Background, GeneralKnowledge, Scientific Area, Skill Development

At the cognitive level:

• be aware of all the work done in a pedagogical field of work

• describe the basic characteristics that a teacher should have

• Know quality tools for observation and reflection of the educational project

At the level of ability:

• design small-scale research work

• reflect on the dimensions of the mentor relationship that they have experienced

• reflect on their experience they had during the internship and the subjective views

they had on the profession of teacher/educator

At the level of skill-development:

• implement research work regards their pedagogical action

• prepare a report on his / her practical training

• reflect on the practical work they have done

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

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

–          Search, analysis and synthesis of data and information, ICT Use

–          Working in an interdisciplinary environment

–          Promoting free, creative and inductive reasoning

–          Critical thinking

The main fields are directly related to the dimensions that make up the Pedagogical and Teaching competence of teachers: 1. Educational unit and Professor’s Profession, 2. Education and Training, 3. Communication and Interaction, 4. Teaching, 5. Diagnosis, Counseling and Evaluation.

The ultimate goal for students is to develop competencies, skills and attitudes of a professional teacher in order to be able to analyze and reflect on the teaching requirements, the educational choices and their implementation way, to form diverse teaching and learning environments, to analyze and shape the circumstances of communication, interaction and counseling support, to actively participate in their professional development and in the shaping of the profile of the school unit in which they are being practiced.

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

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.

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 

Παπαγεωργίου Π., Χατζηδήμα, Σ. (2003). Εισαγωγή στην Οικονομική των Ανθρωπίνων Πόρων και της Εκπαίδευσης, Εκδόσεις Σταμούλης, Αθήνα.

Ψαχαρόπουλος, Γ. (1999). Οικονομική της Εκπαίδευσης, Εκδόσεις Παπαζήσης, Αθήνα.

Schultz, Th., (1972). Η Οικονομική Αξία της Εκπαιδεύσεως, Εκδόσεις Παπαζήσης, Αθήνα.

Background, General Knowledge, Scientific Area, Skill Development

At the cognitive level:

• delineate in a scientific way the scientific field of Pedagogical Science, its relation with individual scientific disciplines and the interdisciplinarity that characterizes its field

• describe the research subject of Pedagogical Science and its related scientific branches

• explain and work with the basic concepts of the Science of Pedagogy providing examples of their contents

• know basic research methods in a specific field and be able to provide examples of approaches for each method

• know the significant phases of Pedagogical Science and describe its significant representatives

• describe the most important interpretative ‘models’ regarding the phenomenon of education and socialization of students

At the level of ability:

• analyze educational situations based on theoretical schemes referring to extensively within the educational process a) the educator, b) communication and the management of relationships, (c) the organizational structure, (d) teaching

• support educational design based on theoretical approaches

• reflect and reconstruct the original design based on educational observation

At the level of skill-development:

• experimentally apply basic research methods within a specific field

• create experimental teaching scenarios based on theoretical approaches

• post-criticize translate individual fields of educational scenarios

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

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

–          Search, analysis and synthesis of data and information, ICT Use

–          Working in an interdisciplinary environment

–          Promoting free, creative and inductive reasoning

–          Critical thinking

Indicatively, some thematic sections are presented below:

• Relationship between theory and practice and difficulties of socializing Pedagogical discourse
• Epistemological approaches in Pedagogical Science and delineation of the subject of Pedagogical Science
• Main theoretical currents of Pedagogy (Educators and Educational Philosophy of flows and movements)
• Basic categories of the Science of Pedagogy
• Theoretical approaches of Education
• Theoretical approaches of Socialization
• Fields of pedagogical applications (institutions, functions and organizational schema of educational structures)
• Theoretical traditions and research tools for understanding the educational field
• Specific and contemporary educational issues (Teachers, Communication, Teaching, Learning Forms)

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

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.

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 

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.

• Korn, F. (2012), Sofos (Ed.) Basic Knowledge in the Science of Pedagogy. Athens: ION

• Course notes provided on instructor’s web page

– Related academic journals:

• Gotovos, Ath. (1999) Pedagogical Interaction. Athens, Gutenberg

• Hofstetter, R., Schneuwly, B. (2005) (Ed.) Introduction to the sciences of education. Athens, Metaichmio

• Matsagouras, H. (2009) Introduction to the Science of Pedagogy. Athens: Gutenberg

• Mialaret, G. (1999). Introduction to the science of education. Athens: Tipothito

Background, General Knowledge, Scientific Area, Skill Development

• The aim of the course is to analyze the basic concepts of the subject of Economic Sociology.

After the successful completion of the course students will be able to:

• To understand and analyze the relationship of political economy with society and the state
• To analyze the basic developments and transformations of democracy.
• To understand the relationship between capitalism and democracy and socialism and democracy.
• To analyze the role of the state in shaping the agenda of economic policy

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

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

2.       Capitalism and society: The genesis of Capitalism

3.       The social consequences of Capitalism

4.       The process of Creative Destruction

5.       The intellectuals

6.       Socialism and Democracy

7.       Social Democracy and Welfare State

8.       Euro-communism and the State

9.       Theories of Democracy

10.   Neoliberalism and new Capitalism

11.   The culture of consumption

12.   The transformation of Democracy under the globalization process

13.   Methodological conclusions

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

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.

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 

Written Assignment or Oral Exam

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

Trigilia, C., (2004), Economic Sociology, Athens: Papazisi (in Greek).

Tilly, C., (2011), Democracy, Athens: Gutenberg, (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., (1977), The Political Economy of Growth, Athens: Kalvos (in Greek)

Berlinguer, Ε., (1977), Historical Compromise, Athens: Themelio (in Greek).

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

Crouch, C., (2006), Post-Democracy, Athens: Ekkremes (in Greek).

Carillio, S., (1978), Eurocommunism and the State, Athens: Themelio (in Greek).

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

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

Polanyi, K., (2007), The Great Transformation, Thessaloniki: Nissides (in Greek).

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

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

Sassoon, D., (2001), One Hundred Years of Socialism, Athens: Kastaniotis (in Greek).

Schmidt, M., (2004), Theories of Democracy, Athens, Savvalas (in Greek).

Von Mises, L., (2014), Anti-Capitalism, Athens: Papadopoulos (in Greek).

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

Wallerstein, I., (1987), Historical Capitalism Athens: Themelio (in Greek).

Background, General Knowledge, Scientific Area, Skill Development

Upon the successful completion of the course, students will be in the position to:

• Define the term and concept of sustainability
• Perceive the perspective and approach of environmental sociology in the exploration of society-nature relations.
• Know and analyze the Millennium Development Goals.
• Recognize the significance of intersectoral, horizontal public policies in addressing the environmental and socio-economic crisis

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

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

ICT Use

Autonomous work

Teamwork

Working in an interdisciplinary environment

Production of new research ideas

Respect for the natural environment

Critical thinking

1.            The contribution of classical sociology in understanding society-nature interaction.

2.            Basic understanding of welfare state theory

3.            The emergence of environmental sociology

4.            The concept and content of environmental inequalities

5.            Environmental inequality at the world level

6.            The environmental movement in the framework of new social movements theory

7.            The concept and concept of environmental sustainability

8.            International organizations, environmental protection and social welfare

9.            Social consequences of environmental protection

10.          Millennium Development Goals

11.          Environmental and social policy in Europe

12.          Environmental and social policy in Greece

13.          Holistic public policies for environmental protection and social welfare

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.

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 

Presentation of oral assignment during the course or written exams in the end of the semester (June) 100%

• Karamihas, Ι., Botetzagias, Ι., (2009). Environemntal Sociology, Kritiki, Athens (in Greek).
• Papavasileiou, V., Xanthakou, G., Andreadakis, N., Nikolaou, E., Kaila, M. (2020). The social dimension of sustainability. Refugees, migrants and vulnerable groups, Diadrasi, Athens (in Greek).
• Papadimitriou, E., Fragkopoulos, I. (2018). Environental Inequality – Space, Cultural Representations and Social Practices, A. Tziola & Sons, Thessaloniki (in Greek).
• Sakellaropoulos, Th., Economou, H., Skamnakis, H., Aggelaki, M. (Eds.) (2018), Social Policy, Dionikos, Athens (in Greek).
• Skourtos, S. M., Sofoulis, M. K. (2005). Environmental policy in Greece. Analysis of the environemental problem form the perpective of social sciences, Dardanos, Athens (in Greek).

Background, General Knowledge, Scientific Area, Skills Development

Consult Annex A

·     Description of the Level of Learning Outcomes for each course of study according to the Qualifications Framework of the European Higher Education Area

·     Descriptive Indicators of Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning

and Annex B

·     Summary Guide to writing Learning Outcomes

Upon successful completion of this course, students will be able to:

– Demonstrate an understanding of basic theories of Industrial Relations

– Apply their understanding of theoretical models to analyze trends in data pertaining to topics in employee relations.

– Apply their understanding of theoretical models to case studies presented in the course.

– Construct, defend, and analyze important issues of employee relations

Adaptation to new situations

Decision-making

Autonomous work

Teamwork

Working in an international environment

Working in a multidisciplinary environment

Production of new research ideas

Respect for diversity and multiculturalism

Respect for the natural environment

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

Criticism and self-criticism

Promoting free, creative and inductive thinking

Collective Work

Decision-Making

Use of TEIs in Teaching, Laboratory Education, Communication with students

1. Use of PowerPoint Presentations
2. Upload of pertinent material on E-Class.
3. Searching on Literature and relevant evidence via electronic databases (i.e. ERGANI).

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Study & Bibliography Analysis, Tutorial, Practical (Placement), Clinical Practicum, Art Workshop, Interactive Teaching, Educational Visits, Project, Writing a Project, Writing a Paper, Artistic Creation, etc.

 The student’s study hours for each learning activity are listed, as well as the hours of non-guided study so that the total workload at semester level corresponds to the standards ofECTS

Description of the evaluation process

Evaluation Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Report/ Report, Oral Examination, Public Presentation, Laboratory Thesis, Clinical Examination, Clinical Examination, Artistic Interpretation, Other/ Other

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

2.Essays

3.Presentation of essays

They are analysed during the first lecture

Background, General Knowledge, Scientific Area, Skill Development

a) understand issues within the area of international economy

b) have knowledge of the basic theories of political economy and international relations

c) understand competitive analyzes and ideological approaches to analyzing international political economy

d) understand how the international trading system and international monetary relations work

e) evaluate alternative interpretations of the global economy, especially after the Second World War

f) understand important issues of the modern world economy such as free trade and protectionism, the effects of globalization, regional cooperation, development, etc.

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

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

1. Introduction to the concept and definitions of International Political Economy.
2. The international economic context after World War II.
3. The theoretical approach of realism.
4. The theoretical approach of liberalism
5. The theoretical approach of historical constructivism.
6. International trading system.
7. International monetary relations.
8. External debt and international financial system.
9. Multinational enterprises and international production.
10. The political economy of regional integration.
11. International development, underdevelopment and poverty.
12. Modern theories of international political economy.
13. Summary-methodological conclusions.

1. Use of power point to prepare lectures.
2. Uploading of lectures in the e-class platform
3. Web research of the main bibliography.

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.

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 

• Cohn, T., H., (1991), International Political Economy: Theory and Practice, Athens: Gutenberg.
• Manoli, P., & Maris G., (2015), Introduction to International Political Economy , Athens: Kallipos, https://repository.kallipos.gr/bitstream/11419/3945/9/Kallipos_15465_book.pdf .
• Paronis, B. (2019), European Economic History: From the societies of antiquity in the European Union, Athens: Herodotus

https : // eclass . duth . gr / courses / 438153 /

Only the registered students can be examined.

During examination (and after checking that you are registered):

You connect to the course “International Political Economy” (School of Social, Political and Economic Sciences, Department of Social Policy) in the e – class : https : // eclass . duth . gr / courses / 438153 /

1.           From the menu on the left, go to Tasks . You will find a task, which you must answer within the allotted time.

2.           After completing the answer, you will have to upload it in a word file from the e-class platform at the point of “Submission of written examination”

3.           You will have 2 hours to complete the answers.

Background, General Knowledge, Scientific Area, Skill Development

• Use the scientific terminology and define the thematic axes in the field of Regional Development.
• Analyse and correlate the fundamental concepts of regional inequality, regional development and regional policy.
• Describe and evaluate the theories of regional development.
• Apply the appropriate research tools for the analysis of regional inequalities.
• Combine regional inequalities and regional development with the fundamental regional policy goals of Greece and EU.
• To make and evaluate policy proposals to tackle regional problems.

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

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

Decision making

Autonomous work

Teamwork

Critical thinking

Promoting free, creative and inductive reasoning

Equity and Inclusion

Respecting cultural diversity

Developing moral thinking and moral sentiments.

2.       Regional inequalities – Theories of regional development.

3.       Regional Policy: concepts, means, efficiency.

4.       Regional inequalities in Greece.

5.       The concept of European integration – Relations between dominant states / Political theories of European integration.

6.       Reasons of EU establishment / Enlargement of EU – EU enlargement in South-Eastern Europe.

7.       EU institutions and bodies–EU Regional policy instruments and bodies.

8.       EU and Greece.

9.       Inequalities between EU member states.

10.   Regional inequalities within EU.

11.   EU Regional policy: winners and losers.

12.   EU initiatives (Integrated Mediterranean Programmes, Leader, Interreg, Equal etc.) / Community Support Framework, National Strategic Reference Framework, Sectoral Operational Programmes, Regional Operational Programmes etc.

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.

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 

1.       In-class activities (data analysis, decision making, problem solving etc).

2.       Final written examination (Multiple Choice Test and Short Answer Questions).

In-class activities aim at formative assessment, which is used to modify teaching strategies to meet student learning needs. The final written examination has a summative assessment character and assesses the achievement of the student learning against the intended learning outcomes.

Ανδρικοπούλου, Ε., (1995). Οι περιφέρειες στην Ευρωπαϊκή Ένωση. Θεμέλιο: Αθήνα.

Ανδρικοπούλου Ε., και Καυκαλάς, Γ. (επιμ.) (2000). Ο Νέος Ευρωπαϊκός Χώρος: η διεύρυνση και η γεωγραφία της ευρωπαϊκής ανάπτυξης. Αθήνα: Θεμέλιο.

Aρβελέρ, Ε. and Αymad, M. (επιμ.) (2003). Οι Ευρωπαίοι, Β’ τόμος: Νεότερη και σύγχρονη εποχή. Αθήνα: Σαββάλας.

Boniface, P. (επιμ.) (2001) Άτλας διεθνών σχέσεων. Αθήνα: Ελληνικά Γράμματα.

Γιαλλουρίδης, Θ., Στεφάνου, Κ. και Φατούρος, Αρ. (2004). Εισαγωγή στις Ευρωπαϊκές σπουδές, Τόμος Α, Ιστορία, Θεσμοί, Δίκαιο, Αθήνα: Σιδέρης.

Deaton, A. (2013). The great escape: health, wealth, and the origins of inequality. Princeton and Oxford: Princeton University Press.

Dunnford, M. (1993). “Regional disparities in the European Community: evidence from REGIO Data bank”, Regional Studies, 27(8), pp. 727-743.

Esteban, J.M. (2000). “Regional convergence in Europe and the industry mix”, Regional Science and Urban Ecοnomics, 30, pp. 353-364.

Dølvik, J.E. and Martin, A. (Eds) (2014). European social models from crisis to crisis: employment and inequality in the era of monetary integration. Oxford: Oxford University Press.

Ευρωπαϊκή Επιτροπή (2001). Ενότητα της Ευρώπης, αλληλεγγύη των λαών, πολυμορφία των περιοχών. Λουξεμβούργο: Υπηρεσία Εκδόσεων των Ευρωπαϊκών Κοινοτήτων.

Ευρωπαϊκή Επιτροπή (2014). Επενδύσεις για θέσεις εργασίας και ανάπτυξη. Λουξεμβούργο: Υπηρεσία Εκδόσεων της Ευρωπαϊκής Ένωσης.

European Commission (1999). Sixth periodic report on social and economic situation and development of the regions in the EU. Luxemburg: Office of official Publication of the European Communities.

European Commission (2004). A new partnership for cohesion. Luxemburg: Office of official Publication of the European Communities.

Foster, J and Sen, A. (1997). On economic inequality. New York: Oxford University Press.

Halleröd, B., Ekbrand, H., and Bengtsson, M. (2015). “In-work poverty and labour market trajectories: Poverty risks among the working population in 22 European countries” Journal of European Social Policy, 25, pp. 473-488.

Hout, W. (Ed.) (2007). EU Development Policy and Poverty Reduction. Hampshire: Ashgate.

Hurst, C., Thisse J.F., and Vanhoudt P. (2000). “What diagnosis for Europe’s ailing regions?” European Investment Bank Papers, 5(1), pp. 9-29.

Ιωακειμίδης, Π.Κ. (1993). Ευρωπαϊκή Πολιτική Ένωση. Θεωρία, διαπραγμάτευση, θεσμοί και πολιτικές, η συνθήκη του Μάαστριχτ και η Ελλάδα. Αθήνα: Θεμέλιο.

Καμχής, Μ. (2007). Η ενοποίηση του Ευρωπαϊκού Χώρου: 1986-2006. Αθήνα: Κριτική.

Krieger-Boden, Ch., Morgenroth, E., and Petrakos, G. (Eds) (2008): The Impact of European Integration on Regional Structural Change and Cohesion. London: Routledge–Taylor & Francis Group.

Λαμπριανίδης Λ. (2012). Οικονομική γεωγραφία. Αθήνα: Εκδόσεις Πατάκη.

Λεοντίδου, Λ. (2005). Αγεωγράφητος χώρα: Ελληνικά είδωλα στις επιστημολογικές διαδρομές της Ευρωπαϊκής Γεωγραφίας. Αθήνα: Ελληνικά Γράμματα.

Μαραβέγιας, Ν. και Τσινισιζέλης, Μ. (επιμ.) (1995). Η ολοκλήρωση της Ευρωπαϊκής Ένωσης. Αθήνα: Θεμέλιο.

McCann, Ph. (2015): The Regional and Urban Policy of the European Union: Cohesion, Results-Orientation and Smart Specialisation. Northampton: Edgar Publishing

Nugent, Ν. (2004). Πολιτική και διακυβέρνηση στην Ευρωπαϊκή Ένωση. Αθήνα: Σαββάλας.

Πετράκος, Γ. και Ψυχάρης Γ. (2016). Περιφερειακή ανάπτυξη στη Ελλάδα. Αθήνα: Κριτική.

Piketty, Th. (2014). Το κεφάλαιο τον 21^ο αι. Αθήνα: Πόλις.

Quermonne, J-L. (2005). Το Πολιτικό Σύστημα της Ευρωπαϊκής Ένωσης. Αθήνα: Παπαζήσης.

Rosamond, B. (2005). Θεωρίες της Ευρωπαϊκής ολοκλήρωσης. Αθήνα: Μεταίχμιο.

Τσινισιζέλης, Μ.Ι. (2001). Quo Vadis Europa? Αθήνα: Σύγχρονες Ακαδημαϊκές και Επιστημονικές Εκδόσεις.

Tsoukalis, L. (1997). The New European Economy: The Politics and Economics of European Integration. Oxford: Oxford University Press.

Tsoukalis, L. (2009). The EU in a World in transition: Fit for what purpose? London: Policy Network.

Χριστοδουλίδης, Θ.Α. (2004). Από την Ευρωπαϊκή ιδέα στην Ευρωπαϊκή Ένωση: Οι ιστορικές διαστάσεις του Ευρωπαϊκού εγχειρήματος 1923-2004. Αθήνα: Σιδέρης.

For students to participate in the exam, they must enroll in the “Migration and Migration Policy” e-class course and log in before the

exam (https://eclass.duth.gr/courses/438151/).

Once they log in, they click on Exercises tool on the left side Menu and they answer a series of questions of different types (True/False, Multiple choice), which are automatically graded. After completing their answers, the click on the Submit button. The grade they get in the exam is their final grade.

In order to avoid cheating efforts, questions of the exercise will appear in random order, while students will have limited time to complete the assessment (1 hour).

Background, General Knowledge, Scientific Area, Skill Development

• To develop critical thinking and analysis around phenomena of serious illegality, such as corruption, white-collar crime, economic and organized crime, examining the terms and procedures for the creation of the regulatory framework (criminalization), as well as the conditions for its application by institutions of formal social control.
• To broaden their critical thinking in relation to the social reality of crime and the formation of legality through the regulatory framework against the above phenomena, analyzing the legitimizing foundations of the policies pursued.
• To have an in-depth understanding of the theory and legal basis of crime policy measures related to dealing with serious illegality and to become familiar with the institutional framework, its applications, research analysis and planning of this policy.

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

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

Decision making

Autonomous work

Teamwork

Working in an international environment

Critical thinking

Equity and Inclusion

Promoting free, creative and inductive reasoning

The course is a continuation of the compulsory course “Crime Policy and Globalization” which is given in the 6th semester. For this reason, it is suggested to choose this lesson in the 7^th semester. The course focus on issues that traditional criminal and criminological theory had “degraded” for many decades, as well as the respective fields of crime policy in international and national level. Main topics are organized crime, financial crime and corruption, which are considered as manifestations of the “crime of the powerful”, in the light of different theoretical approaches and typologies: “corporate”, “state”, and “state-corporate crime”, “crimes of globalization” and “organized crime”.

The course material is structured in two sections:

The first section includes the development of theoretical approaches to “serious illegality” and the more specific theories of white-collar crime, professional, corporate, state, state-organised, state- corporate crime and organized crime. This section attempts to gain an in-depth understanding of the difficulties of criminal typologies, legal provisions and investigation of the above phenomena, their social consequences, their organizational character, their relationship with power and law and their symbiotic character with legality. At the same time, through the criminological theory and its conceptual tools, the phenomena of corruption, economic and organized crime are analyzed with reference to case studies.

The second section focuses on the organization of crime policy at international and national level to address the above phenomena, with reference to legislation, prevention and repression agencies, the development of special procedures and the establishment of special law enforcement bodies. This section examines the effectiveness of the policies pursued and the function of formal social control.

Course Outline:

1. Introduction to the problematic, main learning objectives and lesson outline.
2. From white collar crime to Critical, New or Radical Criminology and the problematic of “Crimes of the Powerful”. The contribution of Sutherland and Merton.
3. The main axes of the Critical Example, the terms and procedures of creating rules (criminalization), critique of legal positivism, the law as a restrictive condition for the study and investigation of serious illegality, the authoritarian parameter, and its effects on shaping the social reaction and formal social control.
4. The contribution of Chambliss and Quinney to the development of white-collar crime theory. Criticism of Sutherland. The typology of state- organized crime and the symbiotic nature of crimes of the powerful with legality.
5. The organizational nature of serious criminality and the difficulties of criminal delimitation (penal provisions). The Organizational Crime and Organizational Deviation Approaches. The concept and theory of “state-corporate crime”.
6. Conditions for incubating state-corporate crimes in Greece. The Siemens case. The crimes of globalization and the role of international organizations.
7. The concept and theory of “state crime”. Terms and conditions. Disclaimer, re-framing and rationalization techniques. Police arbitrariness, torture and corruption as a state crime.
8. Analysis of the Corruption Phenomenon: Phenomenology, social impact, criminal prosecution, international conventions and control mechanisms, corruption prevention and control policies, administrative control and law enforcement principles, efficiency and enforcement issues.
9. Analysis of Organized Crime in the light of criminological theory and crime policy. Phenomenology, social repercussions, criminal treatment, international conventions, prosecution mechanisms.
10. Money laundering (money laundering). Phenomenology, criminal treatment, international stretchers, recommendations and instructions, preventive and repressive measures. The role of international financial centers in money laundering (banks, foreign companies, tax havens)
11. The forensic investigation of the crimes of the powerful. Difficulties, problems and methodology.
12. Investigation and interrogation of criminal cases of the powerful. Special investigative acts, protection of witnesses of public interest, liability of legal persons, recovery of illegally acquired assets, judicial cooperation.
13. Presentation of assignments. Discussion of specific topics: e.g., political corruption and financing of political parties, corruption in the criminal justice system, etc.

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.

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 

The final evaluation considers:

1) The elaboration of an assignment-paper

2) The presentation of an assignment

3) The written examination.

Preparation and presentation of assignments:

The criteria for writing academic papers, assignments essays and presenting academic works apply. The main criteria are the accuracy and clarity of the use of terminology, the clear organization of the content and the appropriate use of the literature to develop the topic of the work. The use of ICT is necessary in the presentation.

Vidali, S., Koulouris, N. & Papacharalambous, Ch. [Eds.], (2019), Organized crime, financial crime and corruption. Crimes of the powerful, Athens: EAP Publications

Course file (texts, reports, articles) post in e-class.

Additional- in Greek:

Bitzilekis, N. (2010) “Corruption as a legal and political problem” in Pitsela, Ag. (ed.) Criminological Researches: Honorary Volume for Professor Stergios Alexiadis, Athens-Thessaloniki: Sakkoulas.

Chouliaras, A. (2021), From Ex-officio to Alleged Prosecution of Embezzlement Against Banks: Thoughts on Criminal Power and Crime Policy, ANTIGONE: The Question, Journal of Critical Criminology, the Criminal Problem and the Social control, Topos publications – EEMEKE, June 2021 V. I No. 1, pp. 194-200.

Cohen, S. (2021), Conditions of denial: Learning about atrocities and pain, translated by Sofia Spyrea, Athens: Topos Publishing

Gasparinatou, M. (2021), “Crime & Powers in the Greek State: The Gray Zone of Legality”, ANTIGONE: the question, Journal of Critical Criminology, the criminal problem and social control, Topos-EEMEKE publications, June 20 I No. 1, pp. 102-128.

Gasparinatou, M. (2021), “The Interconnection of White-Collar Crime & Organized Crime & the Gaps of Crime Policy”, in Vidali, S., Gasparinatou, M. Georgoulas, S., Themeli, O., Koulouris, N. Kouroutzas, C. Papanikolaou, G., Stamouli, E. (eds.), Social reality, Critical speech and criminal phenomenon, contributions to the 2nd conference of the Hellenic Society for the Study of Crime and Social Control, Athens: EEMEKE

Georgoulas. S. (2016), State-business crime and sports: A “normal” situation, Athens: KPSM

Kaiafa-Gbadi, M. (2015), “Criminal law and EU imperatives – The national integration of EU law in the example of tackling corruption” in M. Gasparinatou (ed.), Crime and criminal repression in times of crisis, Honorary Volume of Prof. N. Couraki, Athens: Ant. N. Sakkoulas

Karydis, V. & Chouliaras, A. (eds.), 2015. Ethical Panics, power and rights. Contemporary approaches, Athens-Thessaloniki: Sakkoulas

Karydis, V.- Vasilantonopoulou, V. (2014) “The crime of the white collar and the machine of corruption”, Year 20 (2014), available at: <http://chronosmag.eu/index.php/index.php/es- slpl-gl-ll-efth.html>

Kosmatos, K. (2020). “Recent Legislative Amendments on the Crime of Infidelity Against Banking Institutions,” The Art of Crime, May 2020 (Available at: https://theartofcrime.gr/oi-prosfates- legislative modifications/).

Lazos, G. (2005), Corruption and counter-corruption. Athens: Nomiki Vivliothiki

Pitsela, A. (2011), The criminological approach to financial crime, Thessaloniki: Sakkoulas

Rizava, F. (2012), Organized crime. Theoretical approach, article interpretation and case law, Athens: Nomiki Vivliothiki

Stamouli, E. (2015), Security policies in Greece in relation to organized crime and terrorism and their consequences in -crime policy, PHD Thesis available at: http://thesis.ekt.gr/thesisBookReader/id/36625# page / 24 / mode / 2up

Stamouli, E. (2016), “Organized crime and economic crisis: trends and changes”, in M. Gasparinatou (Ed.), Crime and Criminal Repression in a time of crisis, Hon. Volume of Prof. N. Courakis , Athens: Ant. N. Sakkoulas, pp.1194-1230.

Vasilantonopoulou, V. (2014), “White collars” and financial crime. Social harm and crime policy, Athens: Sakkoulas.

Vasilantonopoulou, V. (2015), “Who are the” criminals “in our time? The timeless response to the crime of the white collar “in M. Gasparinatou (ed.), Crime and criminal repression in a time of crisis, Honorary Volume of Prof. N. Couraki, Athens: Ant. N. Sakkoulas.

Vidali, S., 2017. Beyond the Boundaries: Crime Policy Today, Athens: Nomiki Vivliothiki

Vidalis, S. (2007), “Crimes of the state: Neither security nor freedom”, Honorary volume for Ioannis Manoledakis. II Studies in Criminal Law-Criminology-Crime History, Athens – Thessaloniki: Sakkoulas.

Χουλιάρας, Α. (2015), «Societas delinquere non potest; Thoughts on the occasion of the “Siemens scandal” “, in M. Gasparinatou (ed.), Crime and criminal repression in a time of crisis, Hon. Volume of Prof. N. Courakis, Athens: Ant. N. Sakkoulas

In other languages

Barak, G. (ed), 2015. The Routledge international handbook of the crimes of the powerful, London – New York: Routledge

Bezlov, T., Gounev, Ph. (2012). Organised Crime, corruption and public bodies. In Gunev, Ph., Ruggiero, V. (2012). Corruption and organised Crime in Europe. Illegal Partnership. London and New York: Routledge, Talyor and Francis Group.

Calavita, K., Pontell, H.N.& Tillman, R., 1997. Big Money Crime: Fraud and Politics in the Savings and Loan Crisis, University of California Press.

Chambliss, W. (1988). On the Take. From petty crooks to Presidents. Bloomington Indianna: Indiana University Press

Chambliss, W. (1989), “State organized crime”, Criminology 27 (1989), pp. 183-208.

Chambliss, W. J. (2004) “On the symbiosis between criminal law and criminal behaviour”, Criminology, 42(2), pp. 241-252.

Cohen, S. (2001), States of Denial: Knowing about Atrocities and Suffering, Cambridge: Polity Press

Della Porta Donatella, Vannucci, A., (2012), The Hidden Order of Corruption. An institutional Approach, Ashgate: Farnham

Friedrichs, D. (2007). White-Collar Crime in Postmodern, Globalized World. In Pontell, N., Geiss, G., (eds) (2007), International Ηandbook of White Collar and Corporate Crime (pp. 163-184). Spinger.

Friedrichs, D., & Friedrichs, J. (2002). “The World Bank and Crimes of Globalization: A Case Study”, Social Justice, 29(1/2 (87-88)), 13-36. Retrieved September 29, 2020, from http://www.jstor.org/stable/29768116

Green, P. & Ward, T., (2004), State Crime: Governments, Violence and Corruption, London: Pluto Press

Michalowski Ρ., Kramer Ρ., (2007). «State-Corporate Crime and Criminological Inquiry», σε Pontell, N., Geiss, G., (eds). International Ηandbook of White Collar and Corporate Crime, Boston: Springer.

Ruggiero, V. (2012), “Introduction: the organization of crime”, in Gunev, Ph., Ruggiero, V. (2012), Corruption and organised Crime in Europe. Illegal Partnership (pp. 3-14). London and New York: Routledge, Taylor and Francis Group.

Sutherland, E. H. (1944). “Is “White collar Crime” Crime? American Sociological Review. Annual Meeting Papers, 10(2), pp.132-139

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

The assignments done during the semester are taken into account as supporting the grade of the written exams (reinforcement up to 3 points). To measure the support grade, it is required to obtain a grade that can be passed in the written exams (at least 5).

Throughout the examination it is possible to communicate with the teachers through the electronic platform at the link of the course. On the same platform, students who have this right and have declared it to the secretariat can be examined orally, on the same topics as those of the written examinations.

Background, GeneralKnowledge, Scientific Area, Skill Development

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

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

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

Critical thinking

Promoting free, creative and inductive thinking

Production of new research ideas

Equity and Inclusion

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

Critical thinking

Promoting free, creative and inductive thinking

2. Greek Education and the contemporary world

3. Culture and Education

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

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

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

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

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

9. Anthropology and Education – Clifford Geertz

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

11. Examples  – ethnographies of education (1)

12. Examples  – ethnographies of education (2)

13. Examples  – ethnographies of education (3)

Use of classweb.duth for announcements, bibliography and communication

Communication via email.

The way and methods of teaching are described in detail.

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

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

Description of the evaluation process

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

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

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

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

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

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

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

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

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

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

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

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