φύλο;: Οι γυναίκες στις απαρχές της νεωτερικής επιστήμης, Εκδόσεις Κάτοπτρο, 2006
AlicMargaret, Η κληρονομιά της Υπατίας: η ιστορία των επιστημόνων γυναικών από την αρχαιότητα μέχρι το τέλος του 19ου αι., Εκδόσεις Εκάτη, 1992
Πατρίτσια Φάρα, Ιδιοφυείς ανώνυμες γυναίκες που άλλαξαν την επιστήμη, Εκδόσεις Νεφέλη

Γυναίκες και κατανάλωση

Ελεάνα Γιαλούρη (επ.): Υλικός Πολιτισμός – Η ανθρωπολογία στη χώρα των πραγμάτων, Εκδόσεις Αλεξάνδρεια, Αθήνα, 2013
Martin Daunton and Matthew Hilton (eds), The Politics of Consumption: Material. Culture and Citizenship in Europe and America (2001), vii + 3IO (Berg, Oxford ).

Γυναίκες και πολιτική:

Μάρω Παντελίδου Μαλούτα

(2007)	Μισός αιώνας γυναικείας ψήφου, μισός αιώνας γυναίκες στη Βουλή, Ίδρυμα της Βουλής των Ελλήνων
(2006)	Μισός αιώνας γυναικείας ψήφου, μισός αιώνας γυναίκες στη Βουλή, Ίδρυμα της Βουλής των Ελλήνων
(2002)	Το φύλο της δημοκρατίας, Σαββάλας
(1993)	Πολιτική συμπεριφορά, Σάκκουλας Αντ. Ν.
(1992)	Γυναίκες και πολιτική, Gutenberg – Γιώργος & Κώστας Δαρδανός
(1987)	Πολιτικές στάσεις και αντιλήψεις στην αρχή της εφηβείας, Gutenberg – Γιώργος & Κώστας Δαρδανός

ANNEX OF THE COURSE OUTLINE

Alternative ways of examining a course in emergency situations

Teacher (full name):
Contact details:
Supervisors: (1)
Evaluation methods: (2)
Implementation Instructions: (3)

Please write YES or NO
Notedowntheevaluationmethodsusedbytheteacher, e.g.
written assignmentor/andexercises
writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
In the Implementation Instructions section, the teacher notes down clear instructions to the students:

a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
b) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the gradingsystem, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensuredand any other necessary information.
c) incaseofwritten examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be anattached list with the Student Registration Numbersonly of students eligible to participate in the examination.

EDUCATIONAL TEACHING DESIGN: IMPLEMENTATION IN THE FIELD

GENERAL

SCHOOL	SOCIAL POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT	SOCIAL POLICY
LEVEL OF STUDIES	LEVEL 6
COURSE CODE	76	SEMESTER		6o, 8o
COURSE TITLE	Educational Teaching Design: Implementation in the Field
TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHING HOURS PER WEEK		ECTS CREDITS
			3		6


Please, addlinesifnecessary.Teaching methods and organization of the course are described in section 4.
COURSETYPE Background, GeneralKnowledge, Scientific Area, Skill Development	Skill Development
PREREQUISITES:	No
TEACHING & EXAMINATION LANGUAGE:	Greek
COURSE OFFERED TO ERASMUS STUDENTS:	No
COURSE URL:

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
Intended learning outcomes after successful completion of the course students will be able: at the level of knowledge: -be aware of the relevant national curricula (ΔΕΠΠΣ) concerning the utilization of media in the educational process, – to know at least four basic tools of analysis of the educational field, – to describe the steps that must be followed in designing an experimental teaching – to familiarize with various models and teaching methods – to illustrate key criteria for evaluating the educational scenario at the level of ability: -to design a training scenario oriented towards school legislation -to organize short educational field observation for recording students ‘ educational capital -to design teaching and learning resources/material that will provide solutions for teaching -to evaluate the experimental teaching based on criteria that have been studied for assessing educational scenarios at the level of skills: -to make short teaching lessons designed according to the methodology etc. -to create and deliver an educational scenario based on the specifications discussed in the lesson -to draw up a final report reflecting on the teaching carried out
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management 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 reasoning
The course aims at the following general competencies: • Search, gather, analyze, and synthesize data for a media project • Support for educational scenario •Individual work •Teamwork • Creative production of a educational material • Working in an interdisciplinary environment • Promoting free, creative, documented, responsible and critical thinking • Reflection ability for the work you have done and the teaching done

COURSE CONTENT

In this course students are trained in the necessary procedures for the planning, organization, implementation and evaluation of teaching, as well as in making new media and digital technologies as anticipated in the national curriculum (ΔΕΠΠΣ) for primary education. Applied organization of the course is offered, so that students, through their active participation, create in- practice training materials for e-learning. For better organization of the process, groups of 5 to 6 people will be formed. At the same time, each student group in collaboration with the class teacher and the supervisor:

1.will establish a teaching theme with the original utilization of the new media,

2. will proceed to the teaching transformation of matter, in accordance with the methodology proposed and

3. implement teaching in the classroom.

Practical exercises are structured into the following stages:

1 st stage: Analysis of the didactic field: analysis of the reference group and the field of study through observation with specific tools. Students attend and participate for 2 weeks in the classroom of their educational advisor, in which they have been ranked in order to get to know the class in general and the students more focused, Interests, skills and competences in the Media and to design, organize and implement a focused educational intervention that corresponds to the real level and interests of the students

2nd stage: construction of necessary knowledge: the demarcation of personal goals is actualized (usually 1-2 targets), in conjunction with the subject under investigation and the examination of teaching approaches, in cooperation with the teacher and the teacher advisor (mentor). In addition, investigation of the thematic content and choice of teaching methodology and teaching means, e.g. WebQuest, interactive whiteboard, reportage, moral dilemma, which related to education in the media and electronic material. The special teaching methodology is demarcated by the student as a personal learning objective which is assessed by him/her after teaching in the classroom. At the same time, inorder for students to deepen their knowledge of didactic methodology, they teach to their fellow students in the form of micro-instruction. Educational consultants (advisors) are invited to the University course and share in the process which functions partially as informal training. Student and educational co-operation class continues and assumes an advisory role.

3rd stage: Interactive-Stochastic preparation and design of teaching. Analysis of Video Micro-instructions: gradual completion of didactic transformation and digital materials, according to proposed methodology and writing of the curriculum scenario. On the basis of the counselling feedback from the teacher, the mentor (mentor) the students plan the teaching plan

4th stage: Actualizing the revised classroom instruction: Following from the above is the implementation of teaching in 2 to 4 classroom teaching hours (over 2 weeks). At this stage, mutual observation of students in groups can be made based on appropriate teaching analysis tools. In addition, the students begin writing the teaching ‘scenario’ according to the guidelines provided by the University.

5th stage: Supporting the teaching scenario: Students document the teaching design of the teaching by justifying their choices through bibliographic sources and the field analysis they made during the first phase.

6th stage: Reflection and feedback on teaching: the educational circumstances of the trainee student (based on the individual educational calendar), b) the degree of achievement of the intended personnel, using a specific tool of thought, and c) the quality of the educational design and the formulation of individual conclusions For the professional development of students (based on the information of the coordinator and the responsible teacher of the internship).

7 th stage: Reviewing and finalizing the educational scenario: Students pillage in the final draft of the training scenario

LEARNING & TEACHING METHODS – EVALUATION

TEACHINGMETHOD
Face to face, Distance learning, etc.

Face to face

USEOF INFORMATION & COMMUNICATION STECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

For this course, the online e-class platform is used, on which online texts, digital study sources and work environments are put.

Through this online environment, communication with the students is delivered, updates are posted and work assignments are given.

TEACHING ORGANIZATION

The ways 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 supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Lectures	39
Elaboration of activities	21
Study of bibliography	45
Short essay writing	45
Course total	150

Student Evaluation

Description of the evaluation process

Please indicate all relevant information about the course assessment and how students are informed

The students’ evaluation is based on 3 axes:

(a) the active participation of students in the educational process, which is ensured by their engagement in a specific work that is to be delivered as a prerequisite for the understanding of the content of the course

(b) the participation of students in the daily schools’ practice for 3-4 weeks,

SUGGESTED BIBLIOGRAPHY

Sofos, A. (2015). Designing teaching scenarios for students’ practical training. Holistic model of exploratory and stochastic practice to enhance digital literacy within the context of Mentoring. Athens: Grigoris
Solomonidou H. (2006): New Trends in Educational Technology, Athens: Metaichmio
Vosniadou P. (2006): Children, Schools and Computers, Athens: Gutenberg

ANNEX OF THE COURSE OUTLINE

Alternative ways of examining a course in emergency situations

Teacher (full name):
Contact details:
Supervisors: (1)
Evaluation methods: (2)
Implementation Instructions: (3)

Please write YES or NO
Notedowntheevaluationmethodsusedbytheteacher, e.g.
written assignmentor/andexercises
writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
In the Implementation Instructions section, the teacher notes down clear instructions to the students:

a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
b) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the gradingsystem, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensuredand any other necessary information.
c) incaseofwritten examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be anattached list with the Student Registration Numbersonly of students eligible to participate in the examination.

General Didactics: Learning and Teaching

GENERAL

SCHOOL	SOCIAL POLITICAL AND ECONOMIC SCIENCES
DEPARTMENT	SOCIAL POLICY
LEVEL OF STUDIES	LEVEL 6
COURSE CODE	66	SEMESTER		2^nd, 4^th, 6^th & 8^th
COURSE TITLE	General Didactics: Learning and Teaching
TEACHING ACTIVITIES If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.			TEACHING HOURS PER WEEK		ECTS CREDITS
			3		6


Please, add lines if necessary.Teaching methods and organization of the course are described in section 4.
COURSE TYPE Background, GeneralKnowledge, Scientific Area, Skill Development	Skill Development
PREREQUISITES:	No
TEACHING & EXAMINATION LANGUAGE:	Greek
COURSE OFFERED TO ERASMUS STUDENTS:	No
COURSE URL:

LEARNING OUTCOMES

Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
The course’s objective is to acquire knowledge, skills and abilities in regard to the basic dimensions of the school’s reality, such as: school organization, social and organizational operating framework of the classroom, pedagogical issues relating to education-learning, efficient function of the school unit and classroom, preventing and dealing with issues arising within the school, promotion and expansion of knowledge and developing mental, social and ethical independence of students. In regard to acquired knowledge, upon successful completion of the course, students should be able to: Identify the environment of the school unit and classroom, their structures, purposes and basic functions. Comprehend the educators and student’s role within the school community. Locate the school’s place within the local community as well as its relationship with its wider environment. Distinguish the influences and the pedagogical admissions which establish the different approaches regarding the function of both the school unit and classroom. Upon completing the course, the following skills should have been acquired by the students: Investigating and analyzing pedagogical characteristics relating to structure, goals, function and basic components of the school unit. Analyzing and interpreting the school’s position within the local community, as well as its relations with its environment. Supporting their views and theories on substantiated scientific opinions. Supporting and highlighting the necessity of an open to all democratic school.
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, ICT Use Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas	Project design and management 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 reasoning
– Autonomous work – Search, analysis and synthesis of data and information, ICT Use – Working in an interdisciplinary environment – Promoting free, creative and inductive reasoning – Critical thinking

COURSE CONTENT

The aim of this course is to present, both theoretically and practically, the main approaches of the Science of School Pedagogy in its course of development with regard to the requirements in school education. These approaches relate to the prioritisation of educational aims, to the role of education in social reality, to the nature and competences of pupils, to the nature of school learning, to the processes and the conditions of learning and development and, by extension, to the roles and the desired type of educator. More in particular, emphasis is placed on: (a) the conceptual categories of the Sciences of Pedagogy (Experimental or Empirical Pedagogy, Hermeneutic Pedagogy, Critical Pedagogy); (b) pedagogic matters of education and learning (specification of main pedagogical terms, aims and purposes in education, main epistemological approaches and main principles of learning, interthematicity and interdisciplinarity as basic principles for organising curricula; and (c) psychopedagogic matters of the educational context (communication, interpersonal relations, needs, motives, stances, problems of learning and behaviour, socio-organisational context of operation of the school class).

The course includes the following modules: (a) the first module presents the school as a social institution and as a learning and educational space (concept, content and formation of school life, concept and definition of education, purposes and means of education, teaching, learning), the main stages of its development, the concept, the aims and the necessity of education, the educational reform interventions that took place in our country, and the forms of education; (b) the object of the second module are the two main factors of the educational process, i.e. the educator and the pupil (the role of the educator and the pupil in school, the profession of the educator and his/her career development, interpersonal relations between educators and pupils, the role of expectations, evaluation as pedagogical practice; and (c) the third module addresses matters in relation to the school class (models of organisation and management in education, theories about the school class, typology of the school class, personal theory about the school class, problem management, communication and management of conflicts, psychological climate).

LEARNING & TEACHING METHODS – EVALUATION

TEACHINGMETHOD
Face to face, Distance learning, etc.

Face to face

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

For this course, the online e-class platform is used, on which online texts, digital study sources and work environments are put.

Through this online environment, communication with the students is delivered, updates are posted and work assignments are given.

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

*Activity*	*Workload/semester*
Lectures	39
Elaboration of activities	21
Study of bibliography	45
Shortessaywriting	45
Course total	150

Student Evaluation

Description of the evaluation process

Please indicate all relevant information about the course assessment and how students are informed

The evaluation is based on two axes: a) the active participation of students in the educational process, which is ensured with their involvement in a submitted assignment that is considered as a prerequisite for understanding the content of the course and their participation in the final examinations; and b) their participation in the final written examination.

SUGGESTED BIBLIOGRAPHY

Θεοφιλίδης Χ., (2002).Διαθεματική Προσέγγιση της Διδασκαλίας, Εκδόσεις Γρηγόρη, Αθήνα

Κανάκης Ι.Ν., (2001). Η Οργάνωση της Διδασκαλίας-Μάθησης με Ομάδες Εργασίας, Τυπωθήτω – Γιώργος Δαρδανός, Αθήνα

Κασσωτάκης Μ.Ι. – Φλουρής Γ., (2005). Μάθηση και διδασκαλία. Θεωρία, Πράξη και Αξιολόγηση της Διδασκαλίας, τ. Β΄, Αθήνα

Koρρέ Ε., (2010). Θέματα Διδακτικής Μεθοδολογίας. Αναλυτικό Πρόγρaμμα, Διδασκαλία, Σχολικά Εγχειρίδια, Εκδόσεις Γρηγόρη, Αθήνα.

Ματσαγγούρας Η.Γ., (2008). Ομαδοσυνεργατική Διδασκαλία και Μάθηση, Εκδόσεις Γρηγόρη, Αθήνα

ANNEX OF THE COURSE OUTLINE

Alternative ways of examining a course in emergency situations

Teacher (full name):
Contact details:
Supervisors: (1)
Evaluation methods: (2)
Implementation Instructions: (3)

Please write YES or NO
Notedowntheevaluationmethodsusedbytheteacher, e.g.
written assignmentor/andexercises
writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
In the Implementation Instructions section, the teacher notes down clear instructions to the students:

a) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submission, the grading system, the grade percentage of the assignment in the final grade and any other necessary information.
b) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of administration of the questions to be answered, the distance learning platforms to be used, the technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the hyperlinksfor the examination, the duration of the exam, the gradingsystem, the percentage of the oral exam in the final grade, the ways in which the inviolability and reliability of the exam are ensuredand any other necessary information.
c) incaseofwritten examination with distance learning methods:the way of administration of the questions to be answered, the way of submitting the answers, the duration of the exam, the grading system, the percentage of the written exam of the exam in the final grade, the ways in which the integrity and reliability of the exam are ensured and any other necessary information.

There should be anattached list with the Student Registration Numbers only of students eligible to participate in the examination.

Καλωσόρισμα πρωτοετών φοιτητών!