¶ ∞ π ¢ ∞ ° ø ° π ∫ √ π ¡ ™ ∆ π ∆ √ À ∆ √∆ª∏ª∞ ∂ƒ∂À¡ø¡, ∆∂∫ª∏ƒπø™∏™ & ∂∫¶∞π¢∂À∆π∫∏™ ∆∂á√§√°π∞™

¢ ∂ § ∆ π √∂∫¶∞π¢∂À∆π∫∏™∞ƒ£ƒ√°ƒ∞ºπ∞™

π√À§π√™ – ¢∂∫∂ªµƒπ√™ 2007

31

∞ı‹Ó· 2008

Υπεύθυνοι Έκδοσης του ∆ελτίου

∆ΗΜΗΤΡΙΟΣ ΒΛΑΧΟΣ, Πρόεδρος τον Παιδαγωγικού Ινστιτούτου

ΣΩΤΗΡΙΟΣ ΓΚΛΑΒΑΣ, Αντιπρόεδρος του Παιδαγωγικού Ινστιτούτου

Πρόεδρος του Τ.Ε.Τ.Ε.Τ.

Συντονισµός Έκδοσης του ∆ελτίου

ΠΑΡΑΣΚΕΥΗ ΘΕΟΓΙΑΝΝΗ, Φιλόλογος

Τεκµηρίωση - Σύνταξη

ΠΑΡΑΣΚΕΥΗ ΘΕΟΓΙΑΝΝΗ, Φιλόλογος

ΜΑΓ∆Α ΜΑΛΑΚΤΑΡΗ-ΠΑΠΑΚΩΣΤΑ, Φιλόλογος

ΑΙΚΑΤΕΡΙΝΗ ΣΑΜΑΡΑ, Νηπιαγωγός

ΑΙΚΑΤΕΡΙΝΗ ΦΤΙΚΑ, Φιλόλογος

Έκτακτοι συνεργάτες

ΧΡΥΣΟΥΛΑ ΚΟΥΤΡΑ, Αγγλικής Φιλολογίας

ΝΙΚΟΛΑΟΣ ΝΙΚΟΛΑΪ∆ΗΣ, Φυσικός

ΜΑΡΙΝΑ ΠΑΠΑΓΕΩΡΓΙΟΥ, Γαλλικής Φιλολογίας

Ηλεκτρονική και Βιβλιοθηκονοµική υποστήριξη

ΚΑΙΤΗ ΧΑΤΖΗΣΤΕΦΑΝΟΥ

ISSN 1790-9708

Το παρόν έντυπο εκδόθηκε στο πλαίσιο της πράξης 2.1.γ. «∆ικτύωση της Βιβλιοθήκης του Παιδα-

γωγικού Ινστιτούτου» του Μέτρου 2.1. «Αναβάθµιση της Ποιότητας της Παρεχόµενης Εκπαίδευ-

σης». Η πράξη 2.1.γ. συγχρηµατοδοτείται από την Ευρωπαϊκή Ένωση (ΕΚΤ) και το Ελληνικό

∆ηµόσιο.

Έργο: «Απολλόδωρος II - Ανάπτυξη της Βιβλιοθήκης του Παιδαγωγικού Ινστιτούτου» (2.1.3.γ) Υποέργο 1: «Ανάπτυξη της Βιβλιοθήκης µε έµφαση στη ∆ικτύωση και την Αναβάθµιση των Υπη-

ρεσιών»

¶ƒ√§∂°√ª∂¡∞

ªÂ ȉȷ›ÙÂÚË ÈηÓÔÔ›ËÛË Û·˜ ·ÔÛÙ¤ÏÏÔ˘Ì ÙÔ Ù‡¯Ô˜ 31 ÙÔ˘ ¢ÂÏÙ›Ô˘ ∂Î·È‰Â˘ÙÈ΋˜ ∞ÚıÚÔ-ÁÚ·Ê›·˜, Ì ÙÔ ÔÔ›Ô Î·Ï‡ÙÂÙ·È Ë ‡ÏË ÙÔ˘ ‰Â˘Ù¤ÚÔ˘ ÂÍ·Ì‹ÓÔ˘ ÙÔ˘ 2007. ∆Ô ¢.∂.∞. ΢ÎÏÔÊÔÚ›ϤÔÓ ¯ˆÚ›˜ η̛· ¯ÚÔÓÈ΋ ηı˘ÛÙ¤ÚËÛË Î·È ·Ú·ÎÔÏÔ˘ı› ¤ÁηÈÚ·, Ì ‰‡Ô Ù‡¯Ë ·Ó¿ ¤ÙÔ˜, ÙËÓÂÈÛÙËÌÔÓÈ΋ ¤Ú¢ӷ Î·È ÙÔÓ ÁÂÓÈÎfiÙÂÚÔ ÚÔ‚ÏËÌ·ÙÈÛÌfi ÁÈ· ÙËÓ ·È‰Â›·, ̤۷ ·fi ÙÔ Û‡ÓÔÏÔ Û¯Â-‰fiÓ ÙˆÓ ·Ï·ÈÒÓ ·ÏÏ¿ Î·È ÙˆÓ Ó¤ˆÓ ÂÚÈÔ‰ÈÎÒÓ Ô˘ ÂÓÙ¿¯ıËÎ·Ó ÚfiÛÊ·Ù· ÛÙȘ µÈ‚ÏÈÔÁÚ·ÊÈΤ˜¶ËÁ¤˜ ÙÔ˘. ∏ ‡ÏË ÙÔ˘˜ ¤¯ÂÈ ÂÌÏÔ˘Ù›ÛÂÈ ÙÔ ÂÚȯfiÌÂÓÔ ÙÔ˘ ¢ÂÏÙ›Ô˘ Ì ÂӉȷʤÚÔÓÙ· ÂÈÛÙËÌÔÓÈ-ο ı¤Ì·Ù·, Ô˘ ·ÊÔÚÔ‡Ó ÛÙËÓ ∂η›‰Â˘ÛË ‹ ·Ó·Ê¤ÚÔÓÙ·È ÛÂ Û˘ÁÎÂÎÚÈ̤ÓÔ ÙÔ̤· Ù˘. ¶·Ú·ÎÔ-ÏÔ˘ıԇ̠̠ͯˆÚÈÛÙfi ÂӉȷʤÚÔÓ ÙȘ Ӥ˜ ÂΉÔÙÈΤ˜ ÚÔÛ¿ıÂȘ Î·È ıˆÚԇ̠˘Ô¯Ú¤ˆÛ‹Ì·˜ Ó· ÙȘ ÚÔ‚¿ÏÔ˘Ì ̤ۈ ÙÔ˘ ¢ÂÏÙ›Ô˘, ÁÈ·Ù› ·ÓÙ·Ó·ÎÏÔ‡Ó ÙȘ ‰È¿ÊÔÚ˜ ·ÏÏ·Á¤˜ Î·È ·Ó·Î·Ù·Ù¿-ÍÂȘ Ô˘ ÛËÌÂÈÒÓÔÓÙ·È ÛÙÔÓ ÂÈÛÙËÌÔÓÈÎfi ÂΉÔÙÈÎfi ¯ÒÚÔ, ÛÙÔ˘˜ ÙÔÌ›˜ ÙˆÓ ·ÓıÚˆÈÛÙÈÎÒÓ Î·È ıÂ-ÙÈÎÒÓ ÂÈÛÙËÌÒÓ.

∏ ÚÔÛ¿ıÂÈ¿ Ì·˜ Û˘Ó¯›˙ÂÙ·È Ì ÛÙfi¯Ô ¿ÓÙÔÙ ÙËÓ fiÛÔ ÙÔ ‰˘Ó·ÙfiÓ ÏËÚ¤ÛÙÂÚË ÂÓË̤ڈÛËÙÔ˘ ·Ó·ÁÓˆÛÙÈÎÔ‡ ÎÔÈÓÔ‡.

M ÊÈÏÈÎÔ‡˜ ¯·ÈÚÂÙÈÛÌÔ‡˜,

√ ¶ƒ√∂¢ƒ√™ ∆√À ¶. π.

¢∏ª∏∆ƒπ√™ °. µ§∞Ã√™√ÌfiÙÈÌÔ˜ ∫·ıËÁËÙ‹˜ ÙÔ˘ ∞ÚÈÛÙÔÙÂÏ›Ԣ ¶·Ó/Ì›Ô˘ £ÂÛ/ӛ΢

3

¶∂ƒπ∂Ã√ª∂¡∞

¶ƒ√§∂°√ª∂¡∞ 3∞ºπ∂ƒøª∞ ™∂ ¶∞π¢∞°ø°π∫∞ ¶∂ƒπ√¢π∫∞ 7KATH°OPIE™ TOY ¶PO™ A¶O¢E§TIø™H Y§IKOYI. ∞ƒ£ƒ∞ ™∂ ∂§§∏¡π∫∞ ¶∂ƒπ√¢π∫∞

£ÂÌ·ÙÈΤ˜ EÓfiÙËÙ˜1. π™∆√ƒπ∞ ∆∏™ ∂∫¶∞π¢∂À™∏™ 11 2. ∂∫¶∞π¢∂À∆π∫∏ ¶√§π∆π∫∏ ∫∞π ∂∫¶∞π¢∂À∆π∫√™ ™Ã∂¢π∞™ª√™ 113. √ƒ°∞¡ø™∏ ∫∞π ¢π√π∫∏™∏ ∆∏™ ∂∫¶∞π¢∂À™∏™ 134. ∂∫¶∞π¢∂À∆π∫√ ™À™∆∏ª∞ 14

4.1. ¶ƒ√™Ã√§π∫∏ ∞°ø°∏ 154.2. ¶ƒø∆√µ∞£ªπ∞ ∂∫¶∞π¢∂À™∏ 184.3. ¢∂À∆∂ƒ√µ∞£ªπ∞ ∂∫¶∞π¢∂À™∏ 234.4. ∆ƒπ∆√µ∞£ªπ∞ ∂∫¶∞π¢∂À™∏ 254.5. ∂¶∞°°∂§ª∞∆π∫∏ ∂∫¶∞π¢∂À™∏ ∫∞π ∫∞∆∞ƒ∆π™∏ 284.6. ∂∫¶∞π¢∂À™∏ ∂¡∏§π∫ø¡ 294.7. ∂π¢π∫∏ ∞°ø°∏ 30

5. £∂øƒπ∞ ∫∞π ™Ã∂¢π∞™ª√™ ¶ƒ√°ƒ∞ªª∞∆ø¡ ™¶√À¢ø¡ 416. ¢π¢∞∫∆π∫∏ £∂øƒπ∞ – ¢π¢∞∫∆π∫∏ ¶ƒ∞•∏ 41

Î·È ∞ӷχÛÂȘ Ô˘ ·ÊÔÚÔ‡Ó ÛÙ· °ÓˆÛÙÈο ∞ÓÙÈΛÌÂÓ· ÙÔ˘ ™¯ÔÏÈÎÔ‡ ¶ÚÔÁÚ¿ÌÌ·ÙÔ˜6.1. °§ø™™∞ 426.2. ∞¡£ƒø¶π™∆π∫∂™ ∂¶π™∆∏ª∂™ 466.3. ª∞£∏ª∞∆π∫∞ 676.4. ºÀ™π∫∂™ ∂¶π™∆∏ª∂™ 696.5. ∆∂á√§√°π∞ – ¶§∏ƒ√º√ƒπ∫∏ 726.6. ∫√π¡ø¡π∫∂™ ∂¶π™∆∏ª∂™ 736.7. ºÀ™π∫∏ ∞°ø°∏ 776.8. •∂¡∂™ °§ø™™∂™ 806.9. ∞π™£∏∆π∫∏ ∞°ø°∏ 82

7. ∂π¢π∫∞ ∂∫¶∞π¢∂À∆π∫∞ ¶ƒ√°ƒ∞ªª∞∆∞ 847.1. ¶∂ƒπµ∞§§√¡∆π∫∏ ∂∫¶∞π¢∂À™∏ 847.2. ¢π∞¶√§π∆π™ªπ∫∏ ∂∫¶∞π¢∂À™∏ 857.3. ™Àªµ√À§∂À∆π∫∏ ∫∞π ∂¶∞°°∂§ª∞∆π∫√™ ¶ƒ√™∞¡∞∆√§π™ª√™ 867.4. ∞°ø°∏ À°∂π∞™ 88

8. ∂∫¶∞π¢∂À∆π∫√ À§π∫√ ∫∞π ∂∫¶∞π¢∂À∆π∫∏ ∆∂á√§√°π∞ 899. ∂∫¶∞π¢∂À∆π∫∏ ∞•π√§√°∏™∏ 9010. ∂∫¶∞π¢∂À∆π∫√™ 9111. ª∞£∏™∏ 9512. æÀÃ√§√°π∞ 9713. ∂¶π™∆∏ª∂™ ∆∏™ ∞°ø°∏™ 10214. ∂∫¶∞π¢∂À™∏ ∫∞π ∫√π¡ø¡π∞ 10415. √π∫√¡√ªπ∞ ∫∞π ∂∫¶∞π¢∂À™∏ 10816. ™À°∫ƒπ∆π∫∏ ∂∫¶∞π¢∂À™∏ 10917. ∂ƒ∂À¡∞ ∫∞π ª∂£√¢√§√°π∞ 10918. °∂¡π∫∞ £∂ª∞∆∞ 110

II. ∞ƒ£ƒ∞ ™∂ ∂¶π™∆∏ª√¡π∫∂™ ∂¶∂∆∏ƒπ¢∂™ 115III. ∞ƒ£ƒ∞ ™∂ •∂¡∞ ¶∂ƒπ√¢π∫∞ 115IV. ¢π∞∆ƒπµ∂™ 140V. ∂ƒ∂À¡∏∆π∫∞ ¶ƒ√°ƒ∞ªª∞∆∞ 147VI.¶APOY™IA™EI™ EK¶AI¢EYTIKOY §O°I™MIKOY 148

¶APAPTHMABIB§IO°PAºIKE™ ¶H°E™

·. ¶ÂÚÈÔ‰Èο 149‚. ∂ÈÛÙËÌÔÓÈΤ˜ ∂ÂÙËÚ›‰Â˜ 154Á. µ¿ÛÂȘ ¢Â‰ÔÌ¤ÓˆÓ 155

∂∫¢√™∂π™ ∆√À ¶∞π¢∞°ø°π∫√À π¡™∆π∆√À∆√À 156

5

ªπ∫ƒ∞ ∞ºπ∂ƒøª∞∆∞Û ÂÏÏËÓÈο ·È‰·ÁˆÁÈο ÂÚÈÔ‰Èο Ô˘ ÔÏÔÎÏ‹ÚˆÛ·Ó ÙË ‰È·‰ÚÔÌ‹ ÙÔ˘˜

«¶AI¢EIA»(√ÎÙÒ‚ÚÈÔ˜ 1946 - ¢ÂΤ̂ÚÈÔ˜ 1951)

«¶AI¢EIA KAI ZøH»(π·ÓÔ˘¿ÚÈÔ˜ 1952 - ¢ÂΤ̂ÚÈÔ˜ 1961)

«ªËÓÈ·›· ÂÚÈÔ‰Èο ªÂϤÙ˘-ŒÚ¢ӷ˜-¢È·ÊˆÙÈÛÌÔ‡»Û‡Ìʈӷ Ì ÙÔÓ ˘fiÙÈÙÏfi ÙÔ˘˜, Ì ÂΉfiÙË Î·È ‰È¢ı˘-ÓÙ‹, „˘¯‹ Ù˘ ·ÚÔ˘Û›·˜ ÙÔ˘˜, ÙÔÓ ∂˘¿ÁÁÂÏÔ ¶. ¶·-·ÓÔ‡ÙÛÔ.

∆Ô ÚÒÙÔ Ù‡¯Ô˜ ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ «¶·È‰Â›·» ›‰Â ÙÔʈ˜ ÛÙȘ 15 √ÎÙˆ‚Ú›Ô˘ ÙÔ˘ 1946, ÎÚ¿ÙËÛ ¤ˆ˜ ÙÔÓ¢ÂΤ̂ÚÈÔ ÙÔ˘ 1951, Ì 68 Ù‡¯Ë, ÁÈ· Ó· Û˘Ó¯ÈÛÙ›,¯ˆÚ›˜ ηÌÈ¿ ‰È·ÎÔ‹, Ì ÙÔ «¶·È‰Â›· Î·È ∑ˆ‹», ÙÔÓπ·ÓÔ˘¿ÚÈÔ ÙÔ˘ 1952 Î·È Ó· ‰È·ÚΤÛÂÈ ˆ˜ ÙÔÓ ¢ÂΤÌ-‚ÚÈÔ ÙÔ˘ 1961 Ì 99 Ù‡¯Ë.

™ÙÔ ÚÒÙÔ Î·È ‰Â‡ÙÂÚÔ Ù‡¯Ô˜ Ù˘ «¶·È‰Â›·˜» Ô ∂.¶··ÓÔ‡ÙÛÔ˜, Ì ‰Â‰Ô̤ÓÔ ÙÔ ¿ıÔ˜ ÙÔ˘ ÁÈ· ÙËÓ·ÓfiÚıˆÛË Ù˘ ·È‰Â›·˜, ÛÙ· ¿ÚıÚ· ÙÔ˘ Ì ٛÙÏÔ «∆ÔÚfiÁÚ·ÌÌ¿ Ì·˜» ‰È·Ù˘ÒÓÂÈ ÙÔ˘˜ ÛÎÔÔ‡˜ ÙÔ˘ ÂÚÈÔ-‰ÈÎÔ‡ ˆ˜ ÂÍ‹˜: «∏ ¤Î‰ÔÛË ·˘ÙÔ‡ ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ‹-Á·Û ·fi ÌÈ· ›ÛÙË Î·È ÌÈ· ÂÏ›‰·. ∫·È ¤Ú¯ÂÙ·È Ó·ÂÌÓ‡ÛÂÈ ÌÈ· ›ÛÙË Î·È ÌÈ· ÂÏ›‰·. ∆ËÓ ›ÛÙË fiÙÈ ÙÔÈÔ Ô˘ÛÈ·ÛÙÈÎfi Î·È ÁfiÓÈÌÔ ÎÂÊ¿Ï·ÈÔ Ô˘ Ú¤ÂÈ Ó··ÍÈÔÔÈ‹ÛÂÈ Ô Û˘ÁÎÏÔÓÈṲ̂ÓÔ˜ ˆ˜ Ù· ̇¯È¿ ÙÔ˘ ÌÂÙ·-ÔÏÂÌÈÎfi˜ ÎfiÛÌÔ˜, ÁÈ· Ó· ‚ÚÂÈ ÙË Ó¤· Ù¿ÍË, ÙÔ Ó¤Ô Ú˘ıÌfi Ù˘ ˙ˆ‹˜ ÙÔ˘, Â›Ó·È Ë ·È‰Â›· ÙˆÓ Ó¤ˆÓ[…]. ∏ ÊÈÏÔ‰ÔÍ›· Ì·˜ Â›Ó·È ÙÔ ÂÚÈÔ‰ÈÎfi ÙÔ‡ÙÔ Ó· Á›ÓÂÈ ÙÔ ‚‹Ì· ÁÈ· ÙËÓ ÂχıÂÚË Î·È ÊˆÙÈṲ̂ÓˤÚ¢ӷ Î·È Û˘˙‹ÙËÛË ÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ Ù˘ ÂÏÏËÓÈ΋˜ ·È‰Â›·˜. √È ÛÂÏ›‰Â˜ ÙÔ˘ ı· Â›Ó·È ·ÓÔȯ٤˜Û fiÛÔ˘˜ ·ÈÛı¿ÓÔÓÙ·È ÙÔ Î·ı‹ÎÔÓ, ÙËÓ ·Ó¿ÁÎË, ÙÔÓ fiÓÔ Ó· ÂÎı¤ÛÔ˘Ó ÙËÓ ·ÓÙ›ÏË„‹ ÙÔ˘˜ ÁÈ· ÙÔÒ˜ ı· ·Ó·Û˘ÁÎÚÔÙ‹ÛÔ˘Ì ÙËÓ ¶·È‰Â›· Ì·˜, Û fiϘ ÙȘ ‚·ıÌ›‰Â˜ Î·È Û fiϘ ÙȘ ÌÔÚʤ˜ Ù˘ […].∏ ∂ÏÏËÓÈ΋ ·È‰Â›· Â›Ó·È Î·Ù¿ ÙËÓ ÈÛÙÔÚÈ΋ ¤ÓÓÔÈ¿ Ù˘ ÌfiÚʈÛË ÙÔ˘ ·ÓıÚÒÔ˘ Û ¿ÓıÚˆÔ...».

ŸÙ·Ó ÙÔÓ π·ÓÔ˘¿ÚÈÔ ÙÔ˘1952 ÙÔ ÂÚÈÔ‰ÈÎfi ÌÂÙÔÓÔÌ¿ÛÙËΠ«¶·È‰Â›· Î·È ∑ˆ‹», Ô ∂. ¶··ÓÔ‡-ÙÛÔ˜ ‰ÈηÈÔÏfiÁËÛ ÙËÓ ·ÏÏ·Á‹ ÙÔ˘ Ù›ÙÏÔ˘ ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡, Û ¿ÚıÚÔ ÙÔ˘ ÛÙÔ ÚÒÙÔ Ù‡¯Ô˜ Ù˘ ‰Â‡-ÙÂÚ˘ ·˘Ù‹˜ ÛÂÈÚ¿˜: «∏ ·È‰Â›· Â›Ó·È ·fi ÙË Ê‡ÛË Ù˘ Î·È Î·Ù¿ ÙË ÁÓ‹ÛÈ· ¤ÓÓÔÈ¿ Ù˘ ÌÈ· ÏÂÈÙÔ˘ÚÁ›·Ù˘ ˙ˆ‹˜. ∞˘Ùfi ı· ÂÈ fiÙÈ ÁÈ· Ó· ˙‹ÛÂÈ Ô ¿ÓıÚˆÔ˜ ·È‰Â‡ÂÙ·È Î·È ·È‰Â‡ÂÙ·È ·ÎÚÈ‚Ò˜ ÁÈ· Ó· ˙‹ÛÂÈ[…]. ∏ ·È‰Â›· Î·È ˆ˜ ÂÚȯfiÌÂÓÔ Î·È ˆ˜ ÛÎÔfi˜ Î·È ˆ˜ ̤ıÔ‰Ô˜ ‰ÂÓ ÌÔÚ› Ó· ÓÔËı› ¤Íˆ ·fiÙË ˙ˆ‹. °È ·˘Ù‹Ó ÚÔÔÚ›˙ÂÙ·È Î·È ·’ ·˘Ù‹Ó ÔÊ›ÏÂÈ Ó· ·ÓÙÏ› ÙȘ ÂȉÈÒÍÂȘ, Ù· ̤۷, ÙÔ˘˜ ÙÚfiÔ˘˜Ù˘ ÂÚÁ·Û›·˜ Ù˘».

7

ªÂ ÙËÓ ¤Î‰ÔÛË ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ¤ÁÈÓ ÚÔÛ¿ıÂÈ· Ó· Î·Ï˘Êı› ¤Ó· ÎÂÓfi ÛÙËÓ ÂÈÛÙËÌÔÓÈ΋-·È‰·ÁˆÁÈ΋ ÂÓË̤ڈÛË. ∂Âȉ‹ ÔÈ Û˘ÓÙ¿ÎÙ˜ ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ıˆÚÔ‡Û·Ó fiÙÈ «Ë ˘fiıÂÛË Ù˘ ·È-‰Â›·˜ Â›Ó·È ÂıÓÈ΋», Âȉ›ˆÍ·Ó Ó· ÂÎÊÚ¿ÛÔ˘Ó ·ÓÙÈÎÂÈÌÂÓÈο Î·È Ì ı¿ÚÚÔ˜ ÙËÓ ¿Ô„Ë ÁÈ· ÙËÓ«·Ó·Û˘ÁÎÚfiÙËÛË Î·È ÙÔÓ Û˘Á¯ÚÔÓÈÛÌfi Ù˘ ·È‰Â›·˜ Ì·˜». ÀÔÛÙ‹ÚÈ˙·Ó ÌÈ· ‰È·ÎÔÌÌ·ÙÈ΋ ÂηÈ-‰Â˘ÙÈ΋ ÔÏÈÙÈ΋, ¤ÌÂÓ·Ó ÛÙËÓ «·ÌÂÚfiÏËÙË ÂÈÛÙËÌÔÓÈ΋ ¤Ú¢ӷ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÚÔ‚ÏË-Ì¿ÙˆÓ Î·È ÛÙÔÓ ·ÓÙÈÎÂÈÌÂÓÈÎfi ‰È·ÊˆÙÈÛÌfi ÙÔ˘ Ï·Ô‡ ¿Óˆ ÛÙ· ˙ËÙ‹Ì·Ù· Ù˘ ·ÁˆÁ‹˜». ∞¢ı‡ÓÔ-ÓÙ·Ó ÛÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Ù˘ ™ÙÔȯÂÈÒ‰Ô˘˜ Î·È Ù˘ ª¤Û˘ ∂η›‰Â˘Û˘, ·ÏÏ¿ Î·È ÛÙÔ˘˜ ÁÔÓ›˜Î·È ÛÙfi¯Â˘·Ó ÛÙËÓ «ÚÔÎÔ‹ Ù˘ ÂÏÏËÓÈ΋˜ ·È‰Â›·˜ Î·È ÙÔ˘ ŒıÓÔ˘˜» Ì ÌfiÓÔ Î›ÓËÙÚÔ ÙÔÓ «fiÓÔÁÈ· ÙÔ Û¯ÔÏ›Ô, ÙË Ï·¯Ù¿Ú· Ó· ÌÔÚʈı› Î·È ÓÂ˘Ì·ÙÈο Ó· ·Ó·Ù˘¯ı› ÙÔ ÂÏÏËÓfiÔ˘ÏÔ».

∏ ‰È¿Ù·ÍË Ù˘ ‡Ï˘ ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ÛÙ· 15 ¯ÚfiÓÈ· ÙÔ˘ ‹Ù·Ó ÛÙ·ıÂÚ‹ Î·È ÔÌÔÈfiÌÔÚÊË. ∂›¯Â ‰È-·ÈÚÂı› Û ÂÓfiÙËÙ˜: ÕÚıÚ·, ªÂϤÙ˜, ∏ ™¯ÔÏÈ΋ ¶Ú¿ÍË, ¢ÈÂıÓ‹˜ ∂Î·È‰Â˘ÙÈ΋ ∫›ÓËÛË, ∂ηÈ-‰Â˘ÙÈ΋ ∞Ó·Û˘ÁÎÚfiÙËÛË, ∂Û‡ Î·È ÙÔ ¶·È‰› ÛÔ˘, ™¯fiÏÈ·-∂ȉ‹ÛÂȘ-µÈ‚ÏÈÔÎÚÈÛ›·.

∆· ÕÚıÚ· ‹Ù·Ó ÁÚ·Ì̤ӷ Û fiÏ· Ù· Ù‡¯Ë ·fi ÙÔÓ ‰È¢ı˘ÓÙ‹ ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ∂. ¶··ÓÔ‡ÙÛÔÎ·È ÙÔ Î·ı¤Ó· ÙÔ˘˜ Û¯ÂÙÈ˙fiÙ·Ó Ì’ ¤Ó· ÂÎ·È‰Â˘ÙÈÎfi ı¤Ì·. ∆· ¿ÚıÚ· ·˘Ù¿ Â›Ó·È 162, fiÛ· Î·È Ù· Ù‡-¯Ë ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ÛÙÔ Û‡ÓÔÏfi ÙÔ˘˜. ∂ͤٷ˙·Ó Ù· ÂÎ·È‰Â˘ÙÈο ÚÔ‚Ï‹Ì·Ù· Û fiϘ ÙȘ ‚·ıÌ›‰Â˜Ù˘ ·È‰Â›·˜, ÙË ÌfiÚʈÛË Î·È ÙËÓ ÂÈÌfiÚʈÛË ÙÔ˘ ‰È‰·ÎÙÈÎÔ‡ ÚÔÛˆÈÎÔ‡, ÙËÓ ·ÓÂÈÛÙËÌȷ΋·È‰Â›·, ÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ Âη›‰Â˘ÛË, ÙÔ Û¯ÔÏÈÎfi ‚È‚Ï›Ô, ÙÔ Ì¿ıËÌ· ÙˆÓ ¡¤ˆÓ ∂ÏÏËÓÈÎÒÓ, ÙËÁÓÒÛË Ù˘ ∂ÏÏËÓÈ΋˜ ·Ú¿‰ÔÛ˘, ÙË ÌÂϤÙË Ù˘ ∞Ú¯·ÈfiÙËÙ·˜, ÙË ÁÏÒÛÛ· ÛÙÔ Û¯ÔÏ›Ô, Ù· ÂηÈ-‰Â˘ÙÈο ÚÔÁÚ¿ÌÌ·Ù·, ÙËÓ Âη›‰Â˘ÛË ÙˆÓ ·Ô‰‹ÌˆÓ, ÙËÓ ÂÎ·È‰Â˘ÙÈ΋ ÌÂÙ·ÚÚ‡ıÌÈÛË, ÙË ‰È·-ÎÔÌÌ·ÙÈ΋ ÂÎ·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ Î.¿.

™ÙË Û˘Ó¤¯ÂÈ·, ÛÙË ‰Â‡ÙÂÚË ÂÓfiÙËÙ·, ·ÚÔ˘ÛÈ¿˙ÔÓÙ·Ó ·È‰·ÁˆÁÈΤ˜ Î·È „˘¯ÔÏÔÁÈΤ˜ ÌÂϤÙÂ˜Ô˘ ˘ÔÁÚ¿ÊÔÓÙ·Ó, ÂÎÙfi˜ ·fi ÙÔÓ ¶··ÓÔ‡ÙÛÔ, ·fi ˘Â‡ı˘ÓÔ˘˜ ·ÓıÚÒÔ˘˜ Ô˘ ›¯·Ó ÌÂÏÂÙ‹-ÛÂÈ ÎÈ Â›¯·Ó Û˘ÛÙËÌ·ÙÈο ·Û¯ÔÏËı› Ì ٷ ÚÔ‚Ï‹Ì·Ù· Ô˘ ÂÍÂÙ¿˙ÔÓÙ·Ó. ∆· ÌÂÏÂÙ‹Ì·Ù· ‹Ù·Ó ÔÈ-ΛϷ fiˆ˜: «Ã·Ú·ÎÙ‹Ú·˜, ∞ÙÔÌÈÎfiÙËÙ·, ¶ÚÔÛˆÈÎfiÙËÙ·», «√È Û¯ÔÏÈÎÔ› „˘¯ÔÏfiÁÔÈ», «∏ ˙ˆ‹ Î·È ÙÔ¤ÚÁÔ Ù˘ ª·Ú›·˜ ªÔÓÙÂÛÛfiÚÈ», «∏ ¤ÓÓÔÈ· ÙÔ˘ Û‚·ÛÌÔ‡ ‚¿ÛË Ù˘ ·ÁˆÁ‹˜» Î.¿. Î·È ·Ó¿ÁÔÓÙ·ÓÛÙÔ˘˜ ÛÎÔÔ‡˜ Ù˘ ·È‰Â›·˜. ∂›Û˘ ˘‹Ú¯·Ó ¤Ú¢Ó˜, ·Ó·ÊÂÚfiÌÂÓ˜ ÛÙË ÛËÌ·Û›· Ù˘ ÎÏ·ÛÛÈ΋˜·È‰Â›·˜, ÛÙȘ ÌÂÙ·ÊÚ¿ÛÂȘ ÙˆÓ ∞Ú¯·›ˆÓ, ÛÙȘ ·ÓıÚˆÈÛÙÈΤ˜ ÛÔ˘‰¤˜, ÛÙ· Û‡Á¯ÚÔÓ· ÊÈÏÔÛÔÊÈοÚ‡̷ٷ, Û ÏÔÁÔÙ¯ÓÈο ı¤Ì·Ù· Î.¿.

∞Í›˙ÂÈ Ó· ÛËÌÂȈı› Ë ÌÂϤÙË ÙÔ˘ ∂. ¶··ÓÔ‡ÙÛÔ˘ «∆Ô ·È‰·ÁˆÁÈÎfi ‹ıÔ˜», Ô˘ ‰ËÌÔÛȇÙËÎÂÛ 13 Û˘Ó¤¯ÂȘ Î·È ˘ÔÁÚ¿ÌÌÈ˙ ÙËÓ ·È‰Â˘ÙÈ΋ ·Í›· Ù˘ ·È‰·ÁˆÁÈ΋˜ ·Á¿Ë˜ Î·È ÙÔ ÂӉȷʤÚÔÓÁÈ· ÙËÓ ·ÙÔÌÈÎfiÙËÙ· ÙÔ˘ οı ·È‰ÈÔ‡. ∏ ·ÏËıÈÓ‹ ÊÈÏÔÛÔÊ›·, ηٿ ÙÔÓ ∂. ¶··ÓÔ‡ÙÛÔ, Ù›ÓÂÈ ÛÙˉȿϷÛË ÙˆÓ Ó¤ˆÓ «Û’ ÂχıÂÚÔ˘˜, ˘Â‡ı˘ÓÔ˘˜ Î·È Ì ÎÚÈÙÈ΋ ÛΤ„Ë ÚÔÈÎÈṲ̂ÓÔ˘˜ Ôϛ٘».

∞ÍÈfiÏÔÁÔÈ Û˘ÓÂÚÁ¿Ù˜, ÂÎÙfi˜ ÙÔ˘ ∂. ¶··ÓÔ‡ÙÛÔ˘, ÌÂٷ͇ ÙˆÓ ¿ÏÏˆÓ ‹Ù·Ó ÔÈ: ∞. ¢ÂÏÌÔ‡˙Ô˜,ª. ∆ÚÈ·ÓÙ·Ê˘ÏÏ›‰Ë˜, π. £. ∫·ÎÚȉ‹˜, Ã. ∫·ÚÔ‡˙Ô˜, ∞¯. ∆˙¿ÚÙ˙·ÓÔ˜, ∫. £. ¢ËÌ·Ú¿˜, ∂. ∫ÚÈ·Ú¿˜,∞. °. ∆ÛÔ·Ó¿Î˘, π. ª. ¶·Ó·ÁȈÙfiÔ˘ÏÔ˜, ∞. ∆ÂÚ˙¿Î˘, °. £¤ÌÂÏ˘, ∫. ¡. ¶··ÓÈÎÔÏ¿Ô˘, µ.§·˙·Ó¿˜, £Ú·Û. ™Ù·‡ÚÔ˘, ∞Ó‰Ú. ∫·Ú·ÓÙÒÓ˘, ŸÏÁ· ∫ÔÌÓËÓÔ‡-∫·ÎÚȉ‹. ∆Ô ÂÚÈÔ‰ÈÎfi ‹Ù·Ó «Î·-Ù¿ ·ÚÈÔ ÏfiÁÔ ·È‰·ÁˆÁÈÎfi, ·ÏÏ¿ Ì ÙËÓ ¤ÓÓÔÈ· fiÙÈ ÚfiıÂÛ‹ ÙÔ˘ ›¯Â fi¯È ·ÏÒ˜ Ó· ÙÂÏÂÈÔÔÈ‹ÛÂÈÙËÓ ÂÎ·È‰Â˘ÙÈ΋ Ì˯·Ó‹, ·ÏÏ¿ Ó· ıÚ¤„ÂÈ Î·È Ó· ÙÔÓÒÛÂÈ ÙËÓ ÂÎ·È‰Â˘ÙÈ΋ „˘¯‹». °È ·˘Ùfi ‰ÂÓ Â-ÚÈÔÚÈ˙fiÙ·Ó ÌfiÓÔ Û ·˘Ù¿ Ô˘ Û¯ÂÙ›˙ÔÓÙ·Ó ¿ÌÂÛ· Ì ÙË Û¯ÔÏÈ΋ Ú¿ÍË, ·ÏÏ¿ ‰È·Ú·ÁÌ·Ù¢fiÙ·Ó Î·È˙ËÙ‹Ì·Ù· «ÁÂÓÈÎfiÙÂÚÔ˘ ÓÂ˘Ì·ÙÈÎÔ‡ ÂӉȷʤÚÔÓÙÔ˜». ∏ ÊÈÏÔÛÔÊ›· ÙÔ˘ ÎÈÓ‹ıËΠÁ‡Úˆ ·fi ÙÚÂȘ¿ÍÔÓ˜: ÙËÓ Î·ÏÏȤÚÁÂÈ· «Ù˘ ÁÓ‹ÛÈ·˜ ÂÏÏËÓÈ΋˜ ÓÔÔÙÚÔ›·˜ Î·È „˘¯ÔÛ˘Óı¤Ûˆ˜» ̤۷ Û ÌÈ·«ÈÔ Î·Ï‹ Î·È ÈÔ Ù›ÌÈ·, ÈÔ Û˘ÓÂÙ‹ Î·È ÈÔ ‰›Î·ÈË ÎÔÈÓˆÓ›·», ÛÂ Û˘Ó‰˘·ÛÌfi Ì ÙËÓ ÔÈÎÔ‰fiÌËÛËÂÓfi˜ Ó‡̷ÙÔ˜ «ÔÈÎÔ˘ÌÂÓÈ΋˜ Û˘ÓÂÓÓfiËÛ˘ Î·È ÂÈÚ‹Ó˘ ÌÂٷ͇ ÙˆÓ Ï·ÒÓ».

8

™ÙËÓ ÙÚ›ÙË ÂÓfiÙËÙ·: ∏ ™¯ÔÏÈ΋ ¶Ú¿ÍË ˘‹Ú¯·Ó ‰Ë-ÌÔÛȇ̷ٷ, fiˆ˜: «∏ ∞Ó¿ÁÓˆÛË ÛÙȘ ·ÓÒÙÂÚ˜ Ù¿ÍÂȘÙÔ˘ ¢ËÌÔÙÈÎÔ‡ Ì·˜ Û¯ÔÏ›Ԣ», «√È ƒ‹ÙÔÚ˜ ÛÙÔ °˘ÌÓ¿-ÛÈÔ», «∆Ô Ì¿ıËÌ· Ù˘ πÛÙÔÚ›·˜», «∆Ô ÎÏÈÙÈÎfi Ì·˜ Û‡ÛÙË-Ì·», «∏ ‰È‰·Ûηϛ· ÙˆÓ ¡¤ˆÓ ∂ÏÏËÓÈÎÒÓ-∏ ÁÏÒÛÛ· Ù˘§ÔÁÔÙ¯ӛ·˜», «∏ ∞ÁˆÁ‹ ÙÔ˘ ¶ÔÏ›ÙË» Î·È ÔÏÏ¿ ¿ÏÏ·,Ô˘ ›¯·Ó Û¯¤ÛË Ì ÙËÓ ÂÚÁ·Û›· ÛÙÔ Û¯ÔÏÂ›Ô Î·È ·ÔÙÂ-ÏÔ‡Û·Ó Î·Ù¿ ¤Ó· ÙÚfiÔ ‰È‰·ÎÙÈÎÔ‡˜ Ô‰ËÁÔ‡˜ ÁÈ· ÙÔ˘˜ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Ù˘ ™ÙÔȯÂÈÒ‰Ô˘˜ Î·È Ù˘ ª¤Û˘ ∂ηÈ-‰Â‡Ûˆ˜.

™ÙËÓ Ù¤Ù·ÚÙË ÂÓfiÙËÙ· Ì ٛÙÏÔ «¢ÈÂıÓ‹˜ ∂Î·È‰Â˘ÙÈ΋∫›ÓËÛË» Ù· ¿ÚıÚ· ‰›ÓÔ˘Ó ÔχÙÈ̘ ÏËÚÔÊÔڛ˜ ÁÈ·ÙËÓ ÔÚÁ¿ÓˆÛË Ù˘ ·È‰Â›·˜ ¯ˆÚÈÛÙ¿ Û ‰È¿ÊÔÚ˜ ∂˘Úˆ-·˚Τ˜ ¯ÒÚ˜, ∞ÌÂÚÈ΋, ƒˆÛ›· Î·È ·ÏÏÔ‡. ∞ӷʤÚÔÓÙ·ÓÛÙ· ÂÎ·È‰Â˘ÙÈο Û˘ÛÙ‹Ì·Ù·, ÛÙ· Û¯ÔÏÈο ÚÔÁÚ¿ÌÌ·Ù·,ÛÙȘ ÌÂÙ·ÚÚ˘ıÌ›ÛÂȘ ÛÙÔÓ ¯ÒÚÔ Ù˘ ·È‰Â›·˜, Û ‰ÈÂıÓ›˜Û˘˙ËÙ‹ÛÂȘ. ∞ÏÏ¿ Î·È ÁÂÓÈÎfiÙÂÚ· ˙ËÙ‹Ì·Ù· ÂÍÂÙ¿˙ÔÓÙ·Ó,fiˆ˜ Ë ·ÌÔÈ‚·›· ηٷÓfiËÛË ÙˆÓ Ï·ÒÓ, ı¤Ì·Ù· Û¯ÔÏÈ-ÎÒÓ ÎÙËÚ›ˆÓ, ÂΉfiÛÂȘ ÁÈ· ÙË ÓÂÔÏ·›·, Ô ·ÁÒÓ·˜ ηٿÙÔ˘ ·Ó·ÏÊ·‚ËÙÈÛÌÔ‡, Ë ÓÂ˘Ì·ÙÈ΋ ηı˘ÛÙ¤ÚËÛË ÔÚÈ-ÛÌ¤ÓˆÓ ·È‰ÈÒÓ Î.¿.

«∂Î·È‰Â˘ÙÈ΋ ∞Ó·Û˘ÁÎÚfiÙËÛË» ‹Ù·Ó Ô Ù›ÙÏÔ˜ Ù˘ ¤ÌÙ˘ ÂÓfiÙËÙ·˜ ÛÙËÓ ÔÔ›· ‰ËÌÔÛÈ¢fiÙ·Ó¤Ú¢ӷ ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ÁÈ· Ù· ·ÓÂÈÛÙËÌȷο ˙ËÙ‹Ì·Ù· Î·È ÛÙËÓ ÔÔ›· ·ÓÙ·ÔÎÚ›ıËÎ·Ó ‰È·ÎÂÎÚÈ-̤ÓÔÈ ·ÓÂÈÛÙËÌÈ·ÎÔ› ηıËÁËÙ¤˜: ∞. ¢ÂÏÌÔ‡˙Ô˜, ∫. ƒˆÌ·›Ô˜ Î.¿. ∞ÊÔÚÔ‡Û Û ÔÈΛϷ ˙ËÙ‹Ì·Ù·,fiˆ˜: Ë ÚÔÛ¯ÔÏÈ΋ ·ÁˆÁ‹, Ë ˘Ô¯ÚˆÙÈ΋ ÊÔ›ÙËÛË, Ë ·ÚÙÈfiÙÂÚË ÌfiÚʈÛË ÙÔ˘ ‰È‰·ÎÙÈÎÔ‡ ÚÔ-ÛˆÈÎÔ‡, Ë ÏÂÈÙÔ˘ÚÁ›· ÙˆÓ ÓËÈ·ÁˆÁ›ˆÓ, ÙˆÓ ‰ËÌÔÙÈÎÒÓ Û¯ÔÏ›ˆÓ, ÙˆÓ Á˘ÌÓ·Û›ˆÓ Î·È Ï˘Î›ˆÓ,Ë Â·ÁÁÂÏÌ·ÙÈ΋ Âη›‰Â˘ÛË ÎÙÏ.

∏ ¤ÎÙË ÂÓfiÙËÙ· «∂Û‡ Î·È ÙÔ ·È‰› ÛÔ˘» ÂÚÈÂÏ¿Ì‚·Ó ‰ËÌÔÛȇ̷ٷ Ì ·È‰·ÁˆÁÈ΋ Î·È „˘¯Ô-ÏÔÁÈ΋ ÛÔ˘‰·ÈfiÙËÙ· Ô˘ ÚÔÔÚ›˙ÔÓÙ·Ó ÁÈ· ÁÔÓ›˜ Î·È ‰·ÛοÏÔ˘˜. ∆· ı¤Ì·Ù· ‹Ù·Ó ·ÓÙfi˜ ›‰Ô˘˜,›¯·Ó Û¯¤ÛË Ì ÙËÓ ·ÁˆÁ‹ ÙˆÓ ·È‰ÈÒÓ ÛÙÔ Û›ÙÈ Î·È ÛÙÔ Û¯ÔÏÂ›Ô Î·È Ì ÙȘ ÓÂ˘Ì·ÙÈΤ˜ ·Û¯ÔÏ›Â˜ÙˆÓ ·È‰ÈÒÓ, Ù· ·È¯Ó›‰È· ÙÔ˘˜, ÙËÓ ·ÁˆÁ‹ ÙÔ˘ ÚÔÊÔÚÈÎÔ‡ Î·È ÙÔ˘ ÁÚ·ÙÔ‡ ÏfiÁÔ˘ Î·È ÔÏÏ¿ ¿Ï-Ï·.

«™¯fiÏÈ·-∂ȉ‹ÛÂȘ-µÈ‚ÏÈÔÎÚÈÛ›·» ‹Ù·Ó Ô Ù›ÙÏÔ˜ Ù˘ ¤‚‰ÔÌ˘ ÂÓfiÙËÙ·˜. ™¯ÔÏÈ·˙fiÙ·Ó fi,ÙÈ ‹Ù·Ó ›-ηÈÚÔ Û οı Ù‡¯Ô˜ ·fi Ù· ÂÎ·È‰Â˘ÙÈο ˙ËÙ‹Ì·Ù·. ∆Ô ÌÂÁ·Ï‡ÙÂÚÔ Ì¤ÚÔ˜ ‹Ù·Ó ÁÚ·Ì̤ÓÔ ·fiÙÔÓ ∂. ¶··ÓÔ‡ÙÛÔ.

™ÙÔ ÁψÛÛÈÎfi ˙‹ÙËÌ· Î·È Ô ∂. ¶··ÓÔ‡ÙÛÔ˜ Î·È ÔÈ Û˘ÓÂÚÁ¿Ù˜ ÙÔ˘ ‰ÂÓ ·ÚΤÛÙËÎ·Ó ÛÙÔ Î‹Ú˘Á-Ì· ÙÔ˘ ∂Î·È‰Â˘ÙÈÎÔ‡ ¢ËÌÔÙÈÎÈÛÌÔ‡, ·ÏÏ¿ ·ÎÔÏÔ‡ıËÛ·Ó ÛÙ· ÁÚ·Ù¿ ÙÔ˘˜, fiÛÔ ÌÔÚÔ‡Û·Ó, ÙÔ˘˜ÁψÛÛÈÎÔ‡˜ ηÓfiÓ˜ Ù˘ ‰ËÌÔÙÈ΋˜.

ÕÍÈ· ÏfiÁÔ˘ Â›Ó·È ‰‡Ô ·ÊÈÂÚÒÌ·Ù· Ù˘ «¶·È‰Â›·˜» ÛÙÔÓ ∞. ¢ÂÏÌÔ‡˙Ô ÛÙÔ Ù‡¯Ô˜ ÙÔ˘ πÔ˘Ó›Ô˘1953 Î·È ÛÙÔÓ ª. ∆ÚÈ·ÓÙ·Ê˘ÏÏ›‰Ë ÛÙÔ Ù‡¯Ô˜ ÙÔ˘ ª·˝Ô˘ 1960.

™ÙÔÓ ·ÔÏÔÁÈÛÌfi Ô˘ ¯›ÚËÛÂ Ô ∂. ¶··ÓÔ‡ÙÛÔ˜ ÌÂÙ¿ ÙË Û˘ÌÏ‹ÚˆÛË ÙÔ˘ ‰Â‡ÙÂÚÔ˘ Ùfi-ÌÔ˘, Ô˘ ··ÚÙÈ˙fiÙ·Ó ·fi 528 ÛÂÏ›‰Â˜, ÛËÌ›ˆÛÂ: «ŸÙ·Ó ÂÌÊ·Ó›ÛÙËΠÙÔÓ √ÎÙÒ‚ÚÈÔ ÙÔ˘ 1946 Ë

9

“¶·È‰Â›·” ¤ÏÂÈ ·fi ÙËÓ ÓÂ˘Ì·ÙÈ΋ ΛÓËÛË Ù˘ ¯ÒÚ·˜ Ì·˜ Î·È ¤Ó· ÂÈÛÙËÌÔÓÈÎfi ·È‰·ÁˆÁÈÎfifiÚÁ·ÓÔ Î·È ÙÔ ÚÔÛˆÈο ˘Â‡ı˘ÓÔ ‚‹Ì· ·’ fiÔ˘ ı· ÌÔÚÔ‡Û Ӓ ·ÎÔ˘ÛÙ› ÌÈ· ı·ÚڷϤ· ηȷÓÙÈÎÂÈÌÂÓÈ΋ ʈӋ ÁÈ· ÙËÓ ·Ó·Û˘ÁÎÚfiÙËÛË, ÙËÓ ·Ó¿Ï·ÛË Î·È ÙÔ Û˘Á¯ÚÔÓÈÛÌfi Ù˘ ·È‰Â›·˜ Ì·˜.∞˘ÙÔ‡ ·ÎÚÈ‚Ò˜ ÙÔ˘ ÎÂÓÔ‡ ÙËÓ Ï‹ÚˆÛË ÂȉÈÒÍ·ÌÂ Î·È Î·Ï¤Û·Ì ÙȘ ˙ˆÓÙ·Ó¤˜ ÚÔÛˆÈΤ˜ ‰˘Ó¿-ÌÂȘ ÙÔ˘ ÙfiÔ˘ Ì·˜ Ó· Û˘ÓÙÚ¤ÍÔ˘Ó ÛÙËÓ Ú·ÁÌ¿ÙˆÛË ·˘ÙÔ‡ ÙÔ˘ ˘„ËÏÔ‡ ÂıÓÈÎÔ‡ Î·È ÓÂ˘Ì·ÙÈÎÔ‡ÛÎÔÔ‡. ™˘ÁÎÂÎÚÈ̤ӷ ηٿ ÙÔ 1948 ‰ËÌÔÛȇÙËÎ·Ó ·fi ÙȘ ÛًϘ Ù˘ “¶·È‰Â›·˜”, 15 ·˘ÙÔÙÂÏ›˜ÂÈÛÙËÌÔÓÈΤ˜ ÌÂϤÙ˜ ÔÊÂÈÏfiÌÂÓ˜ Û ŒÏÏËÓ˜, ·ÏÏ¿ Î·È Û ͤÓÔ˘˜ Û˘ÁÁÚ·Ê›˜ Ô˘ Ù›ÌËÛ·Ó ÙÔÂÚÈÔ‰ÈÎfi Ì·˜ Ì ÙËÓ ÚˆÙfiÙ˘Ë Û˘ÓÂÚÁ·Û›· ÙÔ˘˜. π‰È·›ÙÂÚÔ ÂӉȷʤÚÔÓ ·fi ÙËÓ ¿Ô„Ë ÙÔ˘ Â-ÚȯÔ̤ÓÔ˘ ·ÚÔ˘Û›·ÛÂ Ë ÛÙ‹ÏË Ì·˜ «™¯ÔÏÈ΋ ¶Ú¿ÍË» Ô˘ ÂÁηÈÓÈ¿Û·Ì ÙÔ ÂÚ·Ṳ̂ÓÔ ¤ÙÔ˜.™ÎÔfi˜ Ù˘ Ó· ÚÔÛʤÚÂÈ ÛÙÔ˘˜ ÏÂÈÙÔ˘ÚÁÔ‡˜ Ù˘ ¶·È‰Â›·˜ Ô˘ ·ÏÂ‡Ô˘Ó ÛÙËÓ Î·ıËÌÂÚÈÓ‹ Û¯ÔÏÈ-΋ ÙÔ˘˜ ÂÚÁ·Û›· Ì ‰‡ÛÎÔÏ· ‰È‰·ÎÙÈο ÚÔ‚Ï‹Ì·Ù·, ıˆÚËÙÈο ·ÔÛ·ÊËÓÈṲ̂Ó˜ Î·È ·fi ÙËÓ›ڷ ‚Á·Ï̤Ó˜ Ô‰ËÁ›Â˜. ∞fi ÙȘ ‰‡Ô ¿ÏϘ ÛًϘ: «¢ÈÂıÓ‹˜ ∂Î·È‰Â˘ÙÈ΋ ∫›ÓËÛË» Î·È «∂Û‡ ηÈÙÔ ·È‰› ÛÔ˘» ÎÚ›ıËÎ·Ó 28 ‰ËÌÔÛȇ̷ٷ ÂÏÏ‹ÓˆÓ Î·È Í¤ÓˆÓ Û˘ÁÁڷʤˆÓ ÊÈÏÔÏÔÁÈο, „˘¯ÔÏÔÁÈ-ο, ÈÛÙÔÚÈο, ‰È‰·ÎÙÈο, ÊÈÏÔÛÔÊÈο ÎÙÏ. Ô˘ ÂӉȷʤÚÔ˘Ó ÙÔ Û¯ÔÏÂ›Ô Î·È ÙËÓ ÂÚÁ·Û›· ÙÔ˘ […].ø˜ ÚÔ˜ Ù· ·ÚÈ· ¿ÚıÚ· Ô˘ Ë ¢È‡ı˘ÓÛË ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ‰ËÌÔÛȇÂÈ ÛÙËÓ ·Ú¯‹ Î·È Ù· Û¯fiÏÈ·Ô˘ ηٷ¯ˆÚ›˙ÂÈ ÛÙȘ ÙÂÏÂ˘Ù·›Â˜ ÛÂÏ›‰Â˜ οı Ù‡¯Ô˘˜, Ù¤ÛÛÂÚ· ·fi ·˘Ù¿ Û˘Ó¯›˙Ô˘Ó Î·È Û˘ÌÏË-ÚÒÓÔ˘Ó ¤Ó· Û‡ÓÔÏÔ ÚÔÙ¿ÛˆÓ, Ô˘ ÌÔÚÔ‡Ó, ÓÔÌ›˙Ô˘ÌÂ, Ó· ¯ÚËÛÈ̇ÛÔ˘Ó ˆ˜ ‚¿ÛË ÁÈ· ÌÈ··Ó·‰ÈÔÚÁ¿ÓˆÛË ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ Ì·˜ Û˘ÛÙ‹Ì·ÙÔ˜ Û‡Ìʈӷ Ì ÙÔ ‚·ı‡ÙÂÚÔ ÓfiËÌ· Ù˘ ·È‰Â›·˜Î·È Ì ٷ ·ÈÙ‹Ì·Ù· ÙÔ˘ ηÈÚÔ‡ Ì·˜. ∆ËÓ ›‰È· ÁÚ·ÌÌ‹ ı’ ·ÎÔÏÔ˘ı‹ÛÂÈ ÙÔ ÂÚÈÔ‰ÈÎfi Ì·˜ Î·È Î·Ù¿ ÙÔ1949, ÛÙÔÓ ÙÚ›ÙÔ ‰ËÏ. ÙfiÌÔ. ∂›Û˘ ı· Û˘Ó¯›ÛÂÈ ÙËÓ ·ÚıÚÔÁÚ·Ê›· Î·È ÙËÓ ÎÚÈÙÈ΋ ÙÔ˘ ÁÈ· Ó· Û˘Ì-‚¿ÏÂÈ ÛÙÔÓ ÔÚıfi ÚÔÛ·Ó·ÙÔÏÈÛÌfi Ù˘ ·È‰Â›·˜ Ì·˜ Î·È ÛÙËÓ ·Ó¿Ï·Û‹ Ù˘. ™ÙËÓ ÂÎÏÔÁ‹ Ù˘ ‡Ï˘¤Ó· ı· ¤¯ÂÈ ¿ÓÙÔÙ ÁÓÒÌÔÓ·: ÙËÓ ÔÈfiÙËÙ· Ù˘ ÚÔÛÊÔÚ¿˜. ∫·È ÛÙÔÓ ¤ÏÂÁ¯fi ÙÔ˘ Ô‰ËÁËÙÈ΋ ÁÚ·Ì-Ì‹: ÙÔ Û˘ÌʤÚÔÓ ÙÔ˘ ™¯ÔÏ›Ԣ, ÙÔ Û˘ÌʤÚÔÓ ÙÔ˘ ŒıÓÔ˘˜».

∆Ô ÂÚÈÔ‰ÈÎfi «¶·È‰Â›·…¶·È‰Â›· Î·È ∑ˆ‹» ÛÙ· 15 ¯ÚfiÓÈ· Ù˘ ˙ˆ‹˜ ÙÔ˘ (1946-1961) ÚÔÂÙÔ›-Ì·Û ÙËÓ ÂÎ·È‰Â˘ÙÈ΋ ÌÂÙ·ÚÚ‡ıÌÈÛË ÙÔ˘ 1964, Ô˘ ›¯Â ÙË Û˘Ó¤¯ÂÈ¿ Ù˘ ÙÔ 1976. ŒıÈÍ fiÏ· Ù·ÚÔ‚Ï‹Ì·Ù· ÛÙÔ ÛÙ¿‰ÈÔ Ù˘ ÚÔÂÙÔÈÌ·Û›·˜ Î·È ÙfiÓÈÛ fiÙÈ Û οı ÂÎ·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· ˘¿Ú-¯ÂÈ ÌÈ· ÔÚÈṲ̂ÓË ÊÈÏÔÛÔÊ›·. ∞ÔÙ¤ÏÂÛ ¤Ó· «·È‰·ÁˆÁÈÎfi ‰ËÌÔÛÈÔÁÚ·ÊÈÎfi fiÚÁ·ÓÔ» Î·È Ì ÙËÓÔÏ˘Û‹Ì·ÓÙË ÚÔÛÊÔÚ¿ ÙÔ˘ ∂. ¶··ÓÔ‡ÙÛÔ˘ ‰È·ÎÚ›ıËΠÁÈ· ÙËÓ È‰È·›ÙÂÚË Û˘Ì‚ÔÏ‹ ÙÔ˘ ÛÙËÓ ÂÏ-ÏËÓÈ΋ ·È‰Â›·.

∂È̤ÏÂÈ· ·ÊÈÂÚÒÌ·ÙÔ˜:

¶·Ú·Û΢‹ £ÂÔÁÈ¿ÓÓË, ÊÈÏfiÏÔÁÔ˜

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I. AP£PA ™E E§§HNIKA ¶EPIO¢IKA*

1. π™∆√ƒπ∞ ∆∏™ ∂∫¶∞π¢∂À™∏™

∞™∏ª∞∫∏ ∞¡¡À, «∂ϤÓË ¶ÈÙÙ·‰¿ÎË - ¶ÔÏ˘Ù›ÌË ∫Ô˘ÛÎÔ‡ÚË: Ë ‰È·‰ÚÔÌ‹ Î·È Ë ·ÚÔ˘Û›· ‰‡ÔÚˆÙÔfiÚˆÓ ‰È‰·ÛηÏÈÛÛÒÓ Î·Ù¿ ÙȘ ÚÒÙ˜ ‰ÂηÂٛ˜ ÙÔ˘ ·ÓÂÍ¿ÚÙËÙÔ˘ ÎÚ¿ÙÔ˘˜ (1834-1855)»,™‡Á¯ÚÔÓ· £¤Ì·Ù·, Ù¯. 97 (2007), ÛÛ. 51-59.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∫·ıËÁËÙ‹˜ * °˘Ó·ÈÎÂ›Ô Ê‡ÏÔ * °˘Ó·›Î˜ - ∂η›‰Â˘ÛË - πÛÙÔÚ›·1830-1893 * °˘Ó·›Î˜ - ÎÔÈÓˆÓÈΤ˜ Û˘Óı‹Î˜ * πÛÙÔÚÈ΋ ¤Ú¢ӷ

°∞ƒ°∞§π∞¡√™ πø∞¡¡∏™, ««∏ ÂÎ·È‰Â˘ÙÈ΋ ÌÂÙ·ÚÚ‡ıÌÈÛË ÛÙËÓ ∂ÏÏ¿‰·», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ ™›-ÙÈ, Ù¯. 488 (2007), ÛÛ. 378-387.* ∂Î·È‰Â˘ÙÈ΋ ÌÂÙ·ÚÚ‡ıÌÈÛË * ∂ÏÏ¿‰· - πÛÙÔÚ›· - 19Ô˜ ·È. * ∂ÏÏ¿‰· - πÛÙÔÚ›· - 20fi˜ ·È. * ∂ηÈ-‰Â˘ÙÈ΋ ÔÏÈÙÈ΋

ª∞ª∞∫∏™ °∂øƒ°π√™, ««º‡ÛË Î·È ÌÔÚʤ˜ ÙˆÓ ‰È‰·ÛηÏÈÎÒÓ ‰ÈÂΉÈ΋ÛÂˆÓ ÛÙÔ ‰È·Ì¤ÚÈÛÌ· ÙÔ˘§·ÛÈı›Ô˘, ηٿ ÙËÓ ÂÚ›Ô‰Ô Ù˘ ‡ÛÙÂÚ˘ ∆Ô˘ÚÎÔÎÚ·Ù›·˜ (fi„ÂȘ Ù˘ ÚÔ˚ÛÙÔÚ›·˜ ÙÔ˘ Û˘Ó‰ÈηÏÈ-ÛÌÔ‡ ÙˆÓ ‰·ÛοψÓ)», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148 (2007), ÛÛ. 133-152.* ∫·ıËÁËÙ‹˜ * ™¯¤ÛÂȘ ÂÚÁ·Û›·˜ * ™˘Ó‰ÈηÏÈÛÌfi˜ * √ÈÎÔÓÔÌÈο Ù˘ ∂η›‰Â˘Û˘ * ™¯¤ÛË Û¯Ô-Ï›Ԣ - ÎÔÈÓfiÙËÙ·˜ * ∫Ú‹ÙË - πÛÙÔÚ›· - 1821-1898

ª¶∂ƒ∂¢∏ª∞™ ¶∞¡∞°πø∆∏™, ««∏ ÂÈÎfiÓ· ÙÔ˘ “¶·ÙÚfi˜” ÛÙËÓ ÂÈÎÔÓÔÁÚ¿ÊËÛË ÙˆÓ ·ÏÊ·‚ËÙ·-Ú›ˆÓ Ù˘ ∆Ô˘ÚÎÔÎÚ·Ù›·˜», ∂ÈηÛÙÈ΋ ¶·È‰Â›·, Ù¯. 23 (2007), ÛÛ. 32-37.* ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∆Ô˘ÚÎÔÎÚÙ›· * ∞ÏÊ·‚ËÙ¿ÚÈÔ * µÈ‚Ï›Ô - ∂ÈÎÔÓÔÁÚ¿ÊËÛË * ÃÚÈÛÙÈ·ÓÈ΋ Ù¤¯ÓËÎ·È Û˘Ì‚ÔÏÈÛÌfi˜ * ∆ÚÈ·‰ÈÎfi˜ £Âfi˜ * ŒÏÏËÓ˜ Ù˘ ‰È·ÛÔÚ¿˜ * ∂˘ÂÚÁ¤Ù˜

ºƒ∞°∫√™ Ãπ™∆√™, ««¢È·ÏÂÎÙÈ΋ ¢È·ÊˆÙÈÛÌÔ‡ Î·È ∂ÏÏËÓÈ΋˜ ¶·Ú¿‰ÔÛ˘ ÛÙËÓ ∂η›‰Â˘ÛË»,™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148 (2007), ÛÛ. 36-42.* ¢È·ÊˆÙÈÛÌfi˜ * ŒÓÓÔÈ· * ¢È·ÏÂÎÙÈ΋ * ¶·Ú¿‰ÔÛË * ∂η›‰Â˘ÛË * ∂ÏÏ¿‰·

22. ∂∫¶∞π¢∂À∆π∫∏ ¶√§π∆π∫∏ ∫∞π ∂∫¶∞π¢∂À∆π∫√™ ™Ã∂¢π∞™ª√™

µ∞µ√Àƒ∞∫∏ ∞°∞¶∏ [Î.¿.], «∂˘Úˆ·˚Τ˜ ı¤ÛÂȘ ÁÈ· ÙËÓ ÔÈfiÙËÙ· ÛÙËÓ Âη›‰Â˘ÛË», ∂ÈıÂÒÚË-ÛË ∂Î·È‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯. 13 (2007), ÛÛ. 33-42.

11

* √È ÂÚÈÏ‹„ÂȘ ÙˆÓ ¿ÚıÚˆÓ Ô˘ ·Ú·Ù›ıÂÓÙ·È ÛÙË Û˘Ó¤¯ÂÈ· ·ÔÙÂÏÔ‡Ó ·Ó·‰ËÌÔÛȇÛÂȘ ·fi Ù· ¤ÓÙ˘·, ÛÙ· ÔÔ›· ÙÔÂοÛÙÔÙ ¿ÚıÚÔ ¤¯ÂÈ ‰ËÌÔÛÈ¢ı›. ∆ËÓ Â˘ı‡ÓË ÙfiÛÔ ÁÈ· ÙË Û‡ÓÙ·ÍË fiÛÔ Î·È ÁÈ· ÙËÓ ÔÚıÔÁÚ·Ê›· ÙÔ˘ ÎÂÈ̤ÓÔ˘ ÙÔ˘˜ ʤ-ÚÂÈ ·ÔÎÏÂÈÛÙÈο Ô Û˘ÁÁڷʤ·˜ ÙÔ˘ ¿ÚıÚÔ˘.

* ¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘ * ∂˘Úˆ·˚΋ ŒÓˆÛË * ∂ÈÛÎfiËÛË Ù˘ ηٿÛÙ·Û˘ ÂÓfi˜ ı¤Ì·ÙÔ˜ * ™Ùfi-¯ÔÈ Ù˘ Âη›‰Â˘Û˘ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ * ∂η›‰Â˘ÛË - ∂ÏÏ¿‰·ñ ∆Ô ·ÚfiÓ Î›ÌÂÓÔ ÂÛÙÈ¿˙ÂÈ ÛÙȘ ‰È·Ê·ÈÓfiÌÂÓ˜ Ù¿ÛÂȘ Î·È ÛÙȘ ‰È·Ù˘ˆÌ¤Ó˜ ı¤ÛÂȘ Ù˘ ∂˘Úˆ·˚-

΋˜ ŒÓˆÛ˘ fiÛÔÓ ·ÊÔÚ¿ ÛÙËÓ ÔÚÈÔı¤ÙËÛË Ù˘ ¤ÓÓÔÈ·˜ Ù˘ ÔÈfiÙËÙ·˜ ÛÙËÓ Âη›‰Â˘ÛË Î·È ÛÙÈ˜Û˘Ó·ÎfiÏÔ˘ı˜ ÛÙÚ·ÙËÁÈΤ˜ ÁÈ· ÙËÓ Â›Ù¢͋ Ù˘. ∏ ·ÚÔ˘Û›·ÛË, Ë ÂÚÈÁÚ·Ê‹ Î·È Ô Û¯ÔÏÈ·ÛÌfi˜ÙˆÓ Â˘Úˆ·˚ÎÒÓ ÂȉÈÒÍÂˆÓ ·ÎÔÏÔ˘ıÔ‡Ó Ì›· ¯ÚÔÓÔÏÔÁÈ΋ ÛÂÈÚ¿ Ë ÔÔ›· ηٷÁÚ¿ÊÂÈ ÙȘ ÂÍÂÏ›-ÍÂȘ ÛÂ Â›Â‰Ô ÔÏÈÙÈ΋˜ Î·È ·ÔÙ˘ÒÓÂÈ ÙË ÛÙ·‰È·Î‹ ÂÈÎÚ¿ÙËÛË ÔÈÎÔÓÔÌÈÎÒÓ ·ÓÙÈÏ‹„ÂˆÓ Î·ÈÎÚÈÙËÚ›ˆÓ ÛÙÔ ÂÎ·È‰Â˘ÙÈÎfi Á›ÁÓÂÛı·È. ™ÙÔ ¿ÚıÚÔ Á›ÓÂÙ·È Û‡ÓÙÔÌË ·Ó·ÊÔÚ¿ ÛÙËÓ Î·Ù¿ÛÙ·ÛËÛ¯ÂÙÈο Ì ÙÔ ı¤Ì· Ù˘ ÔÈfiÙËÙ·˜ Ù˘ Âη›‰Â˘Û˘ ÛÙË ¯ÒÚ· Ì·˜ Î·È ÙÔÓ›˙ÂÙ·È Ë ·Ó¿ÁÎË ‰È·Û·-Ê‹ÓÈÛ˘ ÙÔ˘ fiÚÔ˘ Î·È ÙÔ˘ ÂÚȯÔ̤ÓÔ˘ ÙÔ˘, ηıÒ˜ Î·È Ë ·Ó¿ÁÎË ÂÌÂÚÈÛٷو̤Ó˘ ¤Ú¢ӷ˜.

°∞ƒ°∞§π∞¡√™ πø∞¡¡∏™, «∏ ÂÎ·È‰Â˘ÙÈ΋ ÌÂÙ·ÚÚ‡ıÌÈÛË ÛÙËÓ ∂ÏÏ¿‰·: ‰È·Ú΋˜ ÂÚȤÙÂÈ·»,∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 168-174.* ∂Î·È‰Â˘ÙÈΤ˜ ÌÂÙ·ÚÚ˘ıÌ›ÛÂȘ - 1964-2000 * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ∂ÏÏ¿‰· * ∞Ó¿Ù˘ÍË Ù˘Âη›‰Â˘Û˘ * ¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘ * ÿÛ˜ ¢ηÈڛ˜ñ ™ÎÔfi˜ Ì·˜ Ì ·˘Ù‹ ÙËÓ ÂÚÁ·Û›· Â›Ó·È Ó· ‰Â›ÍÔ˘Ì fiÛÔ ·Ó·Áη›· Â›Ó·È Ë ‰È·Ú΋˜ ÌÂÙ·ÚÚ‡ı-

ÌÈÛË Ù˘ ∂η›‰Â˘Û˘, fiÛÔ ·Ó·Áη›· Â›Ó·È Ë ·Ó·˙‹ÙËÛË Û˘Ó·›ÓÂÛ˘, ÁÈ· Ó· ÚÔˆıÂ›Ù·È ·-Ú¿ÏÏËÏ· Ë ÔÈfiÙËÙ· ∂η›‰Â˘Û˘ Î·È fiÛÔ ÂÈÎÚ·Ù› ‰È·ÚÎÒ˜ ·ÓÙȉÈΛ· Ì ·ÔÙ¤ÏÂÛÌ· ÙË Û‡Á-¯˘ÛË Û fiÏ· Î·È ÙË ÛÙ·ÛÈÌfiÙËÙ·. °È·Ù› ¿Ú·ÁÂ; ∂›Ó·È ÙfiÛÔ ·ÓÙ›ıÂÙ˜ ÔÈ ·ÓÙÈÏ‹„ÂȘ ÙˆÓ ‰È·ÊfiÚˆÓÎÔÈÓˆÓÈÎÒÓ ÔÌ¿‰ˆÓ, ÙfiÛÔ ·ÓÙ›ıÂÙ· Ù· Û˘ÌʤÚÔÓÙ· Î·È ÔÈ ÂȉÈÒÍÂȘ ÙÔ˘˜ ·ÓÙ›ıÂÙ˜ Î·È ÙfiÛÔ‰‡ÛÎÔÏ· ·fi ÙË Ê‡ÛË ÙÔ˘˜ Ù· ÂÎ·È‰Â˘ÙÈο ˙ËÙÔ‡ÌÂÓ·, ÒÛÙ ӷ ηٷϋÁÔ˘Ó ÔÈ ÌÂÙ·ÚÚ˘ıÌ›ÛÂȘÛ ÂÎ·È‰Â˘ÙÈ΋ ÙÚ·Áˆ‰›· ÂȘ ‚¿ÚÔ˜ Ù˘ Ó¤·˜ ÁÂÓÈ¿˜;

£∂√¢øƒπ¢∏™ ∞¡¢ƒ∂∞™, ∫√À∆™∂§π¡∏ ª∞πƒ∏, ««∏ ¤ÓÓÔÈ· Ù˘ Â˘Úˆ·˚΋˜ ‰È¿ÛÙ·Û˘ ÛÙËÓÂη›‰Â˘ÛË: ÂͤÏÈÍË Î·È ÚÔÛÂÁÁ›ÛÂȘ», ¶·È‰·ÁˆÁÈ΋ ∂ÈıÂÒÚËÛË, Ù¯. 44 (2007), ÛÛ. 25-42.* ∂˘Úˆ·˚΋ ‰È¿ÛÙ·ÛË * ∂η›‰Â˘ÛË * ∂˘Úˆ·˚΋ ŒÓˆÛË * ™Ùfi¯ÔÈ Ù˘ ∂η›‰Â˘Û˘ * ∂ÈÛÎfi-ËÛË Ù˘ ηٿÛÙ·Û˘ ÂÓfi˜ ı¤Ì·ÙÔ˜ñ The European Dimension of Education (EDE) is a significant issue for current European

education policy. The article presents the evolution of the interest and policies of the EuropeanCommunities regarding education and training in general and the EDE in particular. Fourperiods of increasingly more active interest in education, as well as the current strategicemphasis on education as a means to reach the most advanced knowledge society, are brieflydescribed. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

£∂ƒπ∞¡√™ ∫ø™∆∞™, ««¢È·ıÂÌ·ÙÈÎfiÙËÙ·, Û¯ÔÏÈ΋ ÁÓÒÛË Î·È ÂÎ·È‰Â˘ÙÈÎÔ›», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘∂η›‰Â˘Û˘, Ù¯. 83 (2007), ÛÛ. 38-46.* ¢È·ıÂÌ·ÙÈÎfiÙËÙ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ∂˘¤ÏÈÎÙË ∑ÒÓË * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢Â˘ÙÂ-ÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ·

§Àª¶∂ƒ∏™ §.¡., ««√È ‰ÈÔÚÈÛÌÔ› ÙˆÓ ‰·ÛÎ¿ÏˆÓ Î·È ÓËÈ·ÁˆÁÒÓ: ÌÈ· ·Ó·‰ÚÔÌ‹ ·fi ÙËÓ ÂÂÙË-Ú›‰· ÛÙÔ ‰È·ÁˆÓÈÛÌfi ÙÔ˘ ∞™∂¶», ∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 104-115.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∫·ıËÁËÙ‹˜ * ¢ÈÔÚÈÛÌfi˜ * ∂ÈÏÔÁ‹ * ∂ÂÙËÚ›‰· * ∞™∂¶

ª∞∆£∞π√À ¢∏ª∏∆ƒ∏™, ««¶ÔÈfiÙËÙ· ÛÙËÓ Âη›‰Â˘ÛË. π‰ÂÔÏÔÁÈΤ˜ ÔÚ›˙Ô˘Û˜, ÂÓÓÔÈÔÏÔÁ‹ÛÂÈ˜Î·È ÔÏÈÙÈΤ˜ - ªÈ· Û˘ÁÎÚÈÙÈ΋ ıÂÒÚËÛË», ∂ÈıÂÒÚËÛË ∂Î·È‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯. 13 (2007),ÛÛ. 10-32.

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* ¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘ * πÛÙÔÚ›· Ù˘ ∂η›‰Â˘Û˘ * π‰ÂÔÏÔÁ›· * ∫ÚÈÙ‹ÚÈÔ ·ÍÈÔÏfiÁËÛ˘ * ¶ÔÏÈÙÈ-΋ Î·È Âη›‰Â˘ÛË * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ √ ‰ËÌfiÛÈÔ˜ ÏfiÁÔ˜ ÁÈ· ÙËÓ Âη›‰Â˘ÛË Î˘ÚÈ·Ú¯Â›Ù·È ‰ÈÂıÓÒ˜ ηٿ ÙȘ ÙÚÂȘ ÙÂÏÂ˘Ù·›Â˜ ‰ÂηÂٛ˜

·fi ÙÔ ˙‹ÙËÌ· Ù˘ ÔÈfiÙËÙ·˜. ŸÛÔÈ ÌÂÙ¤¯Ô˘Ó ÛÙÔÓ ‰ËÌfiÛÈÔ ‰È¿ÏÔÁÔ ÌÔÈ¿˙ÂÈ Ó· ÚÔÛÂÁÁ›˙Ô˘ÓÙÔ ˙‹ÙËÌ· Ù˘ ÔÈfiÙËÙ·˜ Ì ÌÈ· «·ÙÂÚÓ·ÏÈÛÙÈ΋» ‰È¿ıÂÛË. ∂ӉȷʤÚÔÓÙ·È Ó· ‰È·ÛÊ·Ï›ÛÔ˘Ó, Ó·‚ÂÏÙÈÒÛÔ˘Ó, Ó· ·Ú·ÎÔÏÔ˘ı‹ÛÔ˘Ó Ì ÚfiıÂÛË ÚÔÛٷ٢ÙÈ΋ ÙËÓ ÚfiÔ‰Ô Ù˘ ÔÈfiÙËÙ·˜. ∂Ï¿-¯ÈÛÙÔÈ Ê·›ÓÂÙ·È Ó· ·Ó·ÚˆÙÈÔ‡ÓÙ·È ÁÈ· ÙÔ ÙÈ ·ÎÚÈ‚Ò˜ Â›Ó·È Ë ÔÈfiÙËÙ·. ∏ ÌÂϤÙË Ô˘ ·ÎÔÏÔ˘ı›ÂȯÂÈÚ› Ó· ‰ÒÛÂÈ ·¿ÓÙËÛË Û ·˘Ùfi ·ÎÚÈ‚Ò˜ ÙÔ ÂÚÒÙËÌ·. ÀÔÛÙËÚ›˙ÂÈ ÙËÓ ¿Ô„Ë fiÙÈ, ÚÒÙÔÓ,Ë ÔÈfiÙËÙ· Â›Ó·È ¤ÓÓÔÈ· Û‡ÌÊ˘ÙË Ì ÙËÓ ÂÎ·È‰Â˘ÙÈ΋ ÏÂÈÙÔ˘ÚÁ›· ηÈ, ‰Â‡ÙÂÚÔÓ, fiÙÈ Â›Ó·È ¤ÓÓÔÈ·Û‡ÓıÂÙË Î·È È‰ÂÔÏÔÁÈο ÊÔÚÙÈṲ̂ÓË. °È’ ·˘Ùfi Î·È ÙÔ ˙‹ÙËÌ· Ù˘ ÔÈfiÙËÙ·˜ ÛÙËÓ Âη›‰Â˘ÛË ‰ÂÓÚ¤ÂÈ Ó· ·ÓÙÈÌÂÙˆ›˙ÂÙ·È ˆ˜ Ù¯ÓÈÎfi ˙‹ÙËÌ· ·ÏÏ¿ Ó· ÂÓÙÚ˘Ê¿ ÚˆÙ·Ú¯Èο Î·È Û˘ÛÙËÌ·ÙÈοÛÙȘ ȉÂÔÏÔÁÈΤ˜ Î·È ÔÏÈÙÈΤ˜ Ù˘ ÔÚ›˙Ô˘Û˜.

3. √ƒ°∞¡ø™∏ ∫∞π ¢π√π∫∏™∏ ∆∏™ ∂∫¶∞π¢∂À™∏™

∞°°∂§√¶√À§√™ πø∞¡¡∏™ ∫., «¶ÚÔ‚Ï‹Ì·Ù· ÛÙËÓ Âη›‰Â˘ÛË Î·È ÚÔÙ¿ÛÂȘ ·ÓÙÈÌÂÙÒÈÛ˘·˘ÙÒÓ», ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 544 (2007), ÛÛ. 247-249.* ∂Î·È‰Â˘ÙÈÎfi Û‡ÛÙËÌ· * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ¶ÂÈÚ·Ì·ÙÈÎfi Û¯ÔÏÂ›Ô * ¶ÚfiÙ˘Ô Û¯ÔÏÂ›Ô *∞ÍÈÔÏfiÁËÛË ÂÎ·È‰Â˘ÙÈÎÔ‡ * ™¯ÔÏÈÎfi˜ „˘¯ÔÏfiÁÔ˜

∫∞§√À∆™∏™ ¡π∫√™, ««¶ÚÔ¸ÔÏÔÁÈÛÌfi˜ 2008: ·ÎfiÌË ÏÈÁfiÙÂÚ˜ ÔÈ ÂÎ·È‰Â˘ÙÈΤ˜ ‰·¿Ó˜», £¤-Ì·Ù· ¶·È‰Â›·˜, Ù¯. 30 (2007), ÛÛ. 107-110.* ∂η›‰Â˘ÛË Î·È ÎÚ¿ÙÔ˜ * ¶ÚÔ¸ÔÏÔÁÈÛÌfi˜ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ * ∂È-ÛÎfiËÛË Ù˘ ηٿÛÙ·Û˘ ÂÓfi˜ ı¤Ì·ÙÔ˜

∫√À§√Àª¶∞ƒπ∆™∏ ∞§∂•∞¡¢ƒ∞ Ã. [Î.¿.], ««∆Ô ‰ÈÔÈÎËÙÈÎfi Ï·›ÛÈÔ ÛÙËÓ ¶ÚˆÙÔ‚¿ıÌÈ· Î·È¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË», ∂ÈıÂÒÚËÛË ∂Î·È‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯. 13 (2007), ÛÛ. 43-54.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢ÈÔÈÎËÙÈ΋ ‰ÔÌ‹ * ™¯ÔÏÈÎfi˜ Û‡Ì‚Ô˘-ÏÔ˜ * ¢È¢ı˘ÓÙ‹˜ * ¢È‰·ÎÙÈÎfi ÚÔÛˆÈÎfiñ ™ÙÔ ·ÚfiÓ ¿ÚıÚÔ Ë ÌÂϤÙË ÙÔ˘ ‰ÈÔÈÎËÙÈÎÔ‡ Ï·ÈÛ›Ô˘ ·Ó·Ê¤ÚÂÙ·È ÛÙËÓ ¶ÚˆÙÔ‚¿ıÌÈ· Î·È ¢Â˘ÙÂ-

ÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË. ∏ Ú·ÁÌ¿Ù¢ÛË ÙÔ˘ ı¤Ì·ÙÔ˜ ‰ÂÓ Â›Ó·È ÂÍ·ÓÙÏËÙÈ΋, ·ÏÏ¿ ÂÈÎÂÓÙÚÒÓÂ-Ù·È ÛÙÔ ¢È¢ı˘ÓÙ‹ Ù˘ Û¯ÔÏÈ΋˜ ÌÔÓ¿‰·˜ Î·È ÛÙÔÓ ™¯ÔÏÈÎfi ™‡Ì‚Ô˘ÏÔ. ∞ÔÊ·Û›Û·Ì ӷ ÂÚÈÔ-ÚÈÛÙԇ̠ÛÙ· ÛÙÂϤ¯Ë ·˘Ù¿, ‰ÈfiÙÈ Ì ÈÔ ¿ÌÂÛÔ ÙÚfiÔ ·fi Ù· ˘fiÏÔÈ· fiÚÁ·Ó· ‰ÈÔ›ÎËÛ˘, Û‡Ì-ʈӷ Ì ÙÔ Î·ıÔÚÈṲ̂ÓÔ ıÂÛÌÈÎfi Ï·›ÛÈÔ, ÂËÚ¿˙Ô˘Ó Î·È ÌÔÚÔ‡Ó Ó· ·Ó·‚·ıÌ›ÛÔ˘Ó ÙËÓÔÈfiÙËÙ· Ù˘ ·Ú¯fiÌÂÓ˘ Âη›‰Â˘Û˘. ™ÙÔ Ù¤ÏÔ˜ Ù˘ ÂÚÁ·Û›·˜ Ì·˜ ‰È·Ù˘ÒÓÔ˘ÌÂ Û˘ÌÂÚ¿-ÛÌ·Ù· ÁÈ· ÙËÓ ÈÛ¯‡Ô˘Û· ηٿÛÙ·ÛË ÙÔ˘ ‰ÈÔÈÎËÙÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜ ÛÙËÓ Âη›‰Â˘ÛË, Ù· ÔÔ›·, η-Ù¿ ÙËÓ ¿Ô„‹ Ì·˜, ·ÔÙÂÏÔ‡Ó ·ÊÂÙËÚ›· ÁÈ· ¤Ú¢ӷ Û¯ÂÙÈο Ì ٷ ÂÚÈıÒÚÈ· Î·È ÙËÓ Î·Ù‡ı˘Ó-ÛË Ô˘ ÌÔÚ› Ó· ¤¯ÂÈ Ë ‚ÂÏÙ›ˆÛË ÙÔ˘ ‰ÈÔÈÎËÙÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜ Ù˘ Âη›‰Â˘Û˘ ÛÙË ¯ÒÚ· Ì·˜.

§∞Ã∞¡∞™ ¢∏ª∏∆ƒπ√™, ««∂›Ó·È ‰˘Ó·Ù‹ Ë ÂÊ·ÚÌÔÁ‹ ÙˆÓ ·Ú¯ÒÓ Ù˘ ÂÈÛÙËÌÔÓÈ΋˜ ‰ÈÔ›ÎËÛ˘(management) ÛÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ Û¯ÔÏ›Ԣ;», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ ™›ÙÈ, Ù¯. 488 (2007), ÛÛ. 415-420.

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* ¢ÈÔ›ÎËÛË Î·È ÔÚÁ¿ÓˆÛË * ™¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ¶Úfi‚ÏËÌ·, §‡ÛË ÙÔ˘* §‹„Ë ·ÔÊ¿ÛÂˆÓ * ∞ÔΤÓÙÚˆÛË ÛÙË ‰ÈÔ›ÎËÛË

ª¶∞§π√À ∂§∂¡∏, «√ÚÁ¿ÓˆÛË Î·È ‰ÈÔ›ÎËÛË Ù˘ Âη›‰Â˘Û˘. ŒÓ· ÌÔÓÙ¤ÏÔ ·Ó¿Ù˘Í˘ ¶ÚÔ-ÁÚ¿ÌÌ·ÙÔ˜ ™Ô˘‰ÒÓ ÁÈ· ¢È¢ı˘ÓÙ¤˜ Û¯ÔÏÈÎÒÓ ÌÔÓ¿‰ˆÓ», ºÈÏÔÏÔÁÈ΋, Ù¯. 101 (2007), ÛÛ. 67-71.* ¢ÈÔ›ÎËÛË Û¯ÔÏ›Ԣ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È¢ı˘ÓÙ‹˜ * ∂›Â‰Ô ÚÔÛfiÓÙˆÓ * ∂ÈÌfiÚʈÛË* ¶ÚfiÁÚ·ÌÌ· ∫·Ù¿ÚÙÈÛ˘ * ∞ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÙÔ˘ Û¯ÔÏ›Ԣ

ª¶π™∆∞ ¶√§À•∂¡∏ ∫., ««¢È¢ı˘ÓÙ‹˜/ÓÙÚÈ· Û¯ÔÏÈ΋˜ ÌÔÓ¿‰·˜: ÚfiÏÔ˜ Û‡ÓıÂÙÔ˜ Î·È ‰ÈÏËÌÌ·ÙÈ-Îfi˜», ¡¤· ¶·È‰Â›·, Ù¯. 124 (2007), ÛÛ. 60-66.* ¢ÈÔ›ÎËÛË Û¯ÔÏ›Ԣ * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢È¢ı˘ÓÙ‹˜ * ¶ÚÔÛˆÈÎfiÙËÙ·- ∂›‰Ú·ÛË *¢ÈÔ›ÎËÛË Î·È ÔÚÁ¿ÓˆÛË ÚÔÛˆÈÎÔ‡ * ∂Î·È‰Â˘ÙÈ΋ Úfi‚ÏÂ„Ë * ∂ͤÏÈÍË ÚÔÛˆÈÎÔ‡

¶∞¡∞°√¶√À§√™ ∞£∞¡∞™π√™, ««√ ÚfiÏÔ˜ ÙÔ˘ ‰È¢ı˘ÓÙ‹ ÛÙÔ Û‡Á¯ÚÔÓÔ Û¯ÔÏ›Ի, ∞ÓÔȯÙfi ™¯Ô-Ï›Ô, Ù¯. 105 (2007), ÛÛ. 45-46.* ¢ÈÔ›ÎËÛË Û¯ÔÏ›Ԣ * ¢È¢ı˘ÓÙ‹˜ * ƒfiÏÔ˜ * ¶ÚÔÛfiÓ * ∂ÈÌfiÚʈÛË * ∞ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÙÔ˘Û¯ÔÏ›Ԣ

™∞´∆∏ ∞¡¡∞, ™∞´∆∏™ Ãπ™∆√™, ««√ ıÂÛÌfi˜ ÙÔ˘ Û¯ÔÏÈÎÔ‡ Û˘Ì‚Ô˘Ï›Ô˘, 1985-2005: ·ÔÏÔÁÈ-ÛÌfi˜ Î·È ·Ó¿ÁÎË Â·Ó·ÚÔÛ‰ÈÔÚÈÛÌÔ‡ ÙÔ˘ ÚfiÏÔ˘ ÙÔ˘», ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4 (2007), ÛÛ. 45-66.* ∞ÔΤÓÙÚˆÛË ÛÙË ‰ÈÔ›ÎËÛË * ∞ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÙÔ˘ Û¯ÔÏ›Ԣ * ∫ÔÈÓˆÓÈ΋ Û˘ÌÌÂÙÔ¯‹ * §‹„Ë·ÔÊ¿ÛÂˆÓ * ¢È·¯Â›ÚÈÛË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

™∞´∆∏™ Ãπ™∆√™, ««™Ù¿ÛÂȘ Î·È ·ÓÙÈÏ‹„ÂȘ ÙˆÓ ‰È¢ı˘ÓÙÒÓ Û¯ÔÏÈÎÒÓ ÌÔÓ¿‰ˆÓ ÁÈ· ÙË ÏÂÈÙÔ˘ÚÁÈ-ÎfiÙËÙ· Ù˘ ¢ËÌÔÙÈ΋˜ Î·È ∫ÔÈÓÔÙÈ΋˜ ∂ÈÙÚÔ‹˜ ¶·È‰Â›·˜ (¢.∫.∂.¶.)», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯.150 (2007), ÛÛ. 55-78.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ™¯¤ÛË Û¯ÔÏ›Ԣ - ÎÔÈÓfiÙËÙ·˜ * ¢È¢ı˘ÓÙ‹˜ * °ÓÒÌË * ∂Î·È‰Â˘ÙÈ΋¤Ú¢ӷ * ™Ù·ÙÈÛÙÈο ‰Â‰Ô̤ӷ

™∆∞Ã∆∂∞™ Ã∞ƒ∞§∞ª¶√™, °∂π∆√¡∞ ª∞πƒ∏, ««µ·ÛÈο ¯·Ú·ÎÙËÚÈÛÙÈο ÙÔ˘ ÚÔÊ›Ï ÙˆÓ ‰È¢-ı˘ÓÙÒÓ ÙˆÓ Û¯ÔÏÈÎÒÓ ÌÔÓ¿‰ˆÓ Ù˘ ª·ÁÓËÛ›·˜», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 150 (2007), ÛÛ. 79-90.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË *¢È¢ı˘ÓÙ‹˜ * ∂·ÁÁÂÏÌ·ÙÈο ¶ÚÔÛfi-ÓÙ· * º‡ÏÔ * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * ª·ÁÓËÛ›·

44. ∂∫¶∞π¢∂À∆π∫√ ™À™∆∏ª∞

µ∂´∫√À Ãπ™∆π¡∞, ™π°∞¡√À ∞¡¡∞, ¶∞¶∞™∆∞ª√À§∏ ∂§∂¡∏, «™‡ÓÙÔÌË ÂÈÛÎfiËÛË ÙÔ˘·È‰·ÁˆÁÈÎÔ‡ Ï·ÈÛ›Ô˘ ÙÔ˘ ÂÏÏËÓÈÎÔ‡ ÂÎ·È‰Â˘ÙÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜», ∂ÈıÂÒÚËÛË ∂Î·È‰Â˘ÙÈÎÒÓ£ÂÌ¿ÙˆÓ, Ù¯. 13 (2007), ÛÛ. 55-68.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¶·È‰·ÁˆÁÈ-Îfi ·Î¤ÙÔ * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¢È·ÔÏÈÙÈÛÌÈ΋ ∂η›‰Â˘ÛË

14

ñ ∆Ô ·È‰·ÁˆÁÈÎfi Ï·›ÛÈÔ ÙÔ˘ ÂÏÏËÓÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜, fiˆ˜ ·Ó·Ï‡ÂÙ·È ÛÙËÓ ·ÚÔ‡Û· ÂÚÁ·-Û›·, ·Ó·Ê¤ÚÂÙ·È Û ‰‡Ô ‚·ÛÈΤ˜ Û˘ÓÈÛÙÒÛ˜ Ô˘ ›ӷÈ: ·) Ù· ∞Ó·Ï˘ÙÈο ¶ÚÔÁÚ¿ÌÌ·Ù·™Ô˘‰ÒÓ ¶ÚˆÙÔ‚¿ıÌÈ·˜ Î·È ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ Î·È ‚) Ù· ·ÓÙ›ÛÙÔȯ· ‰È‰·ÎÙÈο·Î¤Ù·. √È Û˘ÓÈÛÙÒÛ˜ ·˘Ù¤˜ ·Ó·Ï‡ÔÓÙ·È Û ۯ¤ÛË Ì ÙÔ˘˜ ·Ú¿ÁÔÓÙ˜ ÔÈ ÔÔ›ÔÈ ÙȘ ÂËÚÂ-¿˙Ô˘Ó Î·È ·˘ÙÔ› ›ӷÈ: ·) ÔÈ Â¿ÏÏËϘ ÂÎ·È‰Â˘ÙÈΤ˜ ÌÂÙ·ÚÚ˘ıÌ›ÛÂȘ Ô˘ ‰ÂÓ Â¤ÙÚ„·Ó ÙËÌ·ÎÚfi¯ÚÔÓË ·Á›ˆÛË ÌÈ·˜ Û˘ÁÎÂÎÚÈ̤Ó˘ ÂÎ·È‰Â˘ÙÈ΋˜ ‰È·‰Èηۛ·˜, ‚) Ë ¤ÏÏÂÈ„Ë Û˘ÓÔ-¯‹˜ ÌÂٷ͇ ÙˆÓ ‚·ıÌ›‰ˆÓ Âη›‰Â˘Û˘, Á) ÙÔ øÚÔÏfiÁÈÔ ¶ÚfiÁÚ·ÌÌ· Ô˘ ‰ËÌÈÔ˘ÚÁ› ·ÓÂ-¿ÚÎÂÈ· ÛÙÔÓ Û¯ÔÏÈÎfi ¯ÚfiÓÔ Î·È ‰) ÔÈ ·fiÂÈÚ˜ ÂÎÛ˘Á¯ÚÔÓÈÛÌÔ‡ Ù˘ ‰È‰·ÎÙÈ΋˜ ÌÂıÔ‰Ô-ÏÔÁ›·˜. ∂›Û˘, Á›ÓÂÙ·È ·Ó·ÊÔÚ¿, ÛÙË ¢È·ÔÏÈÙÈÛÌÈ΋ ∂η›‰Â˘ÛË Î·È ÙËÓ Âη›‰Â˘ÛË ·Ùfi-ÌˆÓ Ì ÂȉÈΤ˜ ·Ó¿ÁΘ Î·È Î·Ù·Ù›ıÂÓÙ·È ÚÔÙ¿ÛÂȘ Ô˘ ¤¯Ô˘Ó ˆ˜ ÛÙfi¯Ô ÙË ‚ÂÏÙ›ˆÛË ÙÔ˘·È‰·ÁˆÁÈÎÔ‡ Ï·ÈÛ›Ô˘.

ª∞Àƒ√°πøƒ°√À ∞¡¡∞ - ∫∞§§π√¶∏, «™¯ÔÏÈ΋ ÂÈı·Ú¯›· Î·È Û¯ÔÏÈÎÔ› ηÓfiÓ˜. £ÂˆÚËÙÈΤ˜·Ó·˙ËÙ‹ÛÂȘ», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148 (2007), ÛÛ. 153-168.* ™¯ÔÏÈ΋ ˙ˆ‹ * ¶ÂÈı·Ú¯›· * ™˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ Ì·ıËÙ‹ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * £ÂˆÚËÙÈ΋¤Ú¢ӷ * ∫ÚÈÙÈ΋

44.1 ¶ƒ√™Ã√§π∫∏ ∞°ø°∏

∞¡¢ƒ√À§π¢∞∫∏-¶∂∆ƒ∞∫∏ ƒ√¢∞¡£∏, «∂ÎÎÏËÛÈ·ÛÙÈο ¡ËÈ·ÁˆÁ›·: ÔÚÈÔı¤ÙËÛË È‰ÂÔÏÔÁÈ-ÎÔ‡ Î·È ıÂÛÌÈÎÔ‡ Ï·ÈÛ›Ô˘ ›‰Ú˘Û˘ Î·È ÏÂÈÙÔ˘ÚÁ›·˜ ÙÔ˘˜», ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3(2005), ÛÛ. 175-184. * ∂ÎÎÏËÛ›· Î·È Âη›‰Â˘ÛË * ¡ËÈ·ÁˆÁÂ›Ô * ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ™Ùfi¯ÔÈ Ù˘ Âη›‰Â˘-Û˘ * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜ * £ÚËÛ΢ÙÈ΋ ·ÁˆÁ‹ñ We consider that the foundation and operation of ecclesiastical kindergarten covers the absence

of the authentic orthodox education for children. We suggest that the operation and intellectualguidance of these institutions should be assigned to the Holy metropoleis bearing theresponsibility of the Greek Orthodox church.

°π∞¡¡π∫√¶√À§√À ∞°°∂§π∫∏, ¶ƒ∂µ∂∑∞¡√À µ∞ƒµ∞ƒ∞, ««¢È·‚¿˙ˆ §ÔÁÔÙ¯ӛ·, Ì·ı·›Óˆº˘ÛÈ΋», °¤Ê˘Ú˜, Ù¯. 36 (2007), ÛÛ. 6-13.* ¶·È‰È΋ ÏÔÁÔÙ¯ӛ· * ¢È‹ÁËÛË ÈÛÙÔÚÈÒÓ * ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * º˘ÛÈΤ˜ ∂ÈÛً̘ *¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ñ ∞fi ÙË ÌÈ·, Ë ·Ï‹ıÂÈ· Ù˘ ÂÈÛÙ‹Ì˘ Î·È Ë ·ÓÙÈÎÂÈÌÂÓÈÎfiÙËÙ· ÙÔ˘ ÂÈÛÙËÌÔÓÈÎÔ‡ ÏfiÁÔ˘, ·fi ÙËÓ

¿ÏÏË, ÙÔ Ê·ÓÙ·ÛÙÈÎfi Û‡Ì·Ó ÙÔ˘ ·Ú·Ì˘ıÈÔ‡ Î·È Ë ÁÏÒÛÛ· Ù˘ ÏÔÁÔÙ¯ӛ·˜. ¢‡Ô ÎfiÛÌÔÈ Ô˘Ê·ÓÙ¿˙Ô˘Ó ·ÓÙÈ̤وÔÈ, ‰˘Ô ÁÏÒÛÛ˜ Ô˘ ‰Â›¯ÓÔ˘Ó ·Û‡Ì‚·Ù˜. ŸÌˆ˜, Ë ‰‡Ó·ÌË Ù˘ ·Ê‹ÁË-Û˘ ηٷʤÚÓÂÈ Ó· ·Ó·‰Â›ÍÂÈ ÙË Ì·Á›· ÙÔ˘ Ú·ÁÌ·ÙÈÎÔ‡ ÎfiÛÌÔ˘ Î·È Ó· ÂÚÈÁÚ¿„ÂÈ ¤Ó· Û‡-Ì·Ó Ô˘ ÛÙ· Ì¿ÙÈ· ÙˆÓ ·È‰ÈÒÓ Ê·ÓÙ¿˙ÂÈ Ì·ÁÈÎfi. ∫·È ÂÂȉ‹ ÔÈ ÈÛÙÔڛ˜ οÔȘ ÊÔÚ¤˜ ·Ó·-ʤÚÔÓÙ·È ÛÂ Ê˘ÛÈο Ê·ÈÓfiÌÂÓ·, Ù· ·È‰È¿ ÙÔ˘ ÓËÈ·ÁˆÁ›Ԣ ηÙÔÚıÒÓÔ˘Ó Ó· ÚÔÛÂÁÁ›ÛÔ˘ÓÙËÓ ·Ï‹ıÂÈ· Ù˘ ʇÛ˘ Ì fi¯ËÌ· ÙÔ ·Ú·Ì‡ıÈ. ™ÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ Î›ÌÂÓÔ ÚÔÙ›ÓÔÓÙ·È ÌÈ· ÛÂÈ-Ú¿ ÏÔÁÔÙ¯ÓÈÎÒÓ ‚È‚Ï›ˆÓ, ·ÏÏ¿ Î·È ·Ú¿ÏÏËϘ ‰Ú·ÛÙËÚÈfiÙËÙ˜, Ì ÙȘ Ôԛ˜ Ù· ·È‰È¿ ÙÔ˘ÓËÈ·ÁˆÁ›Ԣ ı· ÁÓˆÚ›ÛÔ˘Ó ÙÔÓ ÎfiÛÌÔ Î·È ÙË ÏÔÁÔÙ¯ӛ·. µÈ‚Ï›· ÁÈ· ÌÈÎÚ¿ ·È‰È¿ Ô˘ ÂÎÌÂ-Ù·ÏχÔÓÙ·È Ì˘ıÔÏ·ÛÙÈο ÙË Ì·Á›· Ô˘ ÚÔÛʤÚÂÈ Ë Ê‡ÛË Î·È Î·Ù·Ê¤ÚÓÔ˘Ó Ó· ‰ÈËÁËıÔ‡Ó

15

ÈÛÙÔڛ˜, fiÔ˘ Ë Ê·ÓÙ·Û›· ‰¤ÓÂÙ·È Ì ÙËÓ ÂÈÛÙËÌÔÓÈ΋ ·Ï‹ıÂÈ· Û ÌÈ· ·ÚÌÔÓÈ΋ ÂÓfiÙËÙ·. (¶Â-ÚÈÎÔ‹ ÂÚ›Ï˄˘)

∏§π√¶√À§√À πºπ°∂¡∂π∞, «πÛÙÔÚÈÔÁÚ·ÌÌ‹ (Storyline): ÌÈ· ‰È·ıÂÌ·ÙÈ΋ - ‰ÈÂÈÛÙËÌÔÓÈ΋ ÚÔ-Û¤ÁÁÈÛË ÁÈ· ÙÔ ¡ËÈ·ÁˆÁ›Ի, ™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯. 60 (2007), ÛÛ. 98-106.* ª¿ıËÛË * £ÂˆÚ›· Ù˘ ηٷÛ΢‹˜ Ù˘ ÁÓÒÛ˘ * ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ¢ÈÂÈÛÙËÌÔÓÈ΋ ıÂ-ÒÚËÛË * ¢È‹ÁËÛË ÈÛÙÔÚÈÒÓ * √Ì·‰È΋ Ì¿ıËÛË * ∞ÍÈÔÏfiÁËÛË

∫∞µµ∞¢∞ ª∞ƒπ§∂¡∞, ««ÃÚÈÛÙÔ‡ÁÂÓÓ· Ì ÙÔÓ Î˘Ú-∞ϤͷӉÚÔ: ‰Ú·ÛÙËÚÈfiÙËÙ˜ ÛÙÔ ÓËÈ·ÁˆÁ›Ô,‚·ÛÈṲ̂Ó˜ ÛÙ· ¯ÚÈÛÙÔ˘ÁÂÓÓÈ¿ÙÈη ‰ÈËÁ‹Ì·Ù· ÙÔ˘ ∞ϤͷӉÚÔ˘ ¶··‰È·Ì¿ÓÙË», °¤Ê˘Ú˜, Ù¯. 37(2007), ÛÛ. 6-13.* ÃÚÈÛÙÔ‡ÁÂÓÓ· * ¶··‰È·Ì¿ÓÙ˘, ∞ϤͷӉÚÔ˜ (1851-1911) * ÃÚÈÛÙÔ˘ÁÂÓÓÈ¿ÙÈη ‰ÈËÁ‹Ì·Ù· *¢ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ * ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * µÈˆÌ·ÙÈ΋ Ì¿ıËÛË * ÀÏÈÎfi ·Ó·ÊÔ-Ú¿˜

∫∞π¡√Àƒ°π√À ∂§∂¡∏, ««π‰È·›ÙÂÚ˜ ÂÚÈÙÒÛÂȘ ÚÔ‚ÏËÌ¿ÙˆÓ Û˘ÓÂÚÁ·Û›·˜ ÁÔÓ¤ˆÓ-‚ÚÂÊÔÓË-ÈÔÎfïӻ, ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 205-210.* ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ¶ÚÔÛ·ÚÌÔÁ‹ * ™¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ * ∂ÈÚÚÔ‹ * ¶·È‰› Ì ÂȉÈΤ˜·Ó¿ÁΘ * ™¯¤ÛË ÁÔÓÈÔ‡ - Û¯ÔÏ›Ԣñ Einige Kinder haben Anpassungsschwierigkeiten in der schliscgen Umgebung mit dem

Ergebnis, dass ihre psysiche. Entwichlung eingestellt wird. Und das daran, dass dieinterkulturelle, moralische Erziehung des Kindes in den ersten Jahren seiness Lebens nichtnormal war. Die Mitarbeit - Kommunikation zwischen den Kindergartnerinnen und den Elterndes Kindes mit Behinderungen wird zur Feststellung und Bekampfung der Schwierigkeitenführen, und auch zu den Fahigkeiten des Kindes im Rahmen der familiaren und sozialenWirklichkeit.

∫∞¶∂§√À ∫∞∆∂ƒπ¡∞, ««∏ ¤ÓÓÔÈ· ÙÔ˘ ·ÚÈıÌÔ‡ ÛÙÔ ¡ËÈ·ÁˆÁ›Ô: ·ÈÙ›· ‰È·ÊˆÓÈÒÓ, ·ÊÔÚÌ‹ ÁÈ·¤Ú¢ӷ», ™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯. 59 (2007), ÛÛ. 74-80.* ∞ÚÈıÌËÙÈ΋ - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (¶ÚÔÛ¯ÔÏÈ΋) * ¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË * £ÂˆÚËÙÈ΋ ¤Ú¢-Ó· * ™¯ËÌ·ÙÈÛÌfi˜ ÂÓÓÔÈÒÓ * ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜

∫∞ƒ∞°∫π√∑√°§√À Ãπ™∆π¡∞, ««¢È·Ê‹ÌÈÛË: ·fi ÙÔÓ ÚÔ‚ÏËÌ·ÙÈÛÌfi ÛÙË ÁÓÒÛË Î·È ·fi ÙËÓ¤Ú¢ӷ ÛÙË ‰Ú¿ÛË», °¤Ê˘Ú˜, Ù¯. 37 (2007), ÛÛ. 14-19.* ¢È·Ê‹ÌÈÛË * ™¯¤‰ÈÔ ÂÚÁ·Û›·˜ * ª¤ıÔ‰Ô˜ Project (∂η›‰Â˘ÛË) * ¢ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜* µÈˆÌ·ÙÈ΋ Ì¿ıËÛË * ∞ÍÈÔÏfiÁËÛË

∫√À∆∏ ª∞ƒπ∞, ««ÃÈÒÙÈÎË Ì·ÛÙ›¯·... fiÏÔ ¿ÚˆÌ· Î·È Áχη!», ™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯. 58(2007), ÛÛ. 36-43.* ∞ÁˆÁ‹ ÀÁ›·˜ * ª·ÛÙ›¯· * ™¯¤‰ÈÔ ÂÚÁ·Û›·˜ * ª¤ıÔ‰Ô˜ Project (∂η›‰Â˘ÛË) * ¢È·ıÂÌ·ÙÈ΋ÚÔÛ¤ÁÁÈÛË * ¢ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜

∫√À∆™√Àµ∞¡√À ∂À°∂¡π∞, ««∆Ô ·È‰›, Ë ·Ó¿ÁÓˆÛË Î·È Ë ÁÚ·Ê‹», ™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯.59 (2007), ÛÛ. 66-73.* ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ¢È‰·Ûηϛ· ÁÏÒÛÛ·˜ * ∞Ó¿ÁÓˆÛË (¶ÚÔÛ¯ÔÏÈ΋) * °Ú·Ê‹ - ™Ô˘-‰‹ Î·È ‰È‰·Ûηϛ· (¶ÚÔÛ¯ÔÏÈ΋) * ¢È·‰Èηۛ· Ì¿ıËÛ˘

16

∫ƒ∂ª¶™ ¶∞ƒ∞™∫∂À∏, «¶ÚfiÁÚ·ÌÌ· ·Ú¤Ì‚·Û˘ ÁÈ· ÙËÓ ÂÓ›Û¯˘ÛË Ù˘ ʈÓÔÏÔÁÈ΋˜ ÂÓËÌÂÚfi-ÙËÙ·˜ Î·È ÙË ‚ÂÏÙ›ˆÛË ÙÔ˘ ÔÙÈÎÔÎÈÓËÙÈÎÔ‡ Û˘ÓÙÔÓÈÛÌÔ‡ Û Ӌȷ Ì ¯·ÌËϤ˜ ÂȉfiÛÂȘ», ∞ÓÔȯÙfi™¯ÔÏ›Ô, Ù¯. 104 (2007), ÛÛ. 30-35.* ∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· * ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ºˆÓÔÏÔÁ›· * ∫ÈÓËÙÈÎÔ·ÈÛıËÙËÚÈ·Îfi˜Û˘ÓÙÔÓÈÛÌfi˜ * ¶·ÚÒıËÛË Â›‰ÔÛ˘ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

ª¶∞∆™√À∆∞ ª∞ƒπ∞ [Î.¿.], ««∏ ‰ÈÁψÛÛ›· ÛÙÔ ¡ËÈ·ÁˆÁ›Ô: ÂÌÊ·Ó‹˜ ‹ ·fiÚ·ÙË; ∏ ÂÚ›ÙˆÛËÙ˘ µÔȈٛ·˜», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 151 (2007), ÛÛ. 139-160.* ¢ÈÁψÛÛ›· * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * µÔȈٛ· * ¶·È‰› ·ÏÏÔ‰·Ô‡ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * ƒfiÏÔ˜ÙÔ˘ ÁÔÓÈÔ‡ * ™Ù·ÙÈÛÙÈο ‰Â‰Ô̤ӷ

¡∆∞°π∞∫∏™ ∞£∞¡∞™π√™, ««∆Ô Ê·ÈÓfiÌÂÓÔ Ù˘ Ù‹Í˘ Î·È ‹Í˘ ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ Î·È ÚÒÙËÛ¯ÔÏÈ΋ ËÏÈΛ·: ÌÈ· ÂÚ¢ÓËÙÈ΋-‰È‰·ÎÙÈ΋ ·Ú¤Ì‚·ÛË», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 105 (2007), ÛÛ.9-15.* º˘ÛÈΤ˜ ∂ÈÛً̘ * ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * º˘ÛÈο Ê·ÈÓfiÌÂÓ· * ∂ÚÌËÓ¢ÙÈ΋ * ¢È‰·ÎÙÈ-΋ ÚÔÛ¤ÁÁÈÛË * £ÂˆÚ›· Ù˘ ηٷÛ΢‹˜ Ù˘ ÁÓÒÛ˘ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ ñ ™Ùfi¯Ô˜ Ù˘ ·ÚÔ‡Û·˜ ÂÚÁ·Û›·˜ ‹Ù·Ó Ô Û¯Â‰È·ÛÌfi˜, Ë ÂÊ·ÚÌÔÁ‹ Î·È Ë ·ÍÈÔÏfiÁËÛË ÂÓfi˜ ÚÔ-

ÁÚ¿ÌÌ·ÙÔ˜ ÁÈ· ÙË Ì‡ËÛË ·È‰ÈÒÓ ÚÔÛ¯ÔÏÈ΋˜ Î·È ÚÒÙ˘ Û¯ÔÏÈ΋˜ ËÏÈΛ·˜ ÛÙÔ Ê·ÈÓfiÌÂÓÔ Ù˘ً͢ Î·È ‹Í˘ ÙˆÓ ÛˆÌ¿ÙˆÓ Ì¤Ûˆ Ù˘ ÂÚÁ·Û›·˜ Û ÔÌ¿‰Â˜ ÛÙË «ÁˆÓÈ¿» ÙÔ˘ ˙·¯·ÚÔÏ¿ÛÙË.™ÙËÓ ¤Ú¢ӷ ‹Ú·Ó ̤ÚÔ˜ ·È‰È¿ ÓËÈ·ÁˆÁ›Ԣ, ÚÒÙ˘ Î·È ‰Â˘Ù¤Ú·˜ Ù¿Í˘ Ô˘ ÊÔÈÙÔ‡Ó Û‰ȿÊÔÚ· Û¯ÔÏ›· Ù˘ ¯ÒÚ·˜ Ì·˜. ∞Ú¯Èο ηٷÁÚ¿ÊËÎ·Ó ÔÈ ·ÓÙÈÏ‹„ÂȘ ÙˆÓ ·È‰ÈÒÓ Û¯ÂÙÈο ÌÂÙÔ Ê·ÈÓfiÌÂÓÔ. ∞ÎÔÏÔ‡ıËÛÂ Ë ‰È‰·ÎÙÈ΋ ·Ú¤Ì‚·ÛË ÛÙË «ÁˆÓÈ¿» ÙÔ˘ ˙·¯·ÚÔÏ¿ÛÙË Ì ÛÙfi¯ÔÙËÓ ·ÍÈÔÔ›ËÛË ÙˆÓ ·ÓÙÈÏ‹„ÂˆÓ Ô˘ ›¯·Ó Î·È ÙË ‰È¢ÎfiÏ˘ÓÛË ÙˆÓ ÂÍËÁ‹ÛÂˆÓ Ô˘ ¤‰ÈÓ·Ó Û¯Â-ÙÈο Ì ÙÔ Ê·ÈÓfiÌÂÓÔ. ∞ÎÔÏÔ‡ıËÛÂ Ô ÌÂÙ·-¤ÏÂÁ¯Ô˜ ÒÛÙ ӷ ‰È·ÈÛÙˆı› Û ÔÈÔ ‚·ıÌfi Ù· ·È-‰È¿ ¤¯Ô˘Ó ÌÂÙ·Û¯ËÌ·Ù›ÛÂÈ ÙȘ ·ÓÙÈÏ‹„ÂȘ/ȉ¤Â˜ Ô˘ ›¯·Ó Û ·ÓÙÈÏ‹„ÂȘ/ȉ¤Â˜ Ì ¯·Ú·ÎÙËÚÈÛÙÈοοÔÈÔ˘ ÚÒÈÌÔ˘ ÂÈÛÙËÌÔÓÈÎÔ‡ ÌÔÓÙ¤ÏÔ˘. ™˘ÌÂÚ·ÛÌ·ÙÈο ÌÔÚԇ̠ӷ ˘ÔÛÙËÚ›ÍÔ˘Ì fiÙÈÙ· ·È‰È¿ ·˘Ù‹˜ Ù˘ ËÏÈΛ·˜ Â›Ó·È ¤ÙÔÈÌ· ·fi ÁÓˆÛÙÈ΋ ¿Ô„Ë ÛÙËÓ ÏÂÈÔ„ËÊ›· ÙÔ˘˜ Ó· ηٷ-ÓÔ‹ÛÔ˘Ó ÙÔ Ê·ÈÓfiÌÂÓÔ Ù˘ Ù‹Í˘ Î·È ‹Í˘ ÙˆÓ ÛˆÌ¿ÙˆÓ.

¡∆√§π√¶√À§√À ∂. [Î.¿.], ««∫ÚÈÙÈ΋ ·Ó¿Ï˘ÛË ÙÔ˘ “√‰ËÁÔ‡ ¡ËÈ·ÁˆÁÔ‡”», ™‡Á¯ÚÔÓË ∂η›-‰Â˘ÛË, Ù¯. 149 (2007), ÛÛ. 51-63.* ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * √‰ËÁfi˜ ÁÈ· ÙÔ ‰¿ÛηÏÔ * ∞Ó¿Ï˘ÛË ÂÚȯÔ̤ÓÔ˘ * ∫ÚÈÙÈ΋ * ƒfiÏÔ˜ ÙԢηıËÁËÙ‹

∆∞ƒ∞∆√ƒ∏ ∂§∂¡∏, ∫√¡™√§∞™ ª∞¡√™, ∫√À°π√Àƒ√À∫∏ ª∞ƒπ¡∞, ««∆Ô ¯ÈÔ‡ÌÔÚ ÛÙËÓ ÂÎ-·È‰Â˘ÙÈ΋ ‰È·‰Èηۛ·. ∏ ÔÙÈ΋ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ», ∫›ÓËÙÚÔ, Ù¯. 8 (2007), ÛÛ. 55-69.* ¶Ó‡̷ Î·È ¯ÈÔ‡ÌÔÚ * ™¯ËÌ·ÙÈÛÌfi˜ ÂÓÓÔÈÒÓ * ¶·È‰·ÁˆÁÈ΋ „˘¯ÔÏÔÁ›· * ÃÈÔ‡ÌÔÚ ÛÙ· ·È‰È¿ *ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ Ever since the turn of the century an increasing number of studies in Greece has focused on the

use of humour in the teaching process. This research aims at studying the way pre-schoolteachers in Komotini perceive the use of humour as a teaching tool, the type of humour theyopt for and whether or not humour results in a pleasant classroom environment and pleasedpupils. The research findings point towards the need to use humour as a teaching tool, for itimproves pupils alertness and academic achivements while at the same time it makes thelearning procedure more enjoyable.

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∆∑√À§∏ ª∞ƒπ¡∞, «∆ÚÈλ, ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 317-350.* ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ∫·ÏÏÈÙ¯ÓÈ΋ ‰ËÌÈÔ˘ÚÁ›· * ™˘Ó·›ÛıËÌ· * ŒÎÊÚ·ÛË * ∂ÈÎÔÈÓˆ-Ó›· * ™‡Á¯ÚÔÓË ¤Ú¢ӷñ Modern artistic means of expression many times take us back to a primitive form. Same applies

to “contemporary music”, which utilizes any sonic phenomenon, incorporating every daysounds as constructive elements into music masterpieces. At the same time, the structuralevolution of music composition follows the evolutionary stages of humanity: beginning from“point zero”, from the lesser and simplest, immature material, the final music “edifice” isapproached with step-by-step additions and proper elaboration, leaving sometimes the “finale”to the improvising fluency of musicians.

∆™π°∫ƒ∞ ª∂¡∏, ««∏ ∫ÔÈÓˆÓÈÔÏÔÁ›· Ù˘ ·È‰È΋˜ ËÏÈΛ·˜: ÙÔ Ó¤Ô ·Ú¿‰ÂÈÁÌ·», ∂ÈÛً̘ ∞Áˆ-Á‹˜, Ù¯. 4 (2007), ÛÛ. 167-186.* ∫ÔÈÓˆÓÈÔÏÔÁ›· * ¶·È‰È΋ ËÏÈΛ· * ∫ÔÈÓˆÓÈÎÔÔ›ËÛË * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ * ∂ÚÌËÓ¢ÙÈ΋ * æ˘¯ÔÏÔÁ›· ñ In this article, we examine critically, at first, the classical theories of socialization and

development (Parsons and Piaget) that have determined the childhood research. We present,then, the theoritical principles that interpretive perspectives have introduced in the sociology ofchildhood and we focus on the new paradigm of Sociology of Childhood. We discuss itsanalytical theory: social structural childhood, minority group child, socially constructedchildhood and children as actors. The main concern of the new paradigm is the emergence ofthe childhood question as one of the main issues of social theory.

Ã∞ƒ∫¡∂™ ™∞§π, ««∏ ÈÛÙÔÚÈÔÁÚ·ÌÌ‹ Û ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜», ™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯.60 (2007), ÛÛ. 108-112.* ¢È·‰Èηۛ· Ì¿ıËÛ˘ * ¢È‹ÁËÛË ÈÛÙÔÚÈÒÓ * £ÂˆÚ›· Ù˘ ηٷÛ΢‹˜ Ù˘ ÁÓÒÛ˘ * ™˘ÓÂÚÁ·ÙÈ΋̿ıËÛË * ª·ıËÙ‹˜ * ∞ÍÈÔÏfiÁËÛË

Ã∞∆∑∏ªπÃ∞∏§ ª∞ƒπ∞¡¡∞, ««∆· ˙Ò·, Ù· ¤ÓÙÔÌ· Î·È Ù· Ô˘ÏÈ¿ Ù˘ ÁÂÈÙÔÓÈ¿˜», ™‡Á¯ÚÔÓÔ ¡ËÈ·-ÁˆÁ›Ô, Ù¯. 59 (2007), ÛÛ. 48-54.* ™¯¤‰ÈÔ ∂ÚÁ·Û›·˜ * ª¤ıÔ‰Ô˜ Project (∂η›‰Â˘ÛË) * ™˘ÓÂÚÁ·ÙÈ΋ Ì¿ıËÛË * √Ì·‰È΋ Ì¿ıËÛË *∑Ò· * ŒÓÙÔÌ· * ¶ÙËÓ¿

44.2 ¶ƒø∆√µ∞£ªπ∞ ∂∫¶∞π¢∂À™∏

∞´¢π¡∏™ ∞£∞¡∞™π√™, °ƒ√§§π√™ °∂øƒ°π√™, «∫ÚÈÙÈΤ˜ ·Ú·ÙËÚ‹ÛÂȘ ÛÙÔ Ó¤Ô ‚È‚Ï›Ô ÙÔ˘ÁψÛÛÈÎÔ‡ Ì·ı‹Ì·ÙÔ˜ Ù˘ ∞’ ÙÙ¿Í˘ ÙÔ˘ ¢ËÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯.84 (2007), ÛÛ. 35-42.* °ÏÒÛÛ· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * √‰ËÁfi˜ ÁÈ· ÙÔ‰¿ÛηÏÔ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ªÂÙ¿‚·ÛË ·fi ÙÔ ¡ËÈ·ÁˆÁÂ›Ô ÛÙÔ ¢ËÌÔÙÈÎfi * ∞Ó·‰˘fiÌÂÓÔ˜ÁÚ·ÌÌ·ÙÈÛÌfi˜

— ««∫ÚÈÙÈΤ˜ ·Ú·ÙËÚ‹ÛÂȘ ÛÙÔ ÂÁ¯ÂÈÚ›‰ÈÔ ÙÔ˘ ÁψÛÛÈÎÔ‡ Ì·ı‹Ì·ÙÔ˜ Ù˘ TÚ›Ù˘ Ù¿Í˘ÙÔ˘ ¢ËÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 84 (2007), ÛÛ. 43-53.

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* °ÏÒÛÛ· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÈÎfi ‚È‚Ï›Ô * ∞Ó¿Ï˘ÛË ÂÚÈÂ-¯Ô̤ÓÔ˘ * ¶ÔÏÈÙÈ΋ Î·È Âη›‰Â˘ÛË * ∫ÔÈÓˆÓÈ΋ ·ÓÈÛfiÙËÙ·

∞¡£√¶√À§√™ ∫ø™∆∞™, «√ÏÔ‹ÌÂÚÔ ™¯ÔÏ›Ô. ∞fi ÙË ıˆڛ· ÛÙËÓ Ú¿ÍË: ¤Ó·˜ ıÂÛÌfi˜ Û ÌÂ-Ù¤ÚˆÚÔ ‚‹Ì·. ªÂÚÈΤ˜ ÛΤ„ÂȘ Î·È ·Ú·ÙËÚ‹ÛÂȘ», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ ™›ÙÈ, Ù¯. 487 (2007), ÛÛ.276-280.* √ÏÔ‹ÌÂÚÔ ™¯ÔÏÂ›Ô * ∂Ê·ÚÌÔÁ‹ * ∂ÏÏ¿‰· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ *¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘

∞™ø¡π∆∏™ ¶√§À¢∂À∫∏™, ««∏ ·ÔÙ›ÌËÛË Ù˘ ›‰ÔÛ˘ ÙÔ˘ Ì·ıËÙ‹ ÛÙÔ Ï·›ÛÈÔ Ù˘ ¢È·ıÂÌ·ÙÈ-΋˜ ÚÔÛ¤ÁÁÈÛ˘ Ù˘ ÁÓÒÛ˘: Ù· Ó¤· Û¯ÔÏÈο ÂÁ¯ÂÈÚ›‰È· ÙÔ˘ ¢ËÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ», ¶·È‰·ÁˆÁÈÎfiµ‹Ì· ∞ÈÁ·›Ô˘, Ù¯. 66 (2007), ÛÛ. 92-96.* ¢È‰·Ûηϛ· - ∂Á¯ÂÈÚ›‰È· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ª·ıËÙ‹˜ * ∂›‰ÔÛË

µ∞™π§∞∫√À ∞£∏¡∞, ««∆Ú›¯ÚÔÓË ÂÊ·ÚÌÔÁ‹ Ù˘ ∂˘¤ÏÈÎÙ˘ ∑ÒÓ˘», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 104(2007), ÛÛ. 5-13.* ∂˘¤ÏÈÎÙË ∑ÒÓË * ∂Ê·ÚÌÔÁ‹ * ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * °ÓÒÛË * ™˘ÓÂÚÁ·ÙÈ΋ Ì¿ıËÛË * ¢ËÌÈ-Ô˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜

°∂øƒ°π∞¢√À-∫∞ª¶√Àƒπ¢∏ µ∞ƒµ∞ƒ∞, ««∂ÓÙÚ˘ÊÒÓÙ·˜ Û ‚·ÛÈΤ˜ ıˆڛ˜ ÁÈ· ÙËÓ Î·Ù·ÓfiËÛËÙˆÓ Ó¤ˆÓ ‰È‰·ÎÙÈÎÒÓ ·Î¤ÙˆÓ ÙˆÓ ª·ıËÌ·ÙÈÎÒÓ Ù˘ ¶ÚˆÙÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘», ∞ÓÔȯÙfi ™¯Ô-Ï›Ô, Ù¯. 104 (2007), ÛÛ. 23-27.* ª·ıËÌ·ÙÈο * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔÌ›· * °ÓˆÛÙÈ΋ æ˘¯ÔÏÔÁ›· * £ÂˆÚ›· Ì¿-ıËÛ˘ * ™¯ËÌ·ÙÈÛÌfi˜ ÂÓÓÔÈÒÓ

°π∞¡¡∞∫√À ∆∞™π∞, ««ŒÓ· ™¯¤‰ÈÔ ∂ÚÁ·Û›·˜ ÁÈ· ÙÔ ‚˘ıfi Ì ¯ÔÚfi Î·È ÙÚ·ÁÔ‡‰È», °¤Ê˘Ú˜, Ù¯. 37(2007), ÛÛ. 40-47.* £·Ï¿ÛÛÈ· ·Ó›‰· * ™¯¤‰ÈÔ ∂ÚÁ·Û›·˜ * ¢ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ * ∆¤¯ÓË * ÃÔÚfi˜ * ∆Ú·-ÁÔ‡‰È

¢∞ƒ√¶√À§√™ ∞¶., ««√ ·ÎÏÔ˜ ÙÔ˘ ÓÂÚÔ‡. ªÈ· ‰È‰·ÎÙÈ΋ ÚfiÙ·ÛË, Û ¤Ó· Û˘ÓÂÚÁ·ÙÈÎfi ÂÚÈ-‚¿ÏÏÔÓ Ì ÙË ‚Ô‹ıÂÈ· ÙˆÓ ∆.¶.∂., ÁÈ· ÙÔ˘˜ Ì·ıËÙ¤˜ Ù˘ ∂’ ÎÎ·È ™Ù’ ÙÙ¿Í˘», ∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 116-128.* º˘ÛÈΤ˜ ∂ÈÛً̘ * ¡ÂÚfi * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛË * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * ™˘ÓÂÚÁ·-ÙÈ΋ Ì¿ıËÛË * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹

¢∂§∏ª¶√Àƒ∞™ Ã∏™∆√™, ««∫·ÏÏȤÚÁÂÈ· ÙÔ˘ ÁÚ·ÙÔ‡ ÏfiÁÔ˘», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ ™›ÙÈ, Ù¯. 487(2007), ÛÛ. 281-300.* °Ú·Ù‹ ¤ÎÊÚ·ÛË * ŒÎıÂÛË * ∆ÚfiÔ˜ ‰È‰·Ûηϛ·˜ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ¢È‰·ÎÙÈ΋ ÚfiÙ·-ÛË * ∞ÍÈÔÏfiÁËÛË

¢∏ª∏∆ƒ∞∫√¶√À§√™ °.∞., ««∆Ô „‡‰Ô˜ ˆ˜ ËıÈÎfi Úfi‚ÏËÌ·: ıÂÔÏÔÁÈΤ˜ Î·È ·È‰·ÁˆÁÈΤ˜·Ú·ÙËÚ‹ÛÂȘ ÛÙÔ ·Ï·Èfi Î·È ÙÔ Ó¤Ô ‰È‰·ÎÙÈÎfi ÂÁ¯ÂÈÚ›‰ÈÔ ÙˆÓ £ÚËÛ΢ÙÈÎÒÓ Ù˘ ™Ù’ ¢¢ËÌÔÙÈÎÔ‡»,∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 147-162.* £ÚËÛ΢ÙÈ΋ ∞ÁˆÁ‹ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * æ¤Ì· * ŸÚÎÔ˜ * ÃÚÈÛÙÈ·ÓÈ΋ ËıÈ΋ * ºÈÏÔÛÔÊ›· ηÈıÚËÛΛ· * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜

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¢∏ª√¶√À§√À ª∞ƒπ∞ [Î.¿.], «∆Ô ‚È‚Ï›Ô Ù˘ ªÂϤÙ˘ ¶ÂÚÈ‚¿ÏÏÔÓÙÔ˜ Ù˘ µ’ ¢¢ËÌÔÙÈÎÔ‡», °¤Ê˘-Ú˜, Ù¯. 36 (2007), ÛÛ. 36-47.* ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ¶ÂÚÈ‚¿ÏÏÔÓ - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (™ÙÔȯÂÈ҉˘) * ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔ-Ì›· * ∂Ê·ÚÌÔÁ‹ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

∫∞ƒ∞°∂øƒ°√™ µ∞™π§∂π√™ ™∆À§., ««∫ÚÈÙÈ΋ ·Ó¿Ï˘ÛË ÙÔ˘ ‚È‚Ï›Ô˘ Ù˘ πÛÙÔÚ›·˜ Ù˘ ™Ù’ ¢¢ËÌÔÙÈ-ÎÔ‡», ∂ÎÎÏËÛ›·, Ù¯. 8, 9 (2007), ÛÛ. 609-618, 690-699.* πÛÙÔÚ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * πÛÙÔÚ›· - ŒÚ¢ӷ* πÛÙÔÚ›· - ¶ËÁ¤˜ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ∞Ó¿Ï˘ÛË ÂÚȯÔ̤ÓÔ˘

∫∞∆™π∫∞™ Ã∏™∆√™, ∫∞ƒ∞ª¶∞∆™∞™ µ∞™π§∏™, ««√È ‰¿ÛηÏÔÈ ÎÚÔ‡Ô˘Ó ÙÔÓ ÎÒ‰ˆÓ· ÙÔ˘ ÎÈÓ-‰‡ÓÔ˘. ª·ıËÌ·ÙÈο: Ô ªÈÓÒÙ·˘ÚÔ˜ ÙÔ˘ ¢ËÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ. ∞Ó¿ÁÎË Â͈ۯÔÏÈ΋˜ ‚Ô‹ıÂÈ·˜ - ·‡-ÍËÛË Ù˘ Û¯ÔÏÈ΋˜ ·ÔÙ˘¯›·˜ - ·Ô‰fiÌËÛË Ù˘ Ì·ıËÌ·ÙÈ΋˜ ÛΤ„˘», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘-Û˘, Ù¯. 84 (2007), ÛÛ. 33-34.* ª·ıËÌ·ÙÈο - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂Î·È‰Â˘ÙÈÎfi¤ÏÏÂÈÌÌ· * ™¯ÔÏÈ΋ ·ÔÙ˘¯›· * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

∫√À°π√Àƒ√À∫∏ ª∞ƒπ¡∞, ««∏ Û˘˙‹ÙËÛË ÛÙËÓ ÂÎ·È‰Â˘ÙÈ΋ Ú¿ÍË: ¤Ú¢ӷ», ∂ÈÛً̘ ∞ÁˆÁ‹˜,Ù¯. 4 (2007), ÛÛ. 119-142.* ™˘˙‹ÙËÛË * ¢È‰·ÎÙÈ΋ Ú·ÎÙÈ΋ * ª·ıËÙ‹˜ * ∂ӉȷʤÚÔÓ * ¢È·ÚÔÛˆÈΤ˜ Û¯¤ÛÂȘ * ™˘ÓÂÚÁ·-Û›· * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ ñ Die vorliegenden Studie zielte darauf ab, die Einstellung der Grundschullehrerlnnen in

Alexandroupolis zum Gespräch als Unterrichtsform zu untersuchem. Hierbei wurde der Versuchunternommen, den Anteil des Unterrichtsgesprächs am Unterricht, die Gesprächform, die dieLehrenden zur aktiven Teilnahme der Schülerlnnen wählen, als auch die Ansicht derselbigenzum Beitrag des Unterrichtsgesprächs zum Unterricht zu erkunden. Die Ergebnisse derUntersuchung weisen auf die Notwendigkeit der Planung und Führung vonUnterrichtsgesprächen hin, zumal sie den Schülerinnen eine aktive Teilnahme am Unterrichtermöglichen.

∫√À∆™√Àƒ∞∫∏ ™∆∂§§∞, ««¢È‰·ÎÙÈ΋ ·ÓÙÈÌÂÙÒÈÛË ÙˆÓ ‰È·ÊÔÚÂÙÈÎÒÓ ·Ó·ÁÎÒÓ ÙˆÓ Ì·ıËÙÒÓ: ËÂÚ›ÙˆÛË ÙˆÓ ÚÔ¯ˆÚËÌ¤ÓˆÓ ·Ó·ÁÓˆÛÙÒÓ», ¶·È‰·ÁˆÁÈ΋ ∂ÈıÂÒÚËÛË, Ù¯. 44 (2007), ÛÛ. 43-62.* °ÏˆÛÛÈ΋ ·Ó¿Ù˘ÍË * ∂Í·ÈÚÂÙÈÎfi ·È‰› * ¢È‰·Ûηϛ· ÁÏÒÛÛ·˜ * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¢È·ÊÔ-ÚÔÔÈË̤ÓË ‰È‰·Ûηϛ· * √Ì·‰ÔÔ›ËÛËñ The adjustment of teaching in general and written language teaching in particular to the

individual learning needs and the level of each student’s skills development constitute achallenge for the primary school teachers. The advanced students need learning experiencesplanned particularly for them. The main principles that govern the appropriate, for theadvanced readers, written language teaching approaches are referred to the depth and thecomplexity of content and process, to the challenge and to the creativity. In this articledifferentiated instruction is proposed as an answer to the needs and the abilities of advancedreaders. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫√Àº√µ∞™π§∏™ ¢∏ª∏∆ƒ∏™, ««∏ ÚÔÛÙ·ÎÙÈ΋, Ô ·ÁˆÁfi˜ Î·È ¿ÏϘ ÂÈÎÔÓÔÁÚ·ÊË̤Ó˜ ÈÛÙÔ-ڛ˜», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 83 (2007), ÛÛ. 59-60.

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* ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ¡¤· - °Ú·ÌÌ·ÙÈ΋ * πÛÙÔÚ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· *ª·ıËÌ·ÙÈο - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * µÈ‚Ï›· - ∂ÈÎÔÓÔÁÚ¿ÊËÛË * ¢È·-Ê‹ÌÈÛË Î·È ·È‰È¿

§∞Ã∞¡∞™ ¢∏ª∏∆ƒπ√™, «√ ∞¯ÂÏÒÔ˜ ÙÔ ‰ÈÎfi Ì·˜ ÔÙ¿ÌÈ», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 105 (2007), ÛÛ.26-29.* ∞¯ÂÏÒÔ˜, ¶ÔÙ·Ìfi˜ * ™¯¤‰ÈÔ ∂ÚÁ·Û›·˜ * ª¤ıÔ‰Ô˜ Project (∂η›‰Â˘ÛË) * ¢ÈÂÈÛÙËÌÔÓÈ΋ ıÂÒ-ÚËÛË * ∂˘¤ÏÈÎÙË ∑ÒÓË * ¢ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜

§√À∫π™∞™ ∞¡∞™∆∞™π√™, ««∆Ô Ó¤Ô §ÂÍÈÎfi ÁÈ· ÙȘ Ù¿ÍÂȘ ¢’,, ∂’,, ™Ù’ ÙÙÔ˘ ¢ËÌÔÙÈÎÔ‡ Î·È Ë ¯ÚËÛÙÈ-ÎfiÙËÙ¿ ÙÔ˘», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 104 (2007), ÛÛ. 18-22.* ∞Ó¿Ù˘ÍË ÂÎ·È‰Â˘ÙÈÎÒÓ ‚ÔËıËÌ¿ÙˆÓ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * §ÂÍÈÎfi * ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔ-ÙÔÌ›· * ª¿ıËÛË * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

ª∞¡√À™√À ∂À∞°°∂§π∞, ««¢ÈÂıÓ›˜ ÂÊ·ÚÌÔÁ¤˜ ÂÓ·ÏÏ·ÎÙÈÎÒÓ ÌÔÚÊÒÓ Âη›‰Â˘Û˘ Û ̷ıËÙ¤˜¶ÚˆÙÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘», ∞ÓÔÈÎÙ‹ ∂η›‰Â˘ÛË = Open Education, Ù¯. 6 (2007), ÛÛ. 95-107.* ¢ÈÂıÓ‹˜ Âη›‰Â˘ÛË * ∫·Ù’ Ô›ÎÔÓ ‰È‰·Ûηϛ· * πÛÙÔÚ›· Ù˘ ∂η›‰Â˘Û˘ * ™Ù·ÙÈÛÙÈο ‰Â‰Ô̤ӷ* ƒfiÏÔ˜ ÙÔ˘ ÁÔÓÈÔ‡ * ¢È·‰Èηۛ· Ì¿ıËÛ˘ñ ™ÙËÓ ÂÔ¯‹ Ù˘ ÔÏ˘ÏÔÎfiÙËÙ·˜ Î·È Ù˘ Ú·Á‰·›·˜ ·Ó¿Ù˘Í˘ ÙˆÓ ∆¯ÓÔÏÔÁÈÒÓ Ù˘ ¶ÏËÚÔÊÔ-

Ú›·˜ Î·È ∂ÈÎÔÈÓˆÓ›·˜, Ë ÌÂϤÙË Î·È ·ÚÔ˘Û›·ÛË ‰È·ÊfiÚˆÓ ÂÓ·ÏÏ·ÎÙÈÎÒÓ Û˘ÛÙËÌ¿ÙˆÓ Î·ÈÌÔÚÊÒÓ Âη›‰Â˘Û˘ Â›Ó·È ÌÈ· ÚfiÎÏËÛË, ηıÒ˜ ·ÓÔ›ÁÔ˘Ó Ó¤Ô˘˜ ÔÚ›˙ÔÓÙ˜ Î·È ÚÔÔÙÈΤ˜ ÁÈ·ÙË ‰È‡ڢÓÛË ÂÓfi˜ ‰È·ÏfiÁÔ˘ Û¯ÂÙÈÎÔ‡ Ì ÙȘ ÂÓ·ÏÏ·ÎÙÈΤ˜ ÌÔÚʤ˜ Âη›‰Â˘Û˘, Ù· ÏÂÔÓÂÎÙ‹-Ì·Ù· Î·È Ù· ÌÂÈÔÓÂÎÙ‹Ì·Ù¿ ÙÔ˘˜, ·ÏÏ¿ Î·È ÙȘ ‰˘Ó·ÙfiÙËÙ˜ ÂÊ·ÚÌÔÁ‹˜ ÙÔ˘˜ Û ÌÈ· Û‡Á¯ÚÔÓË Î·È‰ËÌÔÎÚ·ÙÈ΋ ÎÔÈÓˆÓ›·. ∆Ô ¿ÚıÚÔ ·˘Ùfi ı· ÂÈÎÂÓÙÚˆı› Û ÌÈ· Û˘ÁÎÂÎÚÈ̤ÓË ÂÓ·ÏÏ·ÎÙÈ΋ÌÔÚÊ‹ Âη›‰Â˘Û˘, ÙËÓ Î·Ù’ Ô›ÎÔÓ Âη›‰Â˘ÛË (homeschooling), Ë ÔÔ›· Â›Ó·È ‰È·‰Â‰Ô̤ÓËÛÙȘ ∏.¶.∞., ∫·Ó·‰¿, ∞˘ÛÙÚ·Ï›·, °·ÏÏ›· Î.·. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

ª∞ƒ∆π¡√À-∫∞¡∞∫∏ ™ø∆∏ƒπ∞, «« ¶ÔȘ ÌÔÚʤ˜ ÂÚÁ·Û›·˜ ÂÊ·ÚÌfi˙ÔÓÙ·È ÛÙÔ ¢ËÌÔÙÈÎfi Û¯ÔÏ›ÔÎ·È ÔȘ ı· ÚÔÙÈÌÔ‡Û·Ó ÔÈ Ì·ıËÙ¤˜. (ªÈ· ¤Ú¢ӷ Û ̷ıËÙ¤˜ ¢ËÌÔÙÈÎÒÓ Û¯ÔÏ›ˆÓ ÙÔ˘ ƒÂı‡-ÌÓÔ˘)», ∫›ÓËÙÚÔ, Ù¯. 8 (2007), ÛÛ. 99-105.* ∂ÚÁ·Û›· ÛÙËÓ Ù¿ÍË * ™˘ÓÂÚÁ·ÙÈ΋ Ì¿ıËÛË * ∞ÙÔÌÈ΋ ÂÚÁ·Û›· * √Ì·‰È΋ ÂÚÁ·Û›· * ∂ÚˆÙËÌ·ÙÔ-ÏfiÁÈÔ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ From the time of reformative Pedagogy, traditional, teacher centric, intellectualist and full of

verbosity teaching has been criticized sharply. The last decades, social forms of teaching –whichpromote and strengthen self-acting learning, interschool Communication and efficient studentcollaboration– are getting more and more needful. Unfortunately, despite the fact that co-operative work and student collaboration in small groups can promote social learning, they areslightly put into teaching practice. At the same time, front teaching and individual student workseem to dominate in class. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

ª∞™™√À ª∞ƒπ∞, ««∂›ÛÎÂ„Ë ÛÙË ¢ËÌÔÙÈ΋ ‚È‚ÏÈÔı‹ÎË», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 105 (2007), ÛÛ. 16-25.* ¢È‰·Ûηϛ· ÁÏÒÛÛ·˜ * ™¯ÔÏÈ΋ ›ÛÎÂ„Ë * µÈ‚ÏÈÔı‹Î˜, §·˚Τ˜ * ™¯¤ÛË ÁÔÓÈÔ‡ - ÎÔÈÓfiÙËÙ·˜ *°ÏˆÛÛÈ΋ ·Ó¿Ù˘ÍË * ∂ÈÎÔÈÓˆÓȷ΋ ÈηÓfiÙËÙ·

ª¶√Àƒ∞™ ∞¡∆ø¡π√™, ««¢È‰·Ûηϛ· ÙˆÓ ª·ıËÌ·ÙÈÎÒÓ ÙÔ˘ ¢ËÌÔÙÈÎÔ‡ Ì ÙË ¯Ú‹ÛË ÂÎ·È‰Â˘ÙÈ-ÎÔ‡ ÏÔÁÈÛÌÈÎÔ‡», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 104 (2007), ÛÛ. 40-44.

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* ª·ıËÌ·ÙÈο * ¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ∂Î·È‰Â˘ÙÈÎfi ÏÔÁÈÛÌÈÎfi * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈ-ÛÙ‹ * ¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

¶∞∆™∞§∏™ Ãπ™∆√™, «√ÏÔ‹ÌÂÚÔ ™¯ÔÏ›Ô, ¤Ó· Û¯ÔÏÂ›Ô ÁÈ· fiÏÔ˘˜;», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 104(2007), ÛÛ. 28-29.* √ÏÔ‹ÌÂÚÔ ™¯ÔÏÂ›Ô * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘ *ÿÛ˜ ¢ηÈڛ˜ * ¢È·ÊÔÚÔÔÈË̤ÓË ‰È‰·Ûηϛ·

™π¡∞¡π¢√À ª∞ƒπ∞ ¢., ««√ÙÈÎÔÎÈÓËÙÈ΋ ÔÚÁ¿ÓˆÛË Î·È ÂÈÎÚ¿ÙËÛË ¯ÂÚÈÔ‡ Û ·È‰È¿ 5,5 - 11,5ÂÙÒÓ», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 103, 104 (2007), ÛÛ. 34-35, 36-39.* ∞ÚÈÛÙÂÚfi¯ÂÈÚ·˜ * ∞ÈÙÈfiÙËÙ· * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ * ¶Ï¢ÚÈÎfiÙËÙ· * ∫ÈÓËÙÈÎÔ·ÈÛıËÙËÚÈ·Îfi˜ Û˘-ÓÙÔÓÈÛÌfi˜ * ∞ÓÙ›ÏË„Ë ÙÔ˘ ¯ÒÚÔ˘ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

∆√Àƒ∆√Àƒ∞™ Ã∏™∆√™, ««∏ ›‰ÔÛË ÙˆÓ ·È‰ÈÒÓ ·fi ÙȘ ¯ÒÚ˜ Ù˘ ÚÒËÓ ∂™™¢», ∂Î·È‰Â˘-ÙÈ΋ ∫ÔÈÓfiÙËÙ·, Ù¯. 83 (2007), ÛÛ. 25-28.* ∂›‰ÔÛË ÛÙȘ ÛÔ˘‰¤˜ * ª·ıËÙ‹˜ * ¶·ÏÈÓÓfiÛÙËÛË * ∫ÔÈÓÔÔÏÈÙ›· ∞ÓÂÍ¿ÚÙËÙˆÓ ∫Ú·ÙÒÓ (ÚÒ-ËÓ ∂™™¢) * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * £ÂÛÛ·ÏÔÓ›ÎË

∆√Àƒ∆√Àƒ∞™ Ã∏™∆√™, ª¶∞§∏ ∂§∂À£∂ƒπ∞, ««™˘¯Ó¤˜ ·ÏÏ·Á¤˜ Û¯ÔÏ›ˆÓ: Û¯ÔÏÈ΋ ›‰ÔÛËÎ·È Ë Èı·ÓfiÙËÙ· ÌÈ·˜ ·ÌÊ›‰ÚÔÌ˘ Û¯¤Û˘. ª·ıËÙ¤˜ Î·È Ì·ı‹ÙÚȘ ·fi ÙËÓ ÚÒËÓ ∂™™¢ ÛÙ· ¢Ë-ÌÔÙÈο Û¯ÔÏ›· Ù˘ £ÂÛÛ·ÏÔӛ΢», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 83 (2007), ÛÛ. 83-94.* ™¯ÔÏÈ΋ ·ÔÙ˘¯›· * ¶·È‰› ÌÂÙ·Ó¿ÛÙË * ∂™™¢ * ™¯ÔÏÈ΋ ÚÔÛ·ÚÌÔÁ‹ * √ÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿Ï-ÏÔÓ - ∂›‰Ú·ÛË * ÿÛ˜ ¢ηÈڛ˜ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

ºø∫π∞§∏ ¶∂ƒ™∞, ¶π¶π¡√™ °πøƒ°√™, ∫∞ƒ∞ª¶∂§∞™ ∫ø™∆∞™, ««∞fi„ÂȘ ÙˆÓ ÂÎ·È‰Â˘ÙÈ-ÎÒÓ Ù˘ ¶ÚˆÙÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ ÁÈ· ÙËÓ ·ÏÏ·Á‹ ÙˆÓ ¶ÚÔÁÚ·ÌÌ¿ÙˆÓ ™Ô˘‰ÒÓ Î·È ÙˆÓ ‰È‰·-ÎÙÈÎÒÓ ‚È‚Ï›ˆÓ ÛÙÔ ¢ËÌÔÙÈÎfi Û¯ÔÏ›Ի, ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4 (2007), ÛÛ. 79-97.* ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔÌ›· * ∫·ıËÁËÙ‹˜ * °ÓÒÌË *∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ This work refers to the stances of primary teachers in respect to educational change and its

management. After a short theoritical analysis, the study focuses on the description of the viewsand expectations of 214 schoolteachers about the educational change that was applied in theschool year 2006-2007, concerning school curriculum and schoolbooks. The study examinessuch parameters as the sources of information, the adequateness of training and the degree ofreadiness to accept change. Moreover it examines up to what extent factors such as gender,age, studies and past experience in the application of educational innovations are ofsignificance in the issue of change. The main conclusion is that primary teachers recogniseinadequatenesses in the level of information, training and infrastructure but realise thateducational change is necessary and have positive expectations about it.

Ã∞ƒ∞µπ∆™π¢∏™ ¶∂∆ƒ√™, ¶ƒø∆√¡√∆∞ƒπ√À ™∆∂§§∞, µ∞™π§∞∫√À ¶∞ƒ∞™∫∂À∏, ««∏ ‰È-‰·Ûηϛ· Ù˘ ∂ÏÏËÓÈ΋˜ ∂·Ó¿ÛÙ·Û˘ Ì ·ÊÔÚÌ‹ ÙË ÁÈÔÚÙ‹ Ù˘ 25˘ ª·ÚÙ›Ô˘ ÛÙÔ Û¯ÔÏ›Ô: ¤Ó··Ú¿‰ÂÈÁÌ·», °¤Ê˘Ú˜, Ù¯. 37 (2007), ÛÛ. 22-27.* ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∂·Ó¿ÛÙ·ÛË ÙÔ˘ 1821 * ¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË * πÛÙÔÚ›· - ¶ËÁ¤˜ * 25Ë ª·Ú-Ù›Ô˘ 1821 - ∂¤ÙÂÈÔÈ ÎÏ. * ™¯ÔÏ›· - ∂ΉËÏÒÛÂȘ * µÈˆÌ·ÙÈ΋ Ì¿ıËÛË

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4.3 ¢∂À∆∂ƒ√µ∞£ªπ∞ ∂∫¶∞π¢∂À™∏

∞¢∞ª√¶√À§√™ πø∞¡¡∏™, «∞ÓıÚˆÔÁˆÁÚ·Ê›· ÙÔ˘ ¯ÒÚÔ˘ ÙˆÓ ÓÔÌÈÎÒÓ-ÔÏÈÙÈÎÒÓ ÂÈÛÙËÌfi-ÓˆÓ ˆ˜ ÂÎ·È‰Â˘ÙÈÎÒÓ Ù˘ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘», ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3(2005), ÛÛ. 37-59.* ¡ÔÌÈΤ˜ ∂ÈÛً̘ * ¶ÔÏÈÙÈΤ˜ ∂ÈÛً̘ * ∂¿ÁÁÂÏÌ· ÙÔ˘ ηıËÁËÙ‹ * ∂η›‰Â˘ÛË - ∂ÏÏ¿‰· *∂ÈÌfiÚʈÛË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ This study is an empirical PhD research conducted in Greece from 2002 to 2003. A sample of

308 teachers of Law and Political Sciences was selected from all school units around thecountry during that period and was used in the study. The data was collected throughquestionnaires which included restricted responses that were analyzed by a computer program(SPSS). For all quantitative data tables and graphs were used. The main goal of this study was:first, the perception of the teachers concerning their job and secondly, the degree of satisfactionreceived from their job and from the subject of their job, i.e. the teaching of law. (¶ÂÚÈÎÔ‹ Â-Ú›Ï˄˘)

µ√À∫∂§∞∆√™ ª., ∫∞∆™π§§∏™ π., §∞ª¶ƒ√¶√À§√™ Ã., ««¢ÈÂÚ‡ÓËÛË Ù˘ Û¯ÔÏÈ΋˜ ›‰ÔÛË˜ÙˆÓ Ì·ıËÙÒÓ Ù˘ µ’ ÎÎ·È °’ ÙÙ¿Í˘ ÙˆÓ ‰ËÌÔÛ›ˆÓ ËÌÂÚ‹ÛÈˆÓ ∂ÓÈ·›ˆÓ §˘Î›ˆÓ», ¶·È‰·ÁˆÁÈ΋ ∂È-ıÂÒÚËÛË, Ù¯. 44 (2007), ÛÛ. 85-104.* ª·ıËÙ‹˜ * ∂›‰ÔÛË ÛÙȘ ÛÔ˘‰¤˜ * ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ∂Ú¢ÓËÙÈ-΋ ·Ó·ÊÔÚ¿ * ∂ÌÂÈÚÈ΋ ¤Ú¢ӷñ This study examines the relationships between educational achievement and a number of

independent variables, such as educatioanl expectations, effort, mental ability, general andacademic self-efficacy, extraversion, psychoticism, neuroticism, anxiety, family’s structure andsocio-economic status, significant others’ influence, school’s place and composition etc. Datawere collected from 1.328 students of 21 schools througchout of Greece selected using singlestage cluster sampling. Each student completed three questionnaires in 11th and 12th gradeand the educational achievement was collected electronically from NESTOR school infromationsystem. Structural equation models were used to estimate the direct and indirect effects of thevariables. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

µøƒ√™ º.∫., ««ªÂÚÈΤ˜ ÂÈÛËÌ¿ÓÛÂȘ ‰˘ÛÂÚÌ‹ÓÂ˘ÙˆÓ ·ÙÂÏÂÈÒÓ ÙÔ˘ Û¯ÔÏÈÎÔ‡ ‚È‚Ï›Ô˘ πÛÙÔÚ›·˜:“¡ÂfiÙÂÚÔ˜ Î·È ™‡Á¯ÚÔÓÔ˜ ÎfiÛÌÔ˜”», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 84 (2007), ÛÛ. 54-56.* πÛÙÔÚ›·, ¡ÂfiÙÂÚË - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∞Ó¿Ï˘-ÛË ÂÚȯÔ̤ÓÔ˘ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛË

°∂øƒ°π∞¢√À ∞ºƒ√¢π∆∏, ∫√¡∆∑∞ª∞¡∏ ∫∞§§π√¶∏, ∫ƒÀ™∆∞§§π¢√À ºø∆∂π¡∏, ««¢ÈÂ-Ú‡ÓËÛË ÙˆÓ ÛÙÂÚÂfiÙ˘ˆÓ ÙÔ˘ ʇÏÔ˘ ÛÙÔ ÂÁ¯ÂÈÚ›‰ÈÔ “∂ÚÁ·ÛÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ” ÙÔ˘ Ì˯·ÓÔÏÔÁÈÎÔ‡ÙÔ̤· ÁÈ· Ù· ∆¯ÓÈο ∂·ÁÁÂÏÌ·ÙÈο ∂Î·È‰Â˘Ù‹ÚÈ· - 1Ô˜ ·ÎÏÔ˜ ∞’ ÙÙ¿ÍË», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘-Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 43-64.* ∆¯ÓÈ΋ ∂·ÁÁÂÏÌ·ÙÈ΋ ∂η›‰Â˘ÛË * ∂·ÁÁÂÏÌ·ÙÈÎfi˜ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌfi˜ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô *∞Ó¿Ï˘ÛË ÂÚȯÔ̤ÓÔ˘ * ¢È·ÊÔÚ¿ ʇÏÔ˘ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ·ñ √ ™¯ÔÏÈÎfi˜ ∂·ÁÁÂÏÌ·ÙÈÎfi˜ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌfi˜ (™.∂.¶.) ÛÙԯ‡ÂÈ ÛÙËÓ ·ÚÔ¯‹ ‚Ô‹ıÂÈ·˜ ÚÔ˜

ÙÔ˘˜ Ì·ıËÙ¤˜ ηٿ Ù· ‰È¿ÊÔÚ· ÛÙ¿‰È· Ù˘ ·Ó¿Ù˘Í‹˜ ÙÔ˘˜, ÒÛÙ ӷ Û˘ÓÂȉËÙÔÔÈ‹ÛÔ˘Ó ÙȘ ÎÏ›-ÛÂȘ ÙÔ˘˜, Ó· ·Ó·Ù‡ÍÔ˘Ó ÙȘ ‰ÂÍÈfiÙËÙ¤˜ ÙÔ˘˜ Î·È Ó· ‰ÈÂΉÈ΋ÛÔ˘Ó ÙË Û˘ÌÌÂÙÔ¯‹ ÙÔ˘˜ ÛÙÔ ÎÔÈ-

23

ÓˆÓÈÎfi Á›ÁÓÂÛı·È (¡fiÌÔ˜ 2525, º∂∫ 188 ∞. 23 ™ÂÙÂÌ‚Ú›Ô˘ 1997). ™ÙÔ Â›ÎÂÓÙÚÔ Ù˘ ‰ÈÂÚ‡-ÓËÛ˘ Ù˘ ·ÚÔ‡Û˘ ÂÚÁ·Û›·˜ ‚Ú›ÛÎÂÙ·È ÙÔ ‰È‰·ÎÙÈÎfi ˘ÏÈÎfi ÙÔ˘ ™∂¶, ÂȉÈÎfiÙÂÚ· ÙÔ ˘ÏÈÎfi Ô˘¯ÚËÛÈÌÔÔÈÂ›Ù·È ÛÙ· ∆¯ÓÈο ∂·ÁÁÂÏÌ·ÙÈο ∂Î·È‰Â˘Ù‹ÚÈ· (∆.∂.∂.) ÁÈ· ÙÔÓ ÛÎÔfi ·˘Ùfi, ÌÂÙÔÓ Ù›ÙÏÔ «∂ÚÁ·ÛÈ·Îfi ¶ÂÚÈ‚¿ÏÏÔÓ» ÙˆÓ ‰È·ÊfiÚˆÓ ÙÔ̤ˆÓ ÙˆÓ ∆∂∂. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¢∞¡π∏§ ª∞ƒπ∞, «∆· Ó¤· ‚È‚Ï›· ÛÙÔ °˘ÌÓ¿ÛÈÔ, ∞Ú¯·›· ·fi ÌÂÙ¿ÊÚ·ÛË Î·È §ÔÁÔÙ¯ӛ·. ¶ÚÒÙ˜ÛΤ„ÂȘ ÁÈ· Ó· ·ÓÔ›ÍÂÈ Ë Û˘˙‹ÙËÛË», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 82 (2007), ÛÛ. 49-52.* ∂ÏÏËÓÈ΋ ÏÔÁÔÙ¯ӛ·, ∞Ú¯·›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¡ÂÔÂÏÏËÓÈ΋ ÏÔÁÔÙ¯ӛ· - ™Ô˘‰‹ ηȉȉ·Ûηϛ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ÀÏÈÎfi ·Ó·ÊÔ-Ú¿˜

¢ƒ√™√™ ¡π∫√™, ««∂·ÁÁÂÏÌ·ÙÈ΋ ˆÚÈÌfiÙËÙ· Î·È Â·ÁÁÂÏÌ·ÙÈΤ˜ ÊÈÏÔ‰Ô͛˜ ∂ÏÏ‹ÓˆÓ Î·È ·ÏÏÔ-‰·ÒÓ Ì·ıËÙÒÓ °’ °°˘ÌÓ·Û›Ô˘ Ô˘ ÊÔÈÙÔ‡Ó Û ÂÏÏËÓÈο Û¯ÔÏ›·. ∂ÌÂÈÚÈ΋ ¤Ú¢ӷ Û ̷ıËÙ¤˜ °’°°˘ÌÓ·Û›Ô˘», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 82-98.* ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ª·ıËÙ‹˜ * ŒÏÏËÓ·˜ * ∞ÏÏÔ‰·fi˜ * ∂·ÁÁÂÏ-Ì·ÙÈ΋ ÊÈÏÔ‰ÔÍ›· * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷñ ∏ ·ÚÔ‡Û· ÂÚÁ·Û›· ·ÔÛÎÔ› ÛÙË ‰ÈÂÚ‡ÓËÛË Ù˘ Û¯¤Û˘ ·Ó¿ÌÂÛ· ÛÙȘ ‰È¿ÊÔÚ˜ ‰È·ÛÙ¿ÛÂȘ

Ù˘ ·ÁÁÂÏÌ·ÙÈ΋˜ ˆÚÈÌfiÙËÙ·˜ (Û˘ÁÎÈÓËÛȷΤ˜ ‰È·ÛÙ¿ÛÂȘ: ۯ‰ȷÛÌfi˜ Î·È ‰ÈÂÚ‡ÓËÛË ÛÙ·-‰ÈÔ‰ÚÔÌ›·˜ Î·È ÁÓˆÛÙÈΤ˜ ‰È·ÛÙ¿ÛÂȘ: Ï‹„Ë ÔÚıÔÏÔÁÈÎÒÓ ·ÔÊ¿ÛÂˆÓ Î·È ÁÓÒÛË ÙÔ˘ ÎfiÛÌÔ˘Ù˘ ÂÚÁ·Û›·˜) Î·È ÙȘ ·ÁÁÂÏÌ·ÙÈΤ˜ ÊÈÏÔ‰Ô͛˜ Ì·ıËÙÒÓ Ô˘ ÁÂÓÓ‹ıËÎ·Ó ÛÙËÓ ∂ÏÏ¿‰· ηÈÂÎÂ›ÓˆÓ Ô˘ ÁÂÓÓ‹ıËÎ·Ó ÛÙÔ Â͈ÙÂÚÈÎfi Î·È ÊÔÈÙÔ‡Ó Û ÂÏÏËÓÈο Û¯ÔÏ›·. ∆· ÛÙÔȯ›· Ù˘ ÂÚ-Á·Û›·˜ ÚÔ¤Ú¯ÔÓÙ·È ·fi ÂÌÂÈÚÈ΋ ¤Ú¢ӷ Ô˘ ¤ÁÈÓ Û ̷ıËÙ¤˜ °’ Ù¿Í˘ ÔÎÙÒ °˘ÌÓ·Û›ˆÓ Ù˘∞ÙÙÈ΋˜. ∏ ‰È·ÊÔÚÂÙÈ΋ ÚԤϢÛË ÙˆÓ Ì·ıËÙÒÓ ‰Â ‚Ú¤ıËΠӷ ÂËÚ¿˙ÂÈ ÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ÙÔ˘˜ ˆÚÈÌfiÙËÙ·. ∂Í·›ÚÂÛË ·ÔÙÂÏ› Ë ‰È¿ÛÙ·ÛË Ù˘ ÁÓÒÛ˘ ÙÔ˘ ÎfiÛÌÔ˘ Ù˘ ÂÚÁ·Û›·˜, fiÔ˘‰È·ÈÛÙÒıËΠÌÈ· Ù¿ÛË ÁÈ· ˘ÂÚÔ¯‹ ÙˆÓ ∂ÏÏ‹ÓˆÓ Ì·ıËÙÒÓ ¤Ó·ÓÙÈ ·ÏÏÔ‰·ÒÓ. (¶ÂÚÈÎÔ‹ Â-Ú›Ï˄˘)

∫∞µ∞§π∂ƒ√À ª∞ƒπ∞, µƒÀø¡π¢∏™ ª∞ƒπ√™, ««∞Ó·˙ËÙÒÓÙ·˜ ÚÔÛ‰ÈÔÚÈÛÙÈÎÔ‡˜ ·Ú¿ÁÔÓÙ˜ ÙˆÓ¤ÌÊ˘ÏˆÓ ‰È·ÊÔÚÒÓ ÛÙËÓ Âη›‰Â˘ÛË: Ô ÚfiÏÔ˜ ÙÔ˘ ʇÏÔ˘ ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÛÙË ‰È·ÌfiÚʈÛËÛÙ¿ÛÂˆÓ ÙˆÓ Ì·ıËÙÒÓ ·¤Ó·ÓÙÈ Û ̷ıËÛȷο ·ÓÙÈΛÌÂÓ·», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ,Ù¯. 50 (2007), ÛÛ. 221-248.* ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * º‡ÏÔ - ∂›‰Ú·ÛË * ∞Ô‰¤ÎÙ˜ Ù˘ ·È‰Â›·˜ * ª¿ıËÛË * ™Ù¿ÛË (æ˘¯ÔÏÔ-Á›·) * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ∏ ‰ÈÂÚ‡ÓËÛË ÙˆÓ ·Ú·ÁfiÓÙˆÓ Ô˘ Û˘Ì‚¿ÏÏÔ˘Ó ÛÙËÓ ·Ó··Ú·ÁˆÁ‹ ÙˆÓ ¤ÌÊ˘ÏˆÓ ·ÓÈÛÔًوÓ

ÛÙË Û‡Á¯ÚÔÓË ÎÔÈÓˆÓ›· ÂÍ·ÎÔÏÔ˘ı› Ó· Â›Ó·È ¤Ó· ÛËÌ·ÓÙÈÎfi ˙‹ÙËÌ· ÛÙÔ ÔÔ›Ô ÂÈÎÂÓÙÚÒÓÂÙ·ÈË ÎÔÈÓˆÓÈÔÏÔÁÈ΋ ¤Ú¢ӷ. ™˘¯Ó¿ ÔÈ ·Ú¿ÁÔÓÙ˜ ·˘ÙÔ› ·Ó·˙ËÙÔ‡ÓÙ·È ÙfiÛÔ ÛÙ· Ï·›ÛÈ· Ù˘ ÔÈÎÔ-Á¤ÓÂÈ·˜ ηٿ ÙË Ê¿ÛË Ù˘ ÚˆÙÔÁÂÓÔ‡˜ ÎÔÈÓˆÓÈÎÔÔ›ËÛ˘ ÙÔ˘ ·È‰ÈÔ‡ fiÛÔ Î·È ÛÙ· Ï·›ÛÈ· ÙÔ˘Û¯ÔÏ›Ԣ ηٿ ÙË Ê¿ÛË Ù˘ ‰Â˘ÙÂÚÔÁÂÓÔ‡˜ ÎÔÈÓˆÓÈÎÔÔ›ËÛ˘. ™ÙÔ ¿ÚıÚÔ ·˘Ùfi ÂÈÎÂÓÙÚˆÓfi-Ì·ÛÙ ÛÙÔ ‰Â‡ÙÂÚÔ. ™˘ÁÎÂÎÚÈ̤ӷ, ·ÚÔ˘ÛÈ¿˙ÔÓÙ·È Ù· ·ÔÙÂϤÛÌ·Ù· ÌÈ·˜ ÔÈÔÙÈ΋˜ ‰ÈÂÚ‡ÓË-Û˘ ÁÈ· ÙËÓ Â›‰Ú·ÛË ÙÔ˘ ʇÏÔ˘ ÙÔ˘/Ù˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÛÙË ‰È·ÌfiÚʈÛË ÙˆÓ ÛÙ¿ÛÂˆÓ Ì·ıË-ÙÒÓ/ÙÚÈÒÓ Ù˘ µ’ Î·È °’ §˘Î›Ԣ ·¤Ó·ÓÙÈ Û ̷ıËÛȷο ·ÓÙÈΛÌÂÓ·.

ª∞ƒπ¡∏™ ™∆∂§π√™, ««∆Ô Ó¤Ô ‰fiÁÌ· ÙÔ˘ √√™∞ ÁÈ· ÙË Ì·ıËÌ·ÙÈ΋ Âη›‰Â˘ÛË ÛÙÔ Û¯ÔÏ›Ô. ∆ÔÚfi‚ÏËÌ· ÁÈ· ÙÔ Úfi‚ÏËÌ·», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 82 (2007), ÛÛ. 53-56.* ª·ıËÌ·ÙÈο - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· - πÛÙÔÚ›· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô *∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * √√™∞ * ºÚÔÓÙÈÛÙ‹ÚÈÔ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹

24

Ãπ™∆√¶√À§√™ πø∞¡¡∏™, «∏ Ù·ÍÈÓÔÌ›· ‰È‰·ÎÙÈÎÒÓ ÛÙfi¯ˆÓ ÙÔ˘ ÁÓˆÛÙÈÎÔ‡ ÙÔ̤· ÙˆÓ B.S.Bloom - D.R. Krathwohl: ÂÊ·ÚÌÔÁ‹ ÛÙÔ ‰È‰·ÎÙÈÎfi ·ÓÙÈΛÌÂÓÔ “™ÔÊÔÎÏ¤Ô˘˜ ∞ÓÙÈÁfiÓË”, ¶·È‰·Áˆ-ÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 265-283.* °ÓˆÛÙÈÎfi ·ÓÙÈΛÌÂÓÔ * ∆·ÍÈÓÔÌ›· ÛÙfi¯ˆÓ * B. S. Bloom (1913-1999) - D. R. Krathwohl * ¶Úfi-ÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ™ÔÊÔÎÏ‹˜ (496-406) * ∂Ê·ÚÌÔÁ‹ñ This paper discusses the implementation of the Taxonomy of Cognitive Domain’s Objectives,

as it was formulated by B.S. Bloom and D. R. Krathwohl, in the teaching of ancient Greekliterature texts, particularly in the teaching of Sophocles’ “Antigone”. Through its six cognitivelevels the taxonomy enables the teacher to set functional teaching goals and, accordingly, tosatisfactorily organize and evaluate the success of his teaching. In this paper specific examplesare extracted from the ancient text to show that high-level cognitive-learning skills can bedeveloped and demanding learning can be performed by the students, when the teacher adaptsand regulates his/her teaching to the taxonomy’s objectives.

44.4 ∆ƒπ∆√µ∞£ªπ∞ ∂∫¶∞π¢∂À™∏

ALMPANIS, TIMOS, «Online Learning, Using Virtual Learning Environments in Higer Education:Tutor’s Perception of their Efficacy», ∞ÓÔÈÎÙ‹ ∂η›‰Â˘ÛË = Open Education, Ù¯. 6 (2007), ÛÛ.81-94.* ¢È·‰Èηۛ· Ì¿ıËÛ˘ * ∆¯ÓÔÏÔÁ›· Ù˘ ¶ÏËÚÔÊÔÚ›·˜ * ™˘Óı‹Î˜ Ì¿ıËÛ˘ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁË-Ù‹ * ∞ÁÁÏ›· * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ In Higher Education, technology is having an increasing impact as time progresses. In most

Institutions there are fundamental developments occurring in access to education, in the wayInstitutions function and in the teaching process. Learning technologists –a profession that hasrecently emerged– support the development and implementation of new approaches toteaching which exploit the affordances of technology to address the particular pedagogic needsof the Faculties. The current trend is to integrate technology into and across the curriculum sothat the learning technology needs of academic staff are identified and met. (¶ÂÚÈÎÔ‹ ÂÚ›ÏË-„˘)

EULER, DIETER (ªÙÊÚ.: ™‡ÚÔ˜ ™. ∫·Ó·‚fi˜), ««∞Ó·Î·Ï˘ÙÈ΋ Ì¿ıËÛË», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË,Ù¯. 149 (2007), ÛÛ. 33-50.* ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * °ÓÒÛË * ¢È·‰Èηۛ· Ì¿ıËÛ˘ * ª¿ıËÛË Ì ·Ó·Î¿Ï˘„Ë * ∂ÈÛÙËÌÔÓÈ-Τ˜ ÛÔ˘‰¤˜ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

GAVARI STARKIE, ELISA, ««The Virtualising of the Practicum at the National Distance EducationUniversity: Towards an e-Portfolio», ∞ÓÔÈÎÙ‹ ∂η›‰Â˘ÛË = Open Education, Ù¯. 6 (2007), ÛÛ. 68-80.* ∞ÓÔȯÙfi ·ÓÂÈÛÙ‹ÌÈÔ * ™Ô˘‰¤˜ ·fi ∞fiÛÙ·ÛË * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¶Ú·ÎÙÈ΋ * ∂ηÈ-‰Â˘ÙÈ΋ ÚfiÙ·ÛË * πÛ·Ó›·ñ This article offers an analysis of the virtualisation of the Practicum at the Faculty of Education at

the Spanish National Distance Education University (UNED). The text starts offering anexplanation of the sense of the Practicum within the framework of the professionalisation of

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studies, as a university trend that will be reinforced under the future European HigherEducation Space (EHES) university programs. This subject has introduced importantinnovations in the teaching and learning progress and has become a sort of flagship betweenthe present university study plans and the new ones that will be implemented under the EHES.(¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

£∂√¢øƒ∞∆√À ª∞ƒπ∞ [Î.¿.], «™˘Ì‚Ô˘Ï¢ÙÈ΋ ÊÔÈÙËÙÒÓ: ‰ÈÂÚ‡ÓËÛË ÙˆÓ ÙÚfiˆÓ Ì ÙÔ˘˜ ÔÔ›-Ô˘˜ 1000 ÊÔÈÙËÙ¤˜ ·fi 5 fiÏÂȘ Ù˘ ∂ÏÏ¿‰·˜ ‰È·¯ÂÈÚ›˙ÔÓÙ·È Ù· ÚÔ‚Ï‹Ì·Ù· Ù˘ ˙ˆ‹˜ ÙÔ˘˜», ¶·È-‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 305-316.* ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * ∂ÏÏ¿‰· * ∆ÚfiÔ˜ ˙ˆ‹˜ * ™˘Ì‚Ô˘Ï¢ÙÈ΋ * ª¤ıÔ‰Ô˜ ¤Ú¢ӷ˜ * ™Ù·ÙÈÛÙÈ-ο ‰Â‰Ô̤ӷñ It is well known, that in our stressful societies research upon coping is challenging. By studying

the ways that a person chooses to cope with stressful life events, a counselor’s interventionmight be more effective: he can focus on the client’s functional strategies and reinforce them,while eliminating gradually the dysfunctional ones. This kind of research is concerned importantfor the counseling process, because first of all it helps the subjects to realize better which copingstrategies they select mostly unconsciously. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫∞§∞´∆∑∞∫∏ ∞ƒ°Àƒ√À§∞ [Î.¿.], ««™ÂÍÔ˘·ÏÈÎfi˜ ÂÍ·Ó·ÁηÛÌfi˜ ÛÙȘ Û˘ÓÙÚÔÊÈΤ˜ Û¯¤ÛÂȘ ÊÔÈÙË-ÙÒÓ/ÊÔÈÙËÙÚÈÒÓ: ‰È¿Ú·ÍË Î·È ı˘Ì·ÙÔÔ›ËÛË», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 50(2007), ÛÛ. 163-191.* ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * ™ÂÍÔ˘·ÏÈ΋ Û˘ÌÂÚÈÊÔÚ¿ * ™ÂÍÔ˘·ÏÈÎfi ·Ú¿ÙˆÌ· * æ˘¯ÔÛÂÍÔ˘·ÏÈ-Τ˜ ‰È·Ù·Ú·¯¤˜ * µ›· - ¶ÂÚÈÙˆÛÈÔÏÔÁÈΤ˜ ÌÂϤÙ˜ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ ñ ¢ÈÂÚ¢ӋıËÎÂ Ë ‰È¿Ú·ÍË Î·È Ë ı˘Ì·ÙÔÔ›ËÛË ÛÂÍÔ˘·ÏÈÎÔ‡ ÂÍ·Ó·ÁηÛÌÔ‡ ÛÙȘ Û˘ÓÙÚÔÊÈ-

Τ˜ Û¯¤ÛÂȘ 247 ÊÔÈÙËÙÒÓ/ÊÔÈÙËÙÚÈÒÓ Û ÙÌ‹Ì·Ù· ∞ÓıÚˆÈÛÙÈÎÒÓ-∫ÔÈÓˆÓÈÎÒÓ ™Ô˘‰ÒÓ Ù˘ÙÚÈÙÔ‚¿ıÌÈ·˜ Âη›‰Â˘Û˘. ∆Ô ÔÛÔÛÙfi Î·È Ë Û˘¯ÓfiÙËÙ· ‹ÈÔ˘ Î·È ÛÔ‚·ÚÔ‡ ÛÂÍÔ˘·ÏÈÎÔ‡ÂÍ·Ó·ÁηÛÌÔ‡ (Û˘ÓÔÏÈο) Î·È ÙÔ ÔÛÔÛÙfi ÛÔ‚·ÚÔ‡ ÂÍ·Ó·ÁηÛÌÔ‡, ‰È¿Ú·Í˘ Î·È ı˘Ì·ÙÔ-Ô›ËÛ˘, ‹Ù·Ó ÂÍ·ÈÚÂÙÈο ˘„ËÏ¿. √È ÊÔÈÙËÙ¤˜ ÂÍ·Ó¿Áη˙·Ó (Û˘ÓÔÏÈο Î·È ÛÔ‚·Ú¿) ÙȘ Û˘-ÓÙÚfiÊÔ˘˜ ÙÔ˘˜ Û ÌÂÁ·Ï‡ÙÂÚÔ ÔÛÔÛÙfi Î·È ·ÛÎÔ‡Û·Ó ÛÔ‚·Úfi ÂÍ·Ó·ÁηÛÌfi Û˘¯ÓfiÙÂÚ··fi fi,ÙÈ ÔÈ ÊÔÈÙ‹ÙÚȘ. °›ÓÔÓÙ·Ó ı‡Ì·Ù· ÛÂÍÔ˘·ÏÈÎÔ‡ ÂÍ·Ó·ÁηÛÌÔ‡ ÂÍ›ÛÔ˘ Ì ÙȘ ÊÔÈÙ‹-ÙÚȘ Î·È ı‡Ì·Ù· ÛÔ‚·ÚÔ‡ ÂÍ·Ó·ÁηÛÌÔ‡ ÂÚÈÛÛfiÙÂÚÔ Î·È Û˘¯ÓfiÙÂÚ· ·fi ·˘Ù¤˜. (¶ÂÚÈÎÔ-‹ ÂÚ›Ï˄˘)

∫∞§∞¡∆∑∏-∞∑π∑π ∞¡∞™∆∞™π∞, ««™˘Ì‚Ô˘Ï¢ÙÈΤ˜ ˘ËÚÂۛ˜ ÁÈ· ÊÔÈÙËÙ¤˜: ıÂÛÌÔ› ˘ÏÔÔ›ËÛ˘Ù˘ ÔÏÈÙÈ΋˜ „˘¯È΋˜ ˘Á›·˜ (Mental Health Policy) ÛÙ· ¶·ÓÂÈÛÙ‹ÌÈ· Ù˘ ∂˘ÚÒ˘ Û‹ÌÂÚ·»,∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 116-132.* ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ∂˘Úˆ·˚΋ ŒÓˆÛË * ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * æ˘¯È΋ ˘Á›· * ∂ıÓÈÎfiÎ·È ∫·Ô‰ÈÛÙÚÈ·Îfi ¶·ÓÂÈÛÙ‹ÌÈÔ ∞ıËÓÒÓ * ™˘Ì‚Ô˘Ï¢ÙÈÎfi fiÚÁ·ÓÔñ ∆· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ· ¿Ú¯ÈÛ ӷ ˘ÏÔÔÈÂ›Ù·È Ë ‰ËÌÈÔ˘ÚÁ›· ÂÓfi˜ ÂÓÈ·›Ô˘ Ï·ÈÛ›Ô˘ ÁÈ· ÙËÓ Âη›-

‰Â˘ÛË ÛÙËÓ ∂˘Úˆ·˚΋ ŒÓˆÛË Î·È ÂȉÈÎfiÙÂÚ· ÛÙËÓ ∞ÓÒÙ·ÙË ∂η›‰Â˘ÛË. ∏ ‡·ÚÍË «Û˘Ì‚Ô‡-ψӻ –Î·È Û¯ÂÙÈÎÒÓ ˘ËÚÂÛÈÒÓ– ÁÈ· ÙËÓ Î¿Ï˘„Ë ÙˆÓ ‰È·ÊfiÚˆÓ ·Ó·ÁÎÒÓ ÙˆÓ ÊÔÈÙËÙÒÓ ‰È·Ù˘-ÒÓÔÓÙ·È Û·ÊÒ˜ ˆ˜ ˘Ô¯Ú¤ˆÛË ÙˆÓ ∞∂π ÛÙ· Ï·›ÛÈ· ÂÊ·ÚÌÔÁÒÓ Ù˘ «¶ÔÏÈÙÈ΋˜ ÁÈ· ÙËÓ æ˘¯È-΋ ÀÁ›·» (Mental Health Policy). ™ÙÔ ¿ÚıÚÔ ·˘Ùfi ·ÚÔ˘ÛÈ¿˙ÔÓÙ·È ÔÈ ÀËÚÂۛ˜ ™˘Ì‚Ô˘Ï¢ÙÈ-΋˜ ÙÔ˘ ∂ıÓÈÎÔ‡ Î·È ∫·Ô‰ÈÛÙÚÈ·ÎÔ‡ ¶·ÓÂÈÛÙËÌ›Ô˘, ÔÈ Ôԛ˜ ÌÔÚ› Ó· ¯·Ú·ÎÙËÚÈÛÙÔ‡Ó ˆ˜ÚˆÙÔÔÚȷΤ˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

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∫√Àƒ√À ª∂¡∏, Àº∞¡∆∏ ∞ª∞§π∞ ∞., ∆™∞∆™∞ƒø¡∏ ∞¡¡∞, «∏ Âη›‰Â˘ÛË ÙˆÓ ÂÎ·È‰Â˘-ÙÈÎÒÓ º˘ÛÈ΋˜ ∞ÁˆÁ‹˜ ÛÙËÓ ∂ÏÏ¿‰· Î·È Ô ÏfiÁÔ˜ ÙÔ˘ ÛÒÌ·ÙÔ˜», ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4 (2007),ÛÛ. 99-117.* º˘ÛÈ΋ ∞ÁˆÁ‹ * ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * ∞Ó¿ÁÎË Î·Ù¿ÚÙÈÛ˘ * ∞Ó¿Ù˘ÍË Ù˘ Âη›‰Â˘Û˘ *πÛÙÔÚ›· Ù˘ Âη›‰Â˘Û˘ * ™ˆÌ·ÙÈ΋ ·Ó¿Ù˘ÍËñ This paper aims to explore the interactions between the transformations of the discourse on the

body and changes in the field of Physical Education (P.E.) in the Greek education system:specifically, the introduction of P.E. as a school subject and the evolution of training institutionsfor P.E. teachers. Drawing on the theories of Foucault, Bernstein and Bourdieu, the studyanalyses the changing institutional status of P.E. using official sources; from the first failedattempt at its institutionalization in 1834 up to the present day establishment of the UniversityDepartments of Physical Education and Sport Science. The main dindings of the study supportthe thesis that the transformations of the field of P.E. result from multifaceted interactionsamong social, economic, political and pedagogical factors. Significant insights are also reportedconcerning the transformations of the scientific field of P.E., the changes in the discourse on thebody, the differentiations in the habitus of teachers and the relationship between P.E. andteachers’ gender.

ª∂ƒ∆∑∂ª∂∫π¢∏™ ∞£∞¡∞™π√™, ««ŒÏÂÁ¯Ô˜ ·Ó¿Ù˘Í˘ ·ÓıÚˆ›ÓˆÓ fiÚˆÓ. ∂ÎÌ¿ıËÛË ËÁÂÙÈ-ÎÒÓ Û˘ÌÂÚÈÊÔÚÒÓ: Û¯¤‰ÈÔ - ÂÎÙ¤ÏÂÛË - ·ÔÙÂϤÛÌ·Ù·», ∂ÈıÂÒÚËÛË ∂ÚÁ·ÛÈ·ÎÒÓ ™¯¤ÛˆÓ, Ù¯.48 (2007), ÛÛ. 41-51.* ¢ÈÔ›ÎËÛË Î·È ÔÚÁ¿ÓˆÛË * ∞ÓıÚÒÈÓÔ ‰˘Ó·ÌÈÎfi * ∞fi‰ÔÛË * ∂η›‰Â˘ÛË * ª¤ıÔ‰Ô˜ * ∞Ó¿Ù˘-ÍË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

ª¶∞∫√À§∞ Ãπ™∆π¡∞, ««µ·ÛÈΤ˜ ·Ú¯¤˜ ÛÙËÓ Î·Ù¿ÚÙÈÛË ÂÓfi˜ ÚÔÙ˘¯È·ÎÔ‡ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÚÔ-ÁÚ¿ÌÌ·ÙÔ˜ ÁÈ· ÌÂÙ·ÊÚ·ÛÙ¤˜», ™‡Á¯ÚÔÓË Eη›‰Â˘ÛË, Ù¯. 149 (2007), ÛÛ. 122-130.* ¶ÚÔÙ˘¯È·Î¤˜ ÛÔ˘‰¤˜ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ªÂÙ¿ÊÚ·ÛË * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ™Ùfi¯Ô˜‰È‰·Ûηϛ·˜ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

√π∫√¡√ªπ¢∏™ µ∞™π§∂π√™ ¢., ««∏ ı¤ÛË Ù˘ Á˘Ó·›Î·˜ ÛÙÔ ‰È‰·ÎÙÈÎfi ÂÚ¢ÓËÙÈÎfi ÚÔÛˆÈÎfi ÙˆÓ¶·È‰·ÁˆÁÈÎÒÓ ∆ÌËÌ¿ÙˆÓ», ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4 (2007), ÛÛ. 33-44.* °˘Ó·ÈÎÂ›Ô Ê‡ÏÔ * ¢È‰·ÎÙÈÎfi ÚÔÛˆÈÎfi * ¶·ÓÂÈÛÙËÌȷ΋ ™¯ÔÏ‹ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ *∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ In this paper we examine the gender distribution in the academic staff of Greek University

Departments of Primary Education and of Preschool Education. We used data from 18University Departments (9 Departments of Primary Education, 9 Departments of PreschoolEducation) and we conclude to three major findings: A). Males and females participate almostequally in the academic staff of Departments of Primary and Preschool Education. B). Femalesacademics take prossessions mostly in the lower grades of academic staff (assistant professorsand lecturers). C). Females academics compose the majority of the academic staff inDepartments of Preschool Education, but even in this case males academics compose themajority in the highest grade of academic staff (full professors). We relate these findings withformer research in Greece and other countries and we outline proposals for future research.

PANGE, JENNY, ««Is e-Learning Offering a New Learning Model? The Case Study of a GreekUniversity», ∞ÓÔȯً ∂η›‰Â˘ÛË = Open Education, Ù¯. 6 (2007), ÛÛ. 59-67.

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* ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜ * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¢È·‰Èηۛ· Ì¿ıËÛ˘ * √Ì·‰È΋ ÂÚÁ·Û›· ÛÙËÓ ÂÎ-·›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * ¶·ÓÂÈÛÙ‹ÌÈÔ πˆ·ÓÓ›ÓˆÓñ The technical and communication revolution is influencing every aspect of our life. Nowadays,

the means of technology give us the opportunity to discover new ways of learning. The aim ofthis study is to ivestigate whether the application of new technologies in the teaching processlead to a new learning model. This model was tested to higher education learners who wereworking together using an e-learning method.

WIRTH, MARKUS A.; EULER, DIETER; SEUFERT, SABINE (ªÙÊÚ.: ™‡ÚÔ˜ ™. ∫·Ó·‚fi˜),«∞ÍÈÔÏfiÁËÛË, ‰È·ÛÊ¿ÏÈÛË Î·È ‚ÂÏÙ›ˆÛË Ù˘ ÔÈfiÙËÙ·˜ ÙÔ˘ e-Learning: ÚÔÎÏ‹ÛÂȘ ηٿ ÙËÓ ÂÎÙ¤ÏÂ-ÛË Î·È ÂÌÂÈڛ˜ ·fi ÙÔ Ó¤Ô ÈÛÙÔÔÈËÙÈÎfi ÔÈfiÙËÙ·˜ CEL ÙÔ˘ ∂FMD», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯.151 (2007), ÛÛ. 50-65.* ¶ÔÈfiÙËÙ· ∂η›‰Â˘Û˘ * ¢È·‰Èηۛ· Ì¿ıËÛ˘ * ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔÌ›· * ∞ÍÈÔÏfiÁËÛË * ¶ÈÛÙÔ-Ô›ËÛË * ∂˘ÚÒË

Ã∞ƒπ§∞ ¡∆π∞¡∞, ∫∞§∞∆∑∏-∞∑π∑π ∞¡∞™∆∞™π∞, ««¶ÔÈfiÙËÙ· ˙ˆ‹˜ Î·È æ˘¯ÔÏÔÁÈ΋ ™˘Ì‚Ô˘Ï¢-ÙÈ΋ ºÔÈÙËÙÒÓ», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 267-280.* ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * æ˘¯È΋ ˘Á›· * ¶ÔÈfiÙËÙ· ˙ˆ‹˜ * ™˘Ì‚Ô˘Ï¢ÙÈ΋ ÛÙËÓ ∞ÓÒÙ·ÙË ∂η›-‰Â˘ÛË * ™˘Ì‚Ô˘Ï¢ÙÈÎfi fiÚÁ·ÓÔ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ ™ÙËÓ ·ÚÔ‡Û· ÂÚÁ·Û›· ·Ú¯Èο Û˘˙ËÙÂ›Ù·È Ë Û¯¤ÛË ·Ó¿ÌÂÛ· ÛÙËÓ ÔÈfiÙËÙ· ˙ˆ‹˜ Î·È ÙËÓ „˘¯È΋

˘Á›·. ∂Ú¢ÓËÙÈο ‰Â‰Ô̤ӷ ‰Â›¯ÓÔ˘Ó ˆ˜ Ë ‡·ÚÍË „˘¯ÈÎÒÓ ‰È·Ù·Ú·¯ÒÓ ÌÂÈÒÓÂÈ ÙËÓ ·›ÛıË-ÛË ÔÈfiÙËÙ·˜ ˙ˆ‹˜ ÙÔ˘ ·ÙfiÌÔ˘. ™ÙË Û˘Ó¤¯ÂÈ·, Û˘˙ËÙÂ›Ù·È Ë „˘¯È΋ ˘Á›· ÙÔ˘ ÊÔÈÙËÙÈÎÔ‡ ÏËı˘-ÛÌÔ‡, ¤ÙÛÈ fiˆ˜ ÚÔ·ÙÂÈ ·fi ÂÚ¢ÓËÙÈο ÎÏÈÓÈο Â˘Ú‹Ì·Ù·. º·›ÓÂÙ·È ˆ˜ Ô ÊÔÈÙËÙÈÎfi˜ ÏË-ı˘ÛÌfi˜ ·ÓÙÈÌÂÙˆ›˙ÂÈ ·ÚÎÂÙ¤˜ „˘¯ÔÏÔÁÈΤ˜ ‰˘ÛÎÔϛ˜, ÏfiÁˆ Ù˘ ·Ó·Ù˘Íȷ΋˜ Ê¿Û˘ ÙËÓÔÔ›· ‰È·Ó‡ÂÈ, fiÛÔ Î·È Ù˘ ÊÔÈÙËÙÈ΋˜ ȉÈfiÙËÙ·˜. ∆¤ÏÔ˜, Û˘˙ËÙÂ›Ù·È Ë Û˘Ì‚ÔÏ‹ Ù˘ æ˘¯ÔÏÔÁÈ΋˜™˘Ì‚Ô˘Ï¢ÙÈ΋˜ ºÔÈÙËÙÒÓ ÛÙËÓ ‚ÂÏÙ›ˆÛË Ù˘ ÔÈfiÙËÙ·˜ ˙ˆ‹˜ ÙˆÓ.

44.5 ∂¶∞°°∂§ª∞∆π∫∏ ∂∫¶∞π¢∂À™∏ ∫∞π ∫∞∆∞ƒ∆π™∏

ASPECTS TODAY (¶∂ƒπ√¢π∫√), «∞ÊȤڈ̷: ∏ ‰È‰·Ûηϛ· Ù˘ ∞ÁÁÏÈ΋˜ ÛÙËÓ ∆¯ÓÈ΋ ∂·Á-ÁÂÏÌ·ÙÈ΋ ∂η›‰Â˘ÛË: ÚÔ‚Ï‹Ì·Ù· Î·È ÚÔÎÏ‹ÛÂȘ», Aspects Today, Ù¯. 16 (2007), ÛÛ. 12-42.* ∆¯ÓÈ΋ ∂·ÁÁÂÏÌ·ÙÈ΋ ∂η›‰Â˘ÛË * ∞ÁÁÏÈ΋ ÁÏÒÛÛ· * ∂Î·È‰Â˘ÙÈÎfi˜ ™¯Â‰È·ÛÌfi˜ * ∂˘Úˆ-·˚΋ ‰È¿ÛÙ·ÛË

∫∞§√Àƒ∏ √Àƒ∞¡π∞ Ã. [Î.¿.], ««√ ÚfiÏÔ˜ Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ ÛÙËÓ ÂÈÏÔÁ‹ ÛÔ˘‰ÒÓ Î·È Â·ÁÁ¤ÏÌ·-ÙÔ˜: ·ÓȯÓ‡ÔÓÙ·˜ ÌÔÚʤ˜ ·ÓÈÛfiÙËÙ·˜», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯.80/81 (2007), ÛÛ. 133-144.* ∂·ÁÁÂÏÌ·ÙÈÎfi˜ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌfi˜ * √ÈÎÔÁ¤ÓÂÈ· * ƒfiÏÔ˜ * ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ *∞.™.¶∞π.∆.∂. * EÎ·È‰Â˘ÙÈ΋ ¤Ú¢ӷñ ™Ùfi¯Ô˜ Ù˘ ÂÚÁ·Û›·˜ ·˘Ù‹˜ Â›Ó·È Ë ‰ÈÂÚ‡ÓËÛË ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÚfiÏÔ˘ Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ ηÈ

ÙÔ˘ ÚfiÏÔ˘ Ô˘ ·˘Ù‹ ‰È·‰Ú·Ì·Ù›˙ÂÈ ˆ˜ ·Ú¿ÁÔÓÙ·˜ ·ÏÏ¿ Î·È ËÁ‹ ÏËÚÔÊfiÚËÛ˘ ÁÈ· ÙÔÓ ÂÎ-·È‰Â˘ÙÈÎfi Î·È Â·ÁÁÂÏÌ·ÙÈÎfi ÚÔÛ·Ó·ÙÔÏÈÛÌfi ÙˆÓ ÌÂÏÒÓ Ù˘. ∂ȉÈÎfiÙÂÚ·, ̤۷ ·fi ÙË ÌÂϤÙË

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ÙˆÓ ÛÔ˘‰·ÛÙÒÓ Ù˘ ∞™¶∞π∆∂, ÌÂÏÏÔÓÙÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Ù¯ÓÔÏfiÁˆÓ, ‰ÈÂÚÂ˘Ó¿Ù·È Ô ÚfiÏÔ˜ÙÔ˘ ÎÔÈÓˆÓÈÎÔÌÔÚʈÙÈÎÔ‡ Î·È ÔÈÎÔÓÔÌÈÎÔ‡ Ï·ÈÛ›Ô˘ Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜, ÙÔ˘ ·ÁÁ¤ÏÌ·ÙÔ˜ ÙˆÓÁÔÓ¤ˆÓ Î·È È‰È·›ÙÂÚ· Ù˘ ÌËÙ¤Ú·˜ ˆ˜ ·Ú·ÁfiÓÙˆÓ ÂÈÚÚÔ‹˜ ÁÈ· ÙËÓ ÂÈÏÔÁ‹ ÙÔ˘ ·ÁÁ¤ÏÌ·ÙÔ˜ÙÔ˘ Ù¯ÓÔÏfiÁÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ·fi ÙÔ ·È‰›. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

4.6 ∂∫¶∞π¢∂À™∏ ∂¡∏§π∫ø¡

∫∞§√°π∞¡¡∞∫∏™ ªπÃ∞§∏™, «√È ∆¯ÓÔÏÔÁ›Â˜ Ù˘ ¶ÏËÚÔÊÔÚ›·˜ Î·È ÙˆÓ ∂ÈÎÔÈÓˆÓÈÒÓ (∆¶∂)ÛÙ· Ï·›ÛÈ· ÙˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Ù˘ ¡Ô̷گȷ΋˜ ∂ÈÙÚÔ‹˜ §·˚΋˜ ∂ÈÌfiÚʈÛ˘ (¡∂§∂)», ™‡Á-¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148 (2007), ÛÛ. 177-190.* ∆¯ÓÔÏÔÁ›· Ù˘ ¶ÏËÚÔÊÔÚ›·˜ * ¢È¿ ‚›Ô˘ Âη›‰Â˘ÛË * ∆ÔÈ΋ ·˘ÙÔ‰ÈÔ›ÎËÛË * πÛÙÔÚ›· Ù˘∂η›‰Â˘Û˘ * ∏Ú¿ÎÏÂÈÔ (∫Ú‹ÙË) * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ

∫∂¢ƒ∞∫∞ ∫∞∆∂ƒπ¡∞, ««¶ÚÔÛ‰Ô˘, ·fi„ÂȘ Î·È ·ÈÙ‹Ì·Ù· ÁÈ· ÙËÓ ∂η›‰Â˘ÛË ∂ÓËÏ›ÎˆÓ ÛÙË µ.∂ÏÏ¿‰·», ∫›ÓËÙÚÔ, Ù¯. 8 (2007), ÛÛ. 71-82.* ∂η›‰Â˘ÛË ÂÓËÏ›ÎˆÓ - ™˘Ó¤‰ÚÈ· * ¢È¿ ‚›Ô˘ Âη›‰Â˘ÛË * ™Ô˘‰¤˜ ·fi ∞fiÛÙ·ÛË * ∞ÔΤ-ÓÙÚˆÛË * ª·Î‰ÔÓ›·, ∞Ó·ÙÔÏÈ΋ * £Ú¿ÎË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ Adult Education keeps growing and expanding rapidly, in Greece and world-wide, due to the

great interest of governments, scientists and individuals for life-long education and training.Since 2004 the Hellenic Association for Adult Education (HAsAE) is trying to cover needsconcerning the implementation and the development of the field, through dialogue andactivities providing information, training and support on relevant issues. The present research isaiming to bring to light the expectations, opinions and needs of the participants to a Seminar,organised by the HAsAE and local social partners, the 1st of April 2006 in Alexandroupolis,under the title: Social Skills and Adults Education. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

LATCHEM, COLIN, ««A Research and Evaluation Framework for Open, Distance andTechnology-based Lifelong Learning», ∞ÓÔȯً ∂η›‰Â˘ÛË = Open Education, Ù¯. 6 (2007), ÛÛ.14-29.* ∞ÓÔȯً ∂η›‰Â˘ÛË * ¢È¿ ‚›Ô˘ Âη›‰Â˘ÛË * ™Ô˘‰¤˜ ·fi ∞fiÛÙ·ÛË * ∆¯ÓÔÏÔÁ›· Ù˘ ¶ÏËÚÔ-ÊÔÚ›·˜ * ª¤ıÔ‰Ô˜ ¤Ú¢ӷ˜ñ Open and distance learning (ODL) and information and communications technology (ICT)

have an enormous potential in lifelong learning contexts. However, ODL/ICT-based lifelonglearning programmes are rarely researched, evaluated or reported on and when they are, theconceptualization, design, conduct and reporting of this work often lack quality. There is a needfor far more rigorous research into ODL/ICT-based lifelong learning at the national, institutio-nal/organisational and practitioner levels to provide a reliable body of research that can guidefuture planning and practice. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

PANTSOS, NIKOLAOS, ««Learning Charecteristics of Adults in Line with Knowles’ Theory ofAndragogy», Aspects Today, Ù¯. 15 (2007), ÛÛ. 11-14.* ∂Ó‹ÏÈη˜ * ª¿ıËÛË * ∞˘ÙÔÓÔÌ›· * æ˘¯ÔÏÔÁ›· * £ÂˆÚ›· ª¿ıËÛ˘

29

Ã∞ƒ∆√ºÀ§∞∫∞ ∞¡∆ø¡π∞-ª∞ƒπ∞, «¶ÚÔ˜ ¤Ó· ‰˘Ó·ÌÈÎfi ‰È‰·ÎÙÈÎfi ˘ÏÈÎfi ÂÍ ∞ÔÛÙ¿Ûˆ˜ Âη›-‰Â˘Û˘», ∞ÓÔÈÎÙ‹ ∂η›‰Â˘ÛË = Open Education, Ù¯. 6 (2007), ÛÛ. 43-58.* ™Ô˘‰¤˜ ·fi ∞fiÛÙ·ÛË * ¢È‰·ÎÙÈο ‚ÔËı‹Ì·Ù· * ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * ∞ÏÏËÏÂÓ¤ÚÁÂÈ· * ¢È·-‰Èηۛ· Ì¿ıËÛ˘ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ ∏ ·ÚÔ‡Û· ÂÚÁ·Û›·, ıˆÚÒÓÙ·˜ ÙËÓ ¤ÓÓÔÈ· «·ÏÏËÏ›‰Ú·ÛË» ˆ˜ ÎÔÌ‚ÈÎfi ÛÙÔÈ¯Â›Ô ÛÙÔ Û¯Â‰È·-

ÛÌfi ÙÔ˘ ‰È‰·ÎÙÈÎÔ‡ ˘ÏÈÎÔ‡ ÂÍ ·ÔÛÙ¿Ûˆ˜ Âη›‰Â˘Û˘, ÍÂÎÈÓ¿ Ì ÙË ÌÂϤÙË ÙˆÓ ‰È·ÊÔÚÂÙÈÎÒÓÂÚÌËÓÂÈÒÓ Ô˘ ‰›‰ÔÓÙ·È ÛÙËÓ ¤ÓÓÔÈ· ·˘Ù‹ Î·È ‰ÈÂÚÂ˘Ó¿ ÙË ‰˘Ó·ÙfiÙËÙ· Û˘Ó‡·Ú͢ Ù˘ «·ÏÏË-Ï›‰Ú·Û˘» Î·È Ù˘ «·˘ÙÔÓÔÌ›·˜» ÛÙËÓ ÂÍ ·ÔÛÙ¿Ûˆ˜ Âη›‰Â˘ÛË. ™ÙË Û˘Ó¤¯ÂÈ·, ‰ÈÂÚÂ˘Ó¿ ÙÔÛ‡ÓıÂÙÔ ÚfiÏÔ Ô˘ ‰È·‰Ú·Ì·Ù›˙ÂÈ ÙÔ ‰È‰·ÎÙÈÎfi ˘ÏÈÎfi ÛÙËÓ ÂÍ ·ÔÛÙ¿Ûˆ˜ Âη›‰Â˘ÛË ÂÓËÏ›-ΈÓ, ÁÈ· Ó· ηٷϋÍÂÈ ÛÙË ‰È·›ÛÙˆÛË fiÙÈ ÙfiÛÔ ÔÈ ·Ó¿ÁΘ ÙˆÓ ÂÓËÏ›ÎˆÓ ÂÎ·È‰Â˘ÔÌ¤ÓˆÓ fiÛÔÎ·È Ë ·Ó·ÁηÈfiÙËÙ· «ÂÓ·ÚÌfiÓÈÛ˘» ÙÔ˘ ‰È‰·ÎÙÈÎÔ‡ ˘ÏÈÎÔ‡ Ì ÙȘ ÛËÌ·ÓÙÈΤ˜ ÎÔÈÓˆÓÈΤ˜ Î·È ÙÂ-¯ÓÔÏÔÁÈΤ˜ ÂÍÂÏ›ÍÂȘ, Ô‰ËÁÔ‡Ó ÛÙ·‰È·Î¿ ÛÙÔ ÌÂÙ·Û¯ËÌ·ÙÈÛÌfi ÙÔ˘ ‰È‰·ÎÙÈÎÔ‡ ˘ÏÈÎÔ‡ ·fi «ÚÔ-ηٷÛ΢·Ṳ̂ÓÔ» Û «‰˘Ó·ÌÈÎfi», ·ÓÔÈÎÙfi ‰ËÏ·‰‹ Û ·ÚÂÌ‚¿ÛÂȘ ·fi ÙË Ì·ıËÛȷ΋ ÔÌ¿‰·.

44.7 ∂π¢π∫∏ ∞°ø°∏

∞µƒ∞ªπ¢√À ∂§∂À£∂ƒπ∞ [Î.¿.], «¢È·ÁÓˆÛÙÈ΋ - £Âڷ¢ÙÈ΋ ‰È·‰Èηۛ· Ì ·›ÙËÌ· ‰È·Ù·Ú·¯¤˜ÔÌÈÏ›·˜-ÏfiÁÔ˘», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 93-99.* §fiÁÔ˜, ¢È·Ù·Ú·¯¤˜ ÙÔ˘ - ¶·È‰È¿ * ¢È¿ÁÓˆÛË * £Âڷ¢ÙÈ΋ * ¢ÈÂÈÛÙËÌÔÓÈ΋ ıÂÒÚËÛË * ™¯ÔÏÈ-΋ ¤ÓÙ·ÍËñ ªÂ ·ÊÔÚÌ‹ ÙÔ ·›ÙËÌ· ‰È·Ù·Ú·¯¤˜ ÔÌÈÏ›·˜-ÏfiÁÔ˘ ·ÚÔ˘ÛÈ¿˙ÂÙ·È Ë ‰È·‰Èηۛ· Ù˘ ‰È·ÁÓˆÛÙÈ΋˜-

ıÂڷ¢ÙÈ΋˜ ÚÔÛ¤ÁÁÈÛ˘ Ù˘ ÀËÚÂÛ›·˜ ¶·È‰ÈÔ‡ Î·È ∂Ê‹‚Ô˘ Ù˘ °’ ¶·ÓÂÈÛÙËÌȷ΋˜ æ˘-¯È·ÙÚÈ΋˜ ∫ÏÈÓÈ΋˜ ÙÔ˘ °.¶.¡. ∞Ã∂¶∞. µ·ÛÈ΋ ·Ú¯‹ ÏÂÈÙÔ˘ÚÁ›·˜ Ù˘ ˘ËÚÂÛ›·˜ Â›Ó·È Ë ÔÌ·‰È-΋ ‰Ô˘ÏÂÈ¿ Û ÎÏÈÓÈÎfi ›‰Ô, ‰ËÏ·‰‹ Û fi,ÙÈ ·ÊÔÚ¿ ÙË ‰È¿ÁÓˆÛË, ÙË ıÂڷ›· Î·È ÙË «‰È·¯Â›-ÚÈÛË» ÙˆÓ ÂÚÈÛÙ·ÙÈÎÒÓ. ∏ ·È‰Ô„˘¯È·ÙÚÈ΋ ÔÌ¿‰· ·ÔÙÂÏÂ›Ù·È ·fi ·È‰Ô„˘¯È¿ÙÚÔ˘˜, „˘¯Ô-ÏfiÁÔ˘˜, ÏÔÁÔıÂÚ·Â˘Ù¤˜, ÂȉÈÎÔ‡˜ ·È‰·ÁˆÁÔ‡˜, ÂÚÁÔıÂڷ‡ÙÚÈ·, „˘¯È¿ÙÚÔ˘˜ ÂÓËϛΈÓ, ÂÎ-·È‰Â˘ÙÈÎfi ÚˆÙÔ‚¿ıÌÈ·˜ Âη›‰Â˘Û˘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∞§¶∞¡∏-¶√∆∏ƒ∞∫∏ Ãπ™∆π¡∞, §∂ø∆™∞∫√À ª¶∂∆∆À, ««∏ ·ÁÁÂÏÌ·ÙÈ΋ Âη›‰Â˘ÛË·ÙfiÌˆÓ Ì ÚÔ‚Ï‹Ì·Ù· fiÚ·Û˘: Ë ÂȉÈÎfiÙËÙ· ÙÔ˘ ™˘Ì‚Ô‡ÏÔ˘ ∂·ÁÁÂÏÌ·ÙÈÎÔ‡ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡∆˘ÊÏÒÓ ÛÙ· ∂ȉÈο ™¯ÔÏ›·», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 220-229.* √ÙÈο ÌÂÈÔÓÂÎÙÒÓ * ∂·ÁÁÂÏÌ·ÙÈ΋ Âη›‰Â˘ÛË * ™‡Ì‚Ô˘ÏÔ˜ ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ * ªÂϤÙË ÂÚ›-ÙˆÛ˘ * ¢Èη›ˆÌ· ÛÙËÓ ÂÚÁ·Û›· * ∂˘Úˆ·˚΋ ŒÓˆÛËñ ∆Ô ‰Èη›ˆÌ· ÛÙËÓ ÂÚÁ·Û›· ‰È·ÌÔÚÊÒÓÂÈ fi¯È ÌfiÓÔ ÙËÓ Ù·˘ÙfiÙËÙ· ÂÓfi˜ ·ÙfiÌÔ˘, ·ÏÏ¿ ÙÔ˘ ‰›ÓÂÈ

›Û˘ Ù˘ ¢ηÈÚ›· Ó· ˙ÂÈ ·˘ÙfiÓÔÌÔ Î·È ·ÓÂÍ¿ÚÙËÙÔ. ™Ù· Ï·›ÛÈ· Ù˘ ÂÏÏËÓÈ΋˜ Ú·ÁÌ·ÙÈÎfiÙË-Ù·˜ Ë Â·ÁÁÂÏÌ·ÙÈ΋ Âη›‰Â˘ÛË ÙˆÓ ·ÙfiÌˆÓ Ì ÚÔ‚Ï‹Ì·Ù· fiÚ·Û˘ Û˘Ó·ÓÙ¿ ÔÏϤ˜ ‰˘ÛÎÔ-ϛ˜ Î·È ÚÔ‚Ï‹Ì·Ù·. ™‡Ìʈӷ Ì ÙÔ ¡. 2817/2000 ıÂÛÌÔıÂÙÂ›Ù·È Ë ÂȉÈÎfiÙËÙ· ÙÔ˘ ™˘Ì‚Ô‡ÏÔ˘∂·ÁÁÂÏÌ·ÙÈÎÔ‡ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ ∆˘ÊÏÒÓ fi¯È ÌfiÓÔ ÛÙ· ∫.¢.∞.À. ·ÏÏ¿ Î·È ÛÙ· ∂ȉÈο ¢ËÌÔ-ÙÈο ™¯ÔÏ›·. ™Ùfi¯Ô˜ ÙÔ˘ ·ÁÁÂÏÌ·ÙÈÎÔ‡ ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ ÙˆÓ ·È‰ÈÒÓ Ì ÚÔ‚Ï‹Ì·Ù· fiÚ·-Û˘ Â›Ó·È Ë ·ÚÔ¯‹ ÛÙ‹ÚÈ͢ ÒÛÙ ӷ ·ÔÎÙ‹ÛÔ˘Ó ÙËÓ ÈηÓfiÙËÙ· · ÂÈϤÍÔ˘Ó ÙËÓ Î·Ù¿ÏÏËÏËηÙ‡ı˘ÓÛË ÛÙËÓ ∆ÚÈÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË ‹ Û ÔÔÈ·‰‹ÔÙ ¿ÏÏË ÚÔÛ¤ÁÁÈÛË Î·Ù¿ÚÙÈÛ˘ ÌÂÛÙfi¯Ô ÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ ·ÔηٿÛÙ·ÛË. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

30

∞ƒ∞µ∏ Ãπ™∆π∞¡∞, ∞°°∂§π¢∏™ ¶∞¡∞°πø∆∏™, «ªÈ· Û˘ÁÎÚÈÙÈ΋ ·ÚÔ˘Û›·ÛË ÙˆÓ ÂÌÂÈÚÈÒÓÙˆÓ ·ÙfiÌˆÓ Ì ÚÔ‚Ï‹Ì·Ù· ·ÎÔ‹˜ Ô˘ ·ÔÊÔ›ÙËÛ·Ó ·fi °ÂÓÈο ‹/Î·È ∂ȉÈο Û¯ÔÏ›·», ¡¤· ¶·È-‰Â›·, Ù¯. 124 (2007), ÛÛ. 46-59.* ∞ÎÔ‹ - ¢È·Ù·Ú·¯¤˜ - ¶·È‰È¿ * ∂ȉÈÎfi Û¯ÔÏÂ›Ô * °ÂÓÈ΋ ¶·È‰Â›· * ™¯ÔÏÈ΋ ÚÔÛ·ÚÌÔÁ‹ * ∂ηÈ-‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ∫‡ÚÔ˜ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

µ∞´√À§∏ °∂øƒ°π∞, µ∞´√À§∏ ¶√£∂π¡∏, ««¢ËÌÈÔ˘ÚÁÒÓÙ·˜ ̤۷ ·fi ÙÔ ¯¿Ô˜ - ªÔ˘ÛÈÎÔıÂÚ·-›· Û ÂÊ‹‚Ô˘˜ ÌÂ Û˘Ó·ÈÛıËÌ·ÙÈΤ˜ ‰È·Ù·Ú·¯¤˜ Î·È ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜», £¤Ì·Ù· ∂ȉÈ-΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 87-92.* ™˘Ó·ÈÛıËÌ·ÙÈ΋ ‰È·Ù·Ú·¯‹ * ŒÊË‚Ô˜ * ™˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ Ì·ıËÙ‹ * ¶·Ú¤Ì‚·ÛË * ªÔ˘ÛÈÎÔıÂ-ڷ›· * ∞ÏÏ·Á‹ ÛÙ¿Û˘ñ ∏ ‚¿ÛË Ù˘ ÏÔÁÈ΋˜ ‰È·ÌÔÚÊÒÓÂÙ·È Ì ÙËÓ ·fi ÎÔÈÓÔ‡ «Û˘ÓÂÚÁ·Û›·» ÙˆÓ ·ÈÛı‹ÛÂˆÓ Î·È ÙˆÓ Û˘-

Ó·ÈÛıËÌ¿ÙˆÓ. √È Antonio Damasi Î·È Û˘ÓÂÚÁ¿Ù˜ Û˘Ì¤Ú·Ó·Ó fiÙÈ ÔÈ ‰‡Ô ·˘ÙÔ› ·Ú¿ÁÔÓÙ˜ ‰ÂÓÌÔÚÔ‡Ó Ó· ‰È·¯ˆÚÈÛÙÔ‡Ó ·fi ÙË ÏÔÁÈ΋. Èڛ˜ ·˘ÙÔ‡˜ ÙÔ˘˜ ‰‡Ô ÏÔÈfiÓ ‰ÂÓ ˘Ê›ÛÙ·Ù·È ¤ÏÂÁ¯Ô˜Û˘ÌÂÚÈÊÔÚ¿˜ ·ÏÏ¿ Ô‡ÙÂ Î·È ÂÈÙ˘¯Ë̤ÓË ‰È·‰Èηۛ· Ì¿ıËÛ˘ (Pape, 2005). ™‡Ìʈӷ Ì ÌÂϤ-Ù˜, Ë ¯Ú‹ÛË Ù˘ ÌÔ˘ÛÈ΋˜ ˆ˜ ̤ÛÔ ·Ú¤Ì‚·Û˘ ÌÔÚ› Ó· ·ÔÙÂϤÛÂÈ ÛËÌ·ÓÙÈÎfi ̤ÛÔ ÁÈ· fiÛÔ˘˜¤¯Ô˘Ó ‰˘ÛÎÔϛ˜ ÛÙËÓ ÚÔÛ·ÚÌÔÛÙÈÎfiÙËÙ· Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜ ÙÔ˘˜ Î·È ÛÙËÓ ÎÔÈÓˆÓÈ΋ ·ÏÏËÏ›-‰Ú·ÛË. £· ϤÁ·Ì ˆ˜ Ë ÌÔ˘ÛÈÎÔıÂڷ›· ·ÔÙÂÏ› ¤Ó· Ú˘ıÌÈÛÙ‹ ÛÙËÓ Âη›‰Â˘ÛË, fiÔ˘ Ù· ·È-‰È¿ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜, ÔÈ Ôԛ˜ ËÁ¿˙Ô˘Ó ·fi ۈ̷ÙÈο, „˘¯ÔÏÔÁÈο ‹ Û˘Ó·ÈÛıËÌ·ÙÈοÚÔ‚Ï‹Ì·Ù· ÌÔÚÔ‡Ó Ó· ·Ó·Ù˘¯ıÔ‡Ó ÎÔÈÓˆÓÈο, Û˘Ó·ÈÛıËÌ·ÙÈο, ÁÓˆÛÙÈο Î·È ÛˆÌ·ÙÈο.

µ∞§∞∫√À ∫ø¡™∆∞¡∆π¡∞, Ã∞§π√™ ¶∞∆ƒ√∫§√™, ««∆· Èı·Ó¿ ·›ÙÈ· Ù˘ ÓÔËÙÈ΋˜ ˘ÛÙ¤ÚËÛ˘:ÁÂÓÂÙÈÎÔ› Î·È ÂÚÈ‚·ÏÏÔÓÙÈÎÔ› ·Ú¿ÁÔÓÙ˜», ¶·È‰·ÁˆÁÈÎfi µ‹Ì· ∞ÈÁ·›Ô˘, Ù¯. 66 (2007), ÛÛ. 27-44.* ¢È·ÓÔËÙÈ΋ ηı˘ÛÙ¤ÚËÛË * ∞ÈÙÈfiÙËÙ· * ∫ÏËÚÔÓÔÌÈÎfiÙËÙ· Î·È ÂÚÈ‚¿ÏÏÔÓ * ¶·È‰È΋ ËÏÈΛ· * ¢˘-ÛÎÔÏ›· Ì¿ıËÛ˘ * ∫ÔÈÓˆÓÈ΋ ÚÔÛ·ÚÌÔÁ‹

µ∞ƒ™∞ª∏™ ¶∞¡∞°πø∆∏™ [Î.¿.], ««∞ÍÈÔÏfiÁËÛË ÎÔÈÓˆÓÈÎÒÓ ÂÚÁ·ÛÈ·ÎÒÓ ÈηÓÔÙ‹ÙˆÓ Û ÛÔ˘‰·-ÛÙ¤˜ Ì ·Ó·Ëڛ˜: ÌÈ· ÚÔηٷÚÎÙÈ΋ ¤Ú¢ӷ Û ‰‡Ô ÂÚÁ·ÛÙ‹ÚÈ· ·ÁÁÂÏÌ·ÙÈ΋˜ ηٿÚÙÈÛ˘»,£¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 39 (2007-2008), ÛÛ. 68-76.* ™ˆÌ·ÙÈο ÌÂÈÔÓÂÎÙÒÓ * ∂·ÁÁÂÏÌ·ÙÈ΋ ηٿÚÙÈÛË * πηÓfiÙËÙ· * ∫ÔÈÓˆÓÈ΋ ÂÈÙ˘¯›· * ∂ÚÁ·Û›· *∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ * ∂ÚÁ·ÛÙ‹ÚÈÔ Î·Ù¿ÚÙÈÛ˘ñ πηÓfiÙËÙ˜ fiˆ˜ Û˘ÓÂÚÁ·Û›·, Û˘Ó¤ÂÈ·, ˘Â˘ı˘ÓfiÙËÙ· Î.¿. Â›Ó·È Û˘Ó˘Ê·Ṳ̂Ó˜ Ì ÙÔ˘˜ ÛÎÔ-

Ô‡˜ ÙˆÓ ÂÚÁ·ÛÙËÚ›ˆÓ ·ÁÁÂÏÌ·ÙÈ΋˜ Âη›‰Â˘Û˘ ÁÈ· ¿ÙÔÌ· Ì ·Ó·Ëڛ˜. Œ¯ÂÈ ·Ú·ÙËÚË-ı› fiÙÈ Ì·ıËÛÈ·ÎÔ› ÛÙfi¯ÔÈ Ô˘ ·ÊÔÚÔ‡Ó Û ÁÂÓÈΤ˜ ÂÚÁ·ÛȷΤ˜ Î·È ÎÔÈÓˆÓÈΤ˜ ÈηÓfiÙËÙ˜ ‰ÂÓ·ÓÙÈÚÔۈ‡ÔÓÙ·È Â·ÚÎÒ˜ ÛÙ· ÈÛ¯‡ÔÓÙ· ·Ó·Ï˘ÙÈο ÚÔÁÚ¿ÌÌ·Ù·. √ ÛÎÔfi˜ Ù˘ ·ÚÔ‡Û·˜¤Ú¢ӷ˜ ‹Ù·Ó Ó· ‰ÈÂÚ¢ӋÛÂÈ ÙËÓ ÔÈfiÙËÙ· ÌÈ·˜ Îϛ̷η˜ ÂÈÏÂÁÌ¤ÓˆÓ ÂÚÁ·ÛÈ·ÎÒÓ-ÎÔÈÓˆÓÈ-ÎÒÓ ÈηÓÔÙ‹ÙˆÓ Û ¤Ó· ‰Â›ÁÌ· Ó¤ˆÓ Ì ·Ó·Ëڛ˜. ø˜ Ô‰ËÁfi˜ ¯ÚËÛÈÌÔÔÈ‹ıËΠÙÔ ÔÏÔÎÏËÚˆ-̤ÓÔ Û‡ÛÙËÌ· ·ÍÈÔÏfiÁËÛ˘ Detmolder Lernweg-Modell (DLM). ™‡Ìʈӷ Ì ٷ Â˘Ú‹Ì·Ù·, ÍÂ-¯ÒÚÈÛ·Ó Ù¤ÛÛÂÚȘ ·fi ÙȘ ‰¤Î· ÈηÓfiÙËÙ˜ ÁÈ· Ù· ·Ú΋ ÔÈÔÙÈο ¯·Ú·ÎÙËÚÈÛÙÈο ÛÙÔ Û˘ÁÎÂ-ÎÚÈ̤ÓÔ ‰Â›ÁÌ·. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

µ§∞Ã√À ∞¡∞™∆∞™π∞, ¢π¢∞™∫∞§√À ∂§∂¡∏, ∞ƒ°Àƒ∞∫√À§∏ ∂º∏, ««√È ·ÓÙÈÏ‹„ÂȘ Ì·ıË-ÙÒÓ ¢ËÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ ÁÈ· ÙËÓ ·Ú·ÔÌ‹ Î·È ÊÔ›ÙËÛ‹ ÙÔ˘˜ ÛÙ· ÙÌ‹Ì·Ù· ¤ÓÙ·Í˘», ∂ÈÛً̘∞ÁˆÁ‹˜, Ù¯. 4 (2007), ÛÛ. 214-227.* ∆Ì‹Ì·(Ù·) ¤ÓÙ·Í˘ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢˘ÛÎÔÏ›· Ì¿ıËÛ˘ * ª·ıËÙ‹˜ * °ÓÒÌË *∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

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ñ Some 95 primary students with difficulties in learning (general learning difficulties) in grades 2-6were interviewed to ascertain perceptions of placement in special education and ‘pull-out’provision. The majority understood that resource room placement resulted from academicproblems and the need for additional support. Extra help, somewhat easier work, moreinteresting activities and greater opportunity for academic progress were the reportedadvantages of attending a resource room. These essentially positive findings were mitigated bythe potentially negative consequences of attendance in terms of their social development andpeer relationships. Such perceptions were conditional on the age of the students and views ofthe setting conferring most academic benefits.

°∞§∞¡∏™ ¡π∫√§∞√™, «√È ÚÔ¸Ôı¤ÛÂȘ ¤ÓÙ·Í˘ ÙˆÓ ÎˆÊÒÓ Ì·ıËÙÒÓ ÛÙË ÁÂÓÈ΋ Âη›‰Â˘ÛË»,£¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 39 (2007-2008), ÛÛ. 136-140.* ¶·È‰› Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ∞ÎÔ˘ÛÙÈο ÌÂÈÔÓÂÎÙÒÓ * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË * ™˘ÓÂη›‰Â˘ÛË * ¶Úfi-ÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ ñ °È· ÙËÓ Â›Ù¢ÍË Ù˘ ¤ÓÙ·Í˘ ÙˆÓ ÎˆÊÒÓ Ì·ıËÙÒÓ ÛÙ· ÁÂÓÈο Û¯ÔÏ›· ‰ÂÓ ·ÚΛ ·Ï¿ Ë ˘ÈÔı¤-

ÙËÛË ÂÓÓÔÈÒÓ, fiˆ˜ Ù˘ ¤ÓÙ·Í˘ Î·È Ù˘ ÂÓۈ̿وÛ˘. ¶ÚÔ¸ÔÙ›ıÂÓÙ·È Û˘ÁÎÂÎÚÈ̤ӷ ‚‹Ì·Ù·ÚÔÎÂÈ̤ÓÔ˘ ÛÙËÓ Ú¿ÍË Ó· ÛÙËÚȯÙÔ‡Ó Î·È Ó· ÂÓ‰˘Ó·ÌˆıÔ‡Ó ÔÈ ÎˆÊÔ› fiˆ˜: Ë ÙÔÔı¤ÙËÛËÂÎ·È‰Â˘ÙÈÎÒÓ ÔÈ ÔÔ›ÔÈ Ó· ÁÓˆÚ›˙Ô˘Ó ÙË ÓÔËÌ·ÙÈ΋ ÁÏÒÛÛ· Î·È ÙËÓ ÎÔ˘ÏÙÔ‡Ú· ÙˆÓ ÎˆÊÒÓ, ËÚÔÛ·ÚÌÔÁ‹ ÙÔ˘ Û¯ÔÏÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜, ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ˘ÏÈÎÔ‡ Î·È ÙÔ˘ ·Ó·Ï˘ÙÈÎÔ‡ ÚÔ-ÁÚ¿ÌÌ·ÙÔ˜ ÛÙȘ ÂÎ·È‰Â˘ÙÈΤ˜ ·Ó¿ÁΘ ÙˆÓ ÎˆÊÒÓ, Ë ÂÊ·ÚÌÔÁ‹ Ó¤ˆÓ ‰È‰·ÎÙÈÎÒÓ Ú·ÎÙÈÎÒÓfiˆ˜ Ë Û˘Ó‰È‰·Ûηϛ· Î·È Ë ·ÍÈÔÔ›ËÛË ÂÎ·È‰Â˘ÙÈÎÒÓ ‰ÈÂÚÌËÓ¤ˆÓ, Ë ·ÍÈÔÔ›ËÛË ÙˆÓ Ó¤ˆÓÙ¯ÓÔÏÔÁÈÒÓ ÚÔÛ·ÚÌÔÛÌ¤ÓˆÓ ÛÙȘ ÂÎ·È‰Â˘ÙÈΤ˜ ·Ó¿ÁΘ ÙˆÓ ÎˆÊÒÓ, Ë ‰È¿¯˘ÛË Ù˘ ÓÔËÌ·-ÙÈ΋˜ ÁÏÒÛÛ·˜ Û fiÏÔ ÙÔ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ, Ë ÂÈÎÔÈÓˆÓ›· ÙÔ˘ Û¯ÔÏ›Ԣ Ì ÙÔ˘˜ ÁÔÓ›˜ Î·È ËÛ˘Ì‚Ô˘Ï¢ÙÈ΋ ÚÔÛ¤ÁÁÈÛ‹ ÙÔ˘˜, Ë ·ÍÈÔÏfiÁËÛË. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

°∂øƒ°√À§∞ ∞¡∆ø¡π∞, ª√À∑∞∫∏™ ¡π∫√™, ª¶√ÀƒÃ∞™ °πøƒ°√™, ««ª·ıËÙ¤˜ Ì ÂÁÎÂÊ·ÏÈ-΋ ·Ú¿Ï˘ÛË: ÚÔÛ‚·ÛÈÌfiÙËÙ· Î·È ÂÎ·È‰Â˘ÙÈΤ˜ ‰Ú¿ÛÂȘ», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 39(2007-2008), ÛÛ. 77-95.* ¶·È‰› Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ∂ÁÎÂÊ·ÏÈ΋ ·Ú¿Ï˘ÛË * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË * ÿÛ˜ ¢ηÈڛ˜ * ¶Úfi-Û‚·ÛË ÛÙËÓ Âη›‰Â˘ÛË * ™˘ÓÂη›‰Â˘ÛË * µÈˆÌ·ÙÈ΋ Ì¿ıËÛËñ ∏ ÂÁÎÂÊ·ÏÈ΋ ·Ú¿Ï˘ÛË ·ÔÙÂÏ› ÌÈ· ·’ ÙȘ ·Èٛ˜ ÙˆÓ ÎÈÓËÙÈÎÒÓ ·Ó·ËÚÈÒÓ. ™˘¯Ó¿ ÛÙËÓ

ÂÁÎÂÊ·ÏÈ΋ ·Ú¿Ï˘ÛË ·˘Ù¤˜ Û˘Ó˘¿Ú¯Ô˘Ó Ì ÚÔ‚Ï‹Ì·Ù· ÛÙËÓ ÂÈÎÔÈÓˆÓ›·, ÚÔ‚Ï‹Ì·Ù·fiÚ·Û˘ Î·È ÓÔËÙÈ΋ ˘ÛÙ¤ÚËÛË. ∫·ıÒ˜ ÙÔ È·ÙÚÈÎfi ÌÔÓÙ¤ÏÔ ˆ˜ ÚÔ˜ ÙË ıÂÒÚËÛË Ù˘ ·Ó·ËÚ›·˜ÂÁηٷÏ›ÂÙ·È ÎÈ ·Ó·‰ÂÈÎÓ‡ÂÙ·È Ë ¿ÌÂÛË Û˘Û¯¤ÙÈÛË ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ Ì ÙËÓ ·Ó·ËÚ›·, ËÚÔÛ‚·ÛÈÌfiÙËÙ· Û ·Á·ı¿ Î·È ˘ËÚÂۛ˜, ·Ó·ÁÓˆÚ›˙ÂÙ·È ˆ˜ ‰Èη›ˆÌ· Î·È ‚·ÛÈ΋ ÚÔ¸fiıÂÛËÁÈ· ÙËÓ ÈÛfiÙÈÌË Û˘ÌÌÂÙÔ¯‹ ÙˆÓ Ì·ıËÙÒÓ Ì ÂÁÎÂÊ·ÏÈ΋ ·Ú¿Ï˘ÛË ÛÙËÓ Âη›‰Â˘ÛË fiÏˆÓ ÙˆÓ‚·ıÌ›‰ˆÓ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

°π∞¡¡∂§∏ ¶∞¡∞°πø∆∞, ««¢ÈÁψÛÛ›· Î·È ‰˘ÛÏÂÍ›·: ÌÈ· ÚfiÎÏËÛË ÁÈ· ÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜», £¤-Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 100-110.* ª·ıËÙ‹˜ * ¢˘ÛÎÔÏ›· Ì¿ıËÛ˘ * ¢˘ÛÏÂÍ›· * ¢ÈÁψÛÛ›· * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ∫·ıËÁËÙ‹˜ *∞ÍÈÔÏfiÁËÛËñ ∂›Ó·È Ôχ ‰‡ÛÎÔÏÔ Î·È ÔÏϤ˜ ÊÔÚ¤˜ ÂÓ¤¯ÂÈ ÔÏÏ·ÏÔ‡˜ ÎÈÓ‰‡ÓÔ˘˜ Ë ‰È·‰Èηۛ· ·Ó›¯Ó¢Û˘

Î·È ·ÍÈÔÏfiÁËÛ˘ ÌÈ·˜ Ì·ıËÛȷ΋˜ ‰˘ÛÎÔÏ›·˜ ·fi Ì›· ÁψÛÛÈ΋ ·Ó¿ÚÎÂÈ· ηٿ ÙËÓ Î·Ù¿ÎÙË-ÛË Ù˘ ‰Â‡ÙÂÚ˘ ÁÏÒÛÛ·˜. £· ‰È·ÊÔÚÔÔÈËı› Ë ¤ÓÓÔÈ· Ù˘ Ì·ıËÛȷ΋˜ ‰˘ÛÎÔÏ›·˜ ·fi ÙËÁψÛÛÈ΋ ¤ÏÏÂÈ„Ë ÛÙË ‰Â‡ÙÂÚË ÁÏÒÛÛ·, ηıÒ˜ ›Û˘ ı· ÔÚÈÛÙÔ‡Ó Î·È Ù· ‰È·ÁÓˆÛÙÈο ÎÚÈÙ‹-

32

ÚÈ· Ô˘ Ú¤ÂÈ Ó· ·ÎÔÏÔ˘ıÔ‡ÓÙ·È Î·Ù¿ ÙË ‰È·‰Èηۛ· ·Ó›¯Ó¢Û˘ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ Û‰›ÁψÛÛÔ Û¯ÔÏÈÎfi ÏËı˘ÛÌfi. £· ·Ó·Ï˘ıÔ‡Ó ÚÔÙ¿ÛÂȘ ÁÈ· ÂÊ·ÚÌÔÁ¤˜ ‰È‰·Ûηϛ·˜ Û ۯ¤ÛËÌ ÙË ÁÏÒÛÛ· Î·È ÙËÓ Î·Ù·ÓfiËÛË, Ù· Ì·ıËÛȷο ÚÔÊ›Ï, ÙȘ ÌÂÙ·ÁÓˆÛÙÈΤ˜ Î·È ÎÔÈÓˆÓÈΤ˜ÛÙÚ·ÙËÁÈΤ˜ Î·È ÙËÓ ·˘ÙÔÂÎÙ›ÌËÛË ÙˆÓ Ì·ıËÙÒÓ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

°∫√¡∂§∞ ∂§∂¡∏, «∫·È Ù· ·È‰È¿ Ì ·˘ÙÈÛÌfi Âηȉ‡ÔÓÙ·È! ¶ƒ√°ƒ∞ªª∞ TEACCH(Treatment and Education of Autisti and related Communication Handicapped Children) (£ÂÚ·-›· Î·È ∂η›‰Â˘ÛË ¶·È‰ÈÒÓ Ì ∞˘ÙÈÛÌfi Î·È Ì ¶ÚÔ‚Ï‹Ì·Ù· ∂ÈÎÔÈÓˆÓ›·˜), £¤Ì·Ù· ∂ȉÈ΋˜∞ÁˆÁ‹˜, Ù¯. 39 (2007-2008), ÛÛ. 114-125.* ∞˘ÙÈÛÌfi˜ * ¶ÚfiÁÚ·ÌÌ· ‰È‰·Ûηϛ·˜ * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË * ¢È‰·ÎÙÈο ‚ÔËı‹Ì·Ù· * √ÙÈ΋ Ì¿ıËÛË* ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ ñ √ fiÚÔ˜ «·˘ÙÈÛÌfi˜» ÚÔ¤Ú¯ÂÙ·È ·fi ÙÔÓ ÂÏÏËÓÈÎfi fiÚÔ˜ «·˘Ùfi˜», ‰ËÏ·‰‹ «ÂÁÒ Ô ›‰ÈÔ˜». °È·

ÚÒÙË ÊÔÚ¿ ηٷÁÚ¿ÊÂÙ·È ÂÈۋ̈˜ ÙÔ 1943. ∆Ô Ê¿ÛÌ· ÙÔ˘ ·˘ÙÈÛÌÔ‡ Â›Ó·È ÌÈ· ‚ÈÔÏÔÁÈοÚÔÛ‰ÈÔÚÈṲ̂ÓË ‰È·Ù·Ú·¯‹, ‰È¿¯˘ÙË, Ë ÔÔ›· ÂËÚ¿˙ÂÈ ÙÔÓ ÙÚfiÔ ÛΤ„˘, ·ÓÙ›Ï˄˘ Î·È Ì¿-ıËÛ˘ ÙÔ˘ ·ÙfiÌÔ˘. ∆Ô ÙÈ ÚÔηÏ› Â›Ó·È Ì˘ÛÙ‹ÚÈÔ. ∫ÂÓÙÚÈ΋˜ ÛËÌ·Û›·˜ Â›Ó·È Ë ¤ÁηÈÚË ÎÈ ¤Á΢-ÚË ‰È¿ÁÓˆÛ‹ ÙÔ˘, ÁÈ· Ó· ·ÎÔÏÔ˘ı‹ÛÂÈ ÚÒÈÌË Û˘ÛÙËÌ·ÙÈ΋ ·Ú¤Ì‚·ÛË. Ÿˆ˜ fiÏ· Ù· ·È‰È¿,¤ÙÛÈ Î·È Ù· ·È‰È¿ Ì ·˘ÙÈÛÌfi Û fiÏÔ ÙÔÓ ÎfiÛÌÔ ¤¯Ô˘Ó ‰Èη›ˆÌ· ÛÙËÓ Âη›‰Â˘ÛË Û‡Ìʈӷ ÌÂÙÔ ™‡ÓÙ·ÁÌ· (ÕÚıÚÔ 16), ÙÔ Ã¿ÚÙË ¢ÈÎ·ÈˆÌ¿ÙˆÓ ÙˆÓ ∞ÙfiÌˆÓ Ì ∞˘ÙÈÛÌfi, ÙË ¢È·Î‹Ú˘ÍË Ù˘™·Ï·Ì¿Óη, ÙÔ ¡. 2817/2000. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¢ƒ√™π¡√À ª∞ƒπ∞, ««¶·È‰·ÁˆÁÈΤ˜ ·ÚÂÌ‚¿ÛÂȘ Û ·È‰È¿ Ì ÚÔ‚Ï‹Ì·Ù· ·Ú·‚·ÙÈ΋˜ Û˘ÌÂ-ÚÈÊÔÚ¿˜. ∏ ÌÂϤÙË ÂÚ›ÙˆÛ˘ Ì·ıËÙ‹-ı‡Ì· Ù˘ ÂÓ‰ÔÔÈÎÔÁÂÓÂȷ΋˜ ‚›·˜», £¤Ì·Ù· ∂ȉÈ΋˜ ∞Áˆ-Á‹˜, Ù¯. 38 (2007), ÛÛ. 58-73.* ∞ÔÎÏ›ÓÔ˘Û· Û˘ÌÂÚÈÊÔÚ¿ * ª·ıËÙ‹˜ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ∫ÔÈÓˆÓÈ΋ ¤ÓÙ·ÍË * ªÂϤÙËÂÚ›ÙˆÛ˘ * µ›· ÛÙËÓ ÔÈÎÔÁ¤ÓÂÈ·ñ ∏ ÂÚÁ·Û›· Ì·˜ ‚·Û›˙ÂÙ·È ÛÙË ‰È·›ÛÙˆÛË fiÙÈ Î¿ÔÈ· ·È‰È¿ ÊÙ¿ÓÔ˘Ó ÛÙ· Ï·›ÛÈ· Ù˘ ÂȉÈ΋˜

·ÁˆÁ‹˜ Ì ÂÌÊ·Ó‹ ÚÔ‚Ï‹Ì·Ù· ·Ú·‚·ÙÈÎÒÓ Û˘ÌÂÚÈÊÔÚÒÓ Î·È ¯ˆÚ›˜ ·˘Ù¿ Ó· ¤¯Ô˘Ó ·ÔÎÙ‹-ÛÂÈ ÙȘ ÚÔ··ÈÙÔ‡ÌÂÓ˜ Û˘Ó·ÈÛıËÌ·ÙÈΤ˜ Î·È ÎÔÈÓˆÓÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ÁÈ· ÙË ÏÂÈÙÔ˘ÚÁÈ΋ ÙÔ˘˜¤ÓÙ·ÍË ÛÙËÓ ÎÔÈÓˆÓ›·. √ ÛÎÔfi˜ Ù˘ ÌÂϤÙ˘ ÂÚ›ÙˆÛ˘ ÂÛÙÈ¿˙ÂÙ·È ÛÙȘ ·È‰·ÁˆÁÈΤ˜ ·ÚÂÌ-‚¿ÛÂȘ Û ̷ıËÙ‹-ı‡Ì· Ù˘ ÂÓ‰ÔÔÈÎÔÁÂÓÂȷ΋˜ ‚›·˜ Ì ¤Î‰ËϘ ·Ú·‚·ÙÈΤ˜ Û˘ÌÂÚÈÊÔÚ¤˜Ô˘ ÙÔÓ Ô‰ËÁÔ‡Ó ÛÙÔ ·ÛÙ˘ÓÔÌÈÎfi ÙÌ‹Ì·. ∏ ÌÂıÔ‰ÔÏÔÁ›· Ô˘ ·Ó·Ù‡Í·Ì «Ù˘¯·›·» ÛÙËÓ ·Ú¯‹Î·È ÌÂÙ¿ Û˘ÛÙËÌ·ÙÈο Ì ÙË ‰fiÌËÛË Ù˘ ÂÍ·ÙÔÌÈÎÂ˘Ì¤Ó˘ ‰È‰·ÎÙÈ΋˜ ·Ú¤Ì‚·Û˘ Ì ÚÔÁÚ¿Ì-Ì·Ù· ÂȉÈ΋˜ ·ÁˆÁ‹˜ ÂÛÙÈ¿ÛÙËΠÛÙȘ ηıËÌÂÚÈÓ¤˜ ηٷÁڷʤ˜ Ù˘ ·˘ıfiÚÌËÙ˘ ·È‰·ÁˆÁÈ΋˜·ÏÏËÏÂȉڷÛÙÈ΋˜ Û¯¤Û˘ Ì ÙË ‰È·‰Èηۛ· ÚÔÒıËÛ˘ ÂÓÙ·ÍÈ·ÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ ÛÙË Û¯ÔÏÈ-΋ ÎÔÈÓfiÙËÙ·. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∂À™∆∞£π√À ª∏¡∞™, ««√È ·fi„ÂȘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Ù˘ ¶ÚˆÙÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ ÁÈ· Ù·∞Ó·Ï˘ÙÈο ¶ÚÔÁÚ¿ÌÌ·Ù· Î·È ÙËÓ ¿ÛÎËÛË ÂÓÙ·ÍÈ·ÎÒÓ ÔÏÈÙÈÎÒÓ ÁÈ· Ù· ¿ÙÔÌ· Ì ÂȉÈΤ˜ ÂÎ·È‰Â˘-ÙÈΤ˜ ·Ó¿ÁΘ ÛÙÔ °ÂÓÈÎfi ™¯ÔÏ›Ի, £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 10-45.* ÕÙÔÌ· Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË *¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∫·ıËÁËÙ‹˜ * °ÓÒÌËñ ∆· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ· Ë ∂ȉÈ΋ ∞ÁˆÁ‹ ·ÚÔ˘ÛÈ¿˙ÂÈ ÛËÌ·ÓÙÈ΋ ·Ó¿Ù˘ÍË ÛÙË ¯ÒÚ· Ì·˜. ∆Ô ÓÔÌÈ-

Îfi Ï·›ÛÈÔ ¤¯ÂÈ ÂÎÛ˘Á¯ÚÔÓÈÛÙ› Î·È ÂÓ·ÚÌÔÓÈÛÙ› Ì ÙËÓ Â˘Úˆ·˚΋ ÔÏÈÙÈ΋, ÂÓÒ ¤¯ÂÈ Â‰Ú·Èˆ-ı› Ë ¿Ô„Ë fiÙÈ ÔÈ Ì·ıËÙ¤˜ ·ÓÂÍ¿ÚÙËÙ· ·fi Ù· ȉȷ›ÙÂÚ· ¯·Ú·ÎÙËÚÈÛÙÈο ‹ ÙȘ ·Ó¿ÁΘ ÙÔ˘˜,Ú¤ÂÈ Ó· ¤¯Ô˘Ó ›Û˜ ¢ηÈڛ˜ Ì¿ıËÛ˘ Ì·˙› Ì ÙÔ˘˜ ˘fiÏÔÈÔ˘˜ Ì·ıËÙ¤˜ Û’ ¤Ó· ÎÔÈÓfi Û¯Ô-ÏÂ›Ô ÁÈ· fiÏÔ˘˜. ∏ ·ÚÔ‡Û· ¤Ú¢ӷ Ú·ÁÌ·Ù‡ÂÙ·È ‰‡Ô ·Î·ÓıÒ‰Ë ˙ËÙ‹Ì·Ù· ÙÔ˘ ÂÏÏËÓÈÎÔ‡ ÂÎ-

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·È‰Â˘ÙÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜: 1) Ù· ∞Ó·Ï˘ÙÈο ¶ÚÔÁÚ¿ÌÌ·Ù· Î·È 2) ÙËÓ ÕÛÎËÛË ∂ÓÙ·ÍÈ·ÎÒÓ ¶ÔÏÈÙÈ-ÎÒÓ ÁÈ· Ù· ÕÙÔÌ· Ì ∂ȉÈΤ˜ ∂Î·È‰Â˘ÙÈΤ˜ ∞Ó¿ÁΘ ÛÙÔ °ÂÓÈÎfi ™¯ÔÏ›Ô. °ÂÓÈο Ë ·Ó¿Ù˘ÍËÔÏÈÙÈ΋˜ ÛÙÔÓ ÙÔ̤· ÙˆÓ ·Ó·Ï˘ÙÈÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ, Î·È ÂȉÈÎfiÙÂÚ· ÛÙÔÓ ÙÔ̤· Ù˘ ÂȉÈ΋˜Âη›‰Â˘Û˘ ·ÔÙÂÏ› ¤Ó· ı¤Ì· Ô˘ ··Û¯ÔÏ› ÔÏÔ¤Ó· Î·È ÂÚÈÛÛfiÙÂÚÔ ÙÔ˘˜ ÂÚ¢ÓËÙ¤˜. (¶Â-ÚÈÎÔ‹ ÂÚ›Ï˄˘)

∑∂∑∞ ª∞ƒπ∞, «¶ÚÔÛÂÁÁ›ÛÂȘ ÁÈ· ÙËÓ ·ÓÙ›ÏË„Ë Ù˘ ¤ÓÓÔÈ·˜ ÙÔ˘ ¯ÚfiÓÔ˘ ·fi Ì·ıËÙ¤˜ ÌÂ Ù˘ÊÏÔÎÒ-ʈÛË», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 193-201.* √ÙÈο ÌÂÈÔÓÂÎÙÒÓ * ∞ÎÔ˘ÛÙÈο ÌÂÈÔÓÂÎÙÒÓ * ∞ÓÙÈÏËÙÈο ÌÂÈÔÓÂÎÙÒÓ * ¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË *∞ÓÙ›ÏË„Ë ÙÔ˘ ¯ÚfiÓÔ˘ñ ∆· ·È‰È¿ ·ÓÙÈÏ·Ì‚¿ÓÔÓÙ·È ÙÔÓ ÎfiÛÌÔ, ‰ÔÌÔ‡Ó ÙË ÁÓÒÛË Î·È Î·Ù·ÓÔÔ‡Ó ÙȘ ¤ÓÓÔȘ ̤۷ ·fi

ÙËÓ ·ÏÏËÏ›‰Ú·ÛË Ì ÙÔ Ê˘ÛÈÎfi Î·È ÎÔÈÓˆÓÈÎfi ÂÚÈ‚¿ÏÏÔÓ. ∆· ·È‰È¿ Ì ‰˘ÛÎÔϛ˜ ÛÙËÓ fiÚ·-ÛË Î·È ‰˘ÛÎÔϛ˜ ÛÙËÓ ·ÎÔ‹ ‰¤¯ÔÓÙ·È ÂÚÈÔÚÈṲ̂ӷ ÂÚÂı›ÛÌ·Ù· Î·È Û˘Áί˘Ì¤Ó˜ ÏËÚÔÊÔ-ڛ˜ ·fi ÙËÓ ÂÂÓ¤ÚÁÂÈ¿ ÙÔ˘˜ ÛÙÔ ÂÚÈ‚¿ÏÏÔÓ. ∏ ·Ô˘Û›· ÔÙÈÎÒÓ Î·È ·ÎÔ˘ÛÙÈÎÒÓ ÂÚÂıÈÛÌ¿-ÙˆÓ ÌÔÚ› Ó· Ô‰ËÁ‹ÛÂÈ Û ηı˘ÛÙ¤ÚËÛË ÛÙËÓ ·ÓÙ›ÏË„Ë Î·È ‰fiÌËÛË ÙˆÓ ÂÓÓÔÈÒÓ ÁÈ· ÙÔ Ê˘ÛÈ-Îfi ÎfiÛÌÔ. ∏ ¤ÓÓÔÈ· ÙÔ˘ ¯ÚfiÓÔ˘ Â›Ó·È ÌÈ· ·fi ÙȘ ÈÔ ‰‡ÛÎÔϘ ÛÙËÓ Î·Ù·ÓfiËÛË ¤ÓÓÔÈ· ÁÈ·Ù› ›-Ó·È ·ÊËÚË̤ÓË Î·È ‰ÂÓ Â›Ó·È ¯ÂÈÚÔÈ·ÛÙ‹. ∏ ηٷÓfiËÛË Ù˘ ¤ÓÓÔÈ·˜ ÙÔ˘ ¯ÚfiÓÔ˘ ÚÔ¸Ôı¤ÙÂÈÙË ‰˘Ó·ÙfiÙËÙ· ÙÔ˘ ·È‰ÈÔ‡ Ó· ·ÓÙÈÏ·Ì‚¿ÓÂÙ·È ÙËÓ Î˘ÎÏÈ΋ ·Ó·Ó¤ˆÛË Î·È ÙË ‰È¿ÚÎÂÈ· ÙˆÓ ¯ÚÔÓÈ-ÎÒÓ ‰È·ÛÙËÌ¿ÙˆÓ Î·È Ó· ÚÔÛ·Ó·ÙÔÏ›˙ÂÙ·È ¯ÚÔÓÈο. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∏ª∂§§√À √§°∞, ««∆· ¶ÚÔÁÚ¿ÌÌ·Ù· ∫ÔÈÓˆÓÈ΋˜ ¶ÚÔÛ·ÚÌÔÁ‹˜ ÛÙÔ °ÂÓÈÎfi ™¯ÔÏÂ›Ô ˆ˜ ÚÔ¸-fiıÂÛË ÈÛfiÙÈÌ˘ Û˘ÓÂη›‰Â˘Û˘ ÁÈ· ·È‰È¿ Ì ‰È·Ù·Ú·¯¤˜ Û˘ÌÂÚÈÊÔÚ¿˜ ηÈ/‹ Û˘Ó·ÈÛı‹Ì·ÙÔ˜.ªÈ· ÌÂϤÙË ÂÚ›ÙˆÛ˘», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 74-86.* ∞ÔÎÏ›ÓÔ˘Û· Û˘ÌÂÚÈÊÔÚ¿ * ∆Ì‹Ì·(Ù·) ¤ÓÙ·Í˘ * ™˘ÓÂη›‰Â˘ÛË * ÿÛ˜ ¢ηÈڛ˜ * ∫ÔÈÓˆÓÈ-΋ ÚÔÛ·ÚÌÔÁ‹ * ™˘Ó·ÈÛıËÌ·ÙÈ΋ ÚÔÛ·ÚÌÔÁ‹ * ªÂϤÙË ÂÚ›ÙˆÛ˘ñ ∏ ÂÍ·ÛÊ¿ÏÈÛË ˘ÔÛÙËÚÈÎÙÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ˘ËÚÂÛÈÒÓ ÛÙ· ·È‰È¿ Ì ‰˘ÛÎÔϛ˜ Ì¿ıËÛ˘

(‰.Ì.), ·fi ÙÔ ÂÏÏËÓÈÎfi ‰ËÌfiÛÈÔ Û¯ÔÏ›Ô, ηıÔÚ›˙ÂÙ·È ·fi ÌÈ· ÛÂÈÚ¿ ÓfïÓ, ˘Ô˘ÚÁÈÎÒÓ ·Ô-Ê¿ÛÂˆÓ Î·È ÂÁ΢ÎÏ›ˆÓ, ÂÓÒ, Û˘Ó‹ıˆ˜, ˘ÏÔÔÈÂ›Ù·È Ì ÙËÓ Â˘ı‡ÓË ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÙˆÓ ∆ÌË-Ì¿ÙˆÓ ŒÓÙ·Í˘ (∆.∂.) ÛÙ· ÁÂÓÈο Û¯ÔÏ›·, Ì ÙË Û˘ÓÂÚÁ·Û›· ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÙÔ˘ ÁÂÓÈÎÔ‡Û¯ÔÏ›Ԣ, ÙÔ˘˜ ÁÔÓ›˜ Î·È ÙÔ˘˜ ¿ÏÏÔ˘˜ ıÂÛÌÈÎÔ‡˜ ·Ú¿ÁÔÓÙ˜. ∂ȉÈÎfiÙÂÚ· ÁÈ· Ù· ·È‰È¿ Ì ‰È·-Ù·Ú·¯¤˜ Û˘ÌÂÚÈÊÔÚ¿˜ ηÈ/‹ Û˘Ó·ÈÛı‹Ì·ÙÔ˜, ÚԂϤÂÙ·È, Û ÚÒÙÔ Â›Â‰Ô Î·È ÂÓÙfi˜ Ù˘ۯÔÏÈ΋˜ Ù¿Í˘, Ë ·ÓÙÈÌÂÙÒÈÛË ÙˆÓ ·ÚÔ˘ÛÈ·˙fiÌÂÓˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ Ì ÙËÓ ÂÊ·ÚÌÔÁ‹ ·ÌÈÁÒÓÚÔÁÚ·ÌÌ¿ÙˆÓ ÙÚÔÔÔ›ËÛ˘ Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜, ÚÔÁÚ·ÌÌ¿ÙˆÓ Âη›‰Â˘Û˘ ÙˆÓ ÎÔÈÓˆÓÈ-ÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ ‹ Û˘Ó‰˘·ÛÙÈÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ ·ÓÙÈÌÂÙÒÈÛ˘ ÙˆÓ Ì·ıËÛÈ·ÎÒÓ Î·È ÙˆÓ Û˘-ÌÂÚÈÊÔÚÈÎÒÓ ‰˘ÛÎÔÏÈÒÓ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫∞§Àµ∞ ∞ª∞§π∞, ««∆Ô ·˘ÙÈÛÙÈÎfi ·È‰›: ·˘ÙÈÛÌfi˜ ‹ ™‡Ó‰ÚÔÌÔ ÙÔ˘ Kanner», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ™›ÙÈ, Ù¯. 487 (2007), ÛÛ. 323-327.* ∞˘ÙÈÛÌfi˜ * ∞ÈÙÈfiÙËÙ· * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ∞ÓÙÈÌÂÙÒÈÛË * ¶ÚfiÛ‚·ÛË ÛÙËÓ Âη›‰Â˘ÛË *ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

∫∞ƒ∞ª¶∞∆∑∞∫∏ ∑ø∏, ««∫·Ù·Û΢‹ ÌÂıfi‰Ô˘ ·Ó›¯Ó¢Û˘ Ù˘ ·Ó·Ù˘Íȷ΋˜ ‰È·Ù·Ú·¯‹˜ Û˘ÓÙÔ-ÓÈÛÌÔ‡ ÙˆÓ ÎÈÓ‹ÛÂˆÓ Û ·È‰È¿ ËÏÈΛ·˜ 4-8 ÂÙÒÓ», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ.147-154.* ∫ÈÓËÙÈÎÔ·ÈÛıËÙËÚÈ·Îfi˜ Û˘ÓÙÔÓÈÛÌfi˜ * ∫ÈÓËÙÈ΋ ·Ó¿Ù˘ÍË * ¶·È‰› * ª¤ıÔ‰Ô˜ ¤Ú¢ӷ˜ * ∆ÂÛÙ *∂ÚˆÙËÌ·ÙÔÏfiÁÈÔ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

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ñ ™ÙËÓ ·ÚÔ‡Û· ÌÂϤÙË ·ÚÔ˘ÛÈ¿˙Ô˘Ì ÙË Ì¤ıÔ‰Ô Ô˘ ·Ó·Ù‡¯ıËΠ̠ÛÎÔfi ÙËÓ ÚÒÈÌË ·Ó›-¯Ó¢ÛË Ù˘ ·Ó·Ù˘Íȷ΋˜ ‰È·Ù·Ú·¯‹˜ Û˘ÓÙÔÓÈÛÌÔ‡ ÙˆÓ ÎÈÓ‹ÛÂˆÓ Û ·È‰È¿ ËÏÈΛ·˜ 4-8 ÂÙÒÓ. ∏ÚÒÈÌË ·Ó›¯Ó¢ÛË Ì·˜ ·Ú¤¯ÂÈ ÙË ‰˘Ó·ÙfiÙËÙ· ¤ÁηÈÚ˘ ‰ÈÔÚıˆÙÈ΋˜ ·Ú¤Ì‚·Û˘, ̤۷ ·fiηٿÏÏËÏ· ÚÔÁÚ¿ÌÌ·Ù·, ÚÔÏ·‚·›ÓÔÓÙ·˜ ¤ÙÛÈ ÔÏϤ˜ ÊÔÚ¤˜ ÙË ‰ËÌÈÔ˘ÚÁ›· ¯ÚfiÓÈˆÓ Î·È ‰ÈÛÂ-›Ï˘ÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ. ∏ ̤ıÔ‰Ô˜ ÂÚÈÏ·Ì‚¿ÓÂÈ ‰‡Ô ·ÏÏËÏÔÛ˘ÌÏËÚÔ‡ÌÂÓ· ÙÌ‹Ì·Ù·, Î·È Û˘-ÁÎÂÎÚÈ̤ӷ ¤Ó· ÙÂÛÙ Î·È ¤Ó· ÂÚˆÙËÌ·ÙÔÏfiÁÈÔ ‰‡Ô Ù‡ˆÓ. ∆Ô ÙÂÛÙ ÂϤÁ¯ÂÈ ¿ÌÂÛ· ÙÔ Û˘ÓÙÔÓÈÛÌfiÙfiÛÔ Ù˘ ·‰Ú‹˜ fiÛÔ Î·È Ù˘ ÏÂÙ‹˜ ÎÈÓËÙÈÎfiÙËÙ·˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫∞∆™√À§∏™ ºπ§π¶¶√™, «∏ Âη›‰Â˘ÛË ÙˆÓ Ì·ıËÙÒÓ Ì ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·ÒÏÂÈ· fiÚ·Û˘ Û‹-ÌÂÚ·», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 211-219.* √ÙÈο ÌÂÈÔÓÂÎÙÒÓ * ª·ıËÙ‹˜ * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË * ∂ȉÈÎfi Û¯ÔÏÂ›Ô * ™˘ÓÂη›‰Â˘ÛË * ™˘ÁÎÚÈÙÈ-΋ ·Ó¿Ï˘ÛË ñ √ ÛÎÔfi˜ Ù˘ ·ÚÔ‡Û·˜ ÂÈÛ‹ÁËÛ˘ Â›Ó·È Ó· ·ÚÔ˘ÛÈ¿ÛÔ˘Ì ÙËÓ ÂÎ·È‰Â˘ÙÈ΋ Ú·ÁÌ·ÙÈÎfiÙËÙ·

Ô˘ ˘¿Ú¯ÂÈ Û‹ÌÂÚ· ÛÙË ¯ÒÚ· Ì·˜ ÁÈ· ÙÔ˘˜ Ì·ıËÙ¤˜ Ì ·ÒÏÂÈ· ‹ ÛÔ‚·Ú‹ ·ÒÏÂÈ· fiÚ·Û˘,ηıÒ˜ Î·È ÙȘ Ù¿ÛÂȘ Î·È ÚÔÔÙÈΤ˜ Ô˘ ÚԉȷÁÚ¿ÊÔÓÙ·È ÁÈ· ÙÔ Ì¤ÏÏÔÓ. √ ıÂÛÌfi˜ Ù˘ Û˘ÓÂÎ-·›‰Â˘Û˘ ÍÂΛÓËÛ ÚÈÓ ·fi ÌÈ· ÂÈÎÔÛ·ÂÙ›· ‰ÂÈÏ¿ ‰ÂÈÏ¿ ̤ۈ Â˘Úˆ·˚ÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Î·ÈÌ ÙË ÛÙ‹ÚÈÍ‹ ÙÔ˘ ·fi «ÙÔÏÌËÚÔ‡˜» ÂÎ·È‰Â˘ÙÈÎÔ‡˜. ™‹ÌÂÚ· ÂÍ·ÏÒÓÂÙ·È ‰È·ÚÎÒ˜ ˆ˜ ıÂÛÌfi˜,Û fiÔÈÔ ÛËÌÂ›Ô Ù˘ ¯ÒÚ·˜ Ì·˜ ˘¿Ú¯ÂÈ Ì·ıËÙ‹˜ Ì ·ÒÏÂÈ· ‹ ÛÔ‚·Ú‹ ·ÒÏÂÈ· fiÚ·Û˘. (¶Â-ÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫√Àƒ∫√À∆∞™ ∏§π∞™ ∂., ««¶·Ú¿ÁÔÓÙ˜ ÎÈÓ‰‡ÓÔ˘ ÁÈ· ÙËÓ ¤ÓÙ·ÍË Î·È ÂÓۈ̿وÛË ·È‰ÈÒÓ Ì·ÓÙÈÎÔÈÓˆÓÈΤ˜ Ù¿ÛÂȘ Î·È ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙÔ Ï·›ÛÈÔ ÙÔ˘ ∫·ÓÔÓÈÎÔ‡ ™¯ÔÏ›Ԣ», £¤-Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 46-57.* ¶ÚÔ‚ÏËÌ·ÙÈÎfi ·È‰› * ∞ÓÙÈÎÔÈÓˆÓÈ΋ Û˘ÌÂÚÈÊÔÚ¿ * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË * ™˘ÓÂη›‰Â˘ÛË * ∂È-Ûً̘ Ù˘ ∞ÁˆÁ‹˜ * ™˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ ηıËÁËÙ‹ * ¶·Ú¤Ì‚·ÛË * ¢ÈÂÈÛÙËÌÔÓÈ΋ ıÂÒÚËÛËñ ™ÙËÓ ·ÚÔ‡Û· ÌÂϤÙË ı· ·ÚÔ˘ÛÈ·ÛıÔ‡Ó Ù· ¯·Ú·ÎÙËÚÈÛÙÈο ÙˆÓ ·È‰ÈÒÓ Ì ÚÔ‚Ï‹Ì·Ù· Û˘-

ÌÂÚÈÊÔÚ¿˜ Î·È ·ÓÙÈÎÔÈÓˆÓÈΤ˜ Ù¿ÛÂȘ, ηıÒ˜ Î·È Ù· ÂȉËÌÈÔÏÔÁÈο ÛÙÔȯ›· Û˘¯ÓfiÙËÙ·˜ ÙÔ˘Ê·ÈÓÔ̤ÓÔ˘, Ì ‚¿ÛË ÚfiÛÊ·Ù· ÂÚ¢ÓËÙÈο ‰Â‰Ô̤ӷ, Û ۯ¤ÛË Ì ÙË ‰ÈÂıÓ‹ Î·È ÙËÓ ÂÏÏËÓÈ΋ڷÁÌ·ÙÈÎfiÙËÙ·. ™ÙË Û˘Ó¤¯ÂÈ·, ı· ·ÚÔ˘ÛÈ·ÛıÔ‡Ó ÔÈ Û˘Ó‹ıÂȘ ·È‰·ÁˆÁÈΤ˜ Ù¯ÓÈΤ˜ Ô˘¯ÚËÛÈÌÔÔÈÔ‡Ó ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› ÁÈ· ÙËÓ ·ÓÙÈÌÂÙÒÈÛË ÙˆÓ Ì·ıËÙÒÓ Ì ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔ-Ú¿˜ ÎÈ· Ù¿ÛÂȘ ·ÓÙÈÎÔÈÓˆÓÈÎfiÙËÙ·˜, ηıÒ˜ Î·È ÔÈ Û˘Ó·ÈÛıËÌ·ÙÈΤ˜ ·ÓÙȉڿÛÂȘ ÙÔ˘˜ ·¤Ó·ÓÙÈ Û·˘Ù¤˜ ÙȘ ÔÌ¿‰Â˜ ·È‰ÈÒÓ, ÔÈ Ôԛ˜ Èı·ÓfiÓ Ó· ÚÔ¿ÁÔ˘Ó Ê·ÈÓfiÌÂÓ· ·ÔÎÏÂÈÛÌÔ‡, ÂÙÈÎÂÙÔ-Ô›ËÛ˘ Î·È ÂÓ›Û¯˘Û˘ ÙˆÓ ·ÓÙÈÎÔÈÓˆÓÈÎÒÓ Û˘ÌÂÚÈÊÔÚÒÓ ÙˆÓ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ·È‰ÈÒÓ. (¶ÂÚÈ-ÎÔ‹ ÂÚ›Ï˄˘)

∫√À∆∞¡∆√™ ¢∏ª∏∆ƒ∏™, ««ŒÚ¢ӷ: ∏ Û˘ÓÂÚÁ·Û›· ÂÓfi˜ ‰ËÌfiÛÈÔ˘ ÂȉÈÎÔ‡ Û¯ÔÏ›Ԣ Ì ÙȘ ÔÈ-ÎÔÁ¤ÓÂȘ ÙˆÓ Ì·ıËÙÒÓ», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ ™›ÙÈ, Ù¯. 487, 488 (2007), ÛÛ. 328-346, 421-429.* ¶·È‰› Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * °ÔÓ›˜ * ¢È‰·ÎÙÈÎfi ÚÔÛˆÈÎfi * ™˘ÓÂÚÁ·Û›· * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜* ∫Ú‹ÙË

∫√À∆ƒ∞™ ™∆∂º∞¡√™, ««√È ‰È·Ù·Ú·¯¤˜ Ù˘ ÔÙÈ΋˜ ·ÓÙ›Ï˄˘ Û ·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜:ÚÒÈÌË ·Ó›¯Ó¢ÛË, ηٷÛ΢‹ ÙÂÛÙ», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 202-210.* √ÙÈο ÌÂÈÔÓÂÎÙÒÓ * ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * √ÙÈ΋ ·ÓÙ›ÏË„Ë * ∆¯ÓÈ΋ ̤ÙÚËÛ˘ * ∆ÂÛÙ* ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ ñ ∏ ·ÓÙ›ÏË„Ë ÂÚÈÏ·Ì‚¿ÓÂÈ ÙȘ ÏÂÈÙÔ˘ÚÁ›Â˜ Ì ÙȘ Ôԛ˜ ÙÔ ¿ÙÔÌÔ ÚÔÛÏ·Ì‚¿ÓÂÈ Î·È Î·Ù·ÓÔ›

ÂÚÂı›ÛÌ·Ù· Ô˘ ÚÔÛ›ÙÔ˘Ó ÛÙȘ ·ÈÛı‹ÛÂȘ ÙÔ˘. ∏ fiÚ·ÛË ·›˙ÂÈ ÛËÌ·ÓÙÈÎfiÙ·ÙÔ ÚfiÏÔ ÛÙËÓ

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·Ó¿Ù˘ÍË ÁÓˆÛÙÈÎÒÓ, ÎÈÓËÙÈÎÒÓ Î·È ÎÔÈÓˆÓÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ Î·Ù¿ ÙËÓ ÚÒÈÌË ·È‰È΋ ËÏÈΛ·. √ȉȷٷڷ¯¤˜ Ù˘ fiÚ·Û˘ Î·È Ù˘ ÔÙÈ΋˜ ·ÓÙ›Ï˄˘ ÌÔÚ› Ó· ÚÔηϤÛÔ˘Ó ÚÔ‚Ï‹Ì·Ù· ÛÙËÓÂÂÍÂÚÁ·Û›· ÙˆÓ ÔÙÈÎÒÓ ÏËÚÔÊÔÚÈÒÓ, ηıÒ˜ Ù· ·È‰È¿ ‰˘ÛÎÔχÔÓÙ·È Ó· ·Ó·ÁÓˆÚ›ÛÔ˘Ó, Ó·ı˘ÌËıÔ‡Ó Î·È Ó· ÔÚÁ·ÓÒÛÔ˘Ó ÔÙÈΤ˜ ÂÈÎfiÓ˜, οÙÈ Ô˘ Â›Ó·È ··Ú·›ÙËÙÔ, ÚÔÎÂÈ̤ÓÔ˘ Ó· η-Ù·ÓÔ‹ÛÔ˘Ó Ù· ÁÚ·Ù¿ Î·È ÔÙÈο ۇ̂ÔÏ· Ô˘ ¯ÚÂÈ¿˙ÔÓÙ·È ÁÈ· ÙË Ì¿ıËÛË. ŒÙÛÈ, Û˘¯Ó¿ ¤¯Ô˘Ó‰˘ÛÎÔÏ›· ÛÙÔ Ó· Ì¿ıÔ˘Ó Ó· ‰È·‚¿˙Ô˘Ó, ·ÏÏ¿ ÌÔÚ› ›Û˘ Ó· ¤¯Ô˘Ó ‰˘ÛÎÔÏ›· ÛÙÔ Ó· ηٷ-ÓÔ‹ÛÔ˘Ó Û‡Ì‚ÔÏ· Ô˘ ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È Û ¿ÏÏ· ÁÓˆÛÙÈο ·ÓÙÈΛÌÂÓ· (‰È·ÁÚ¿ÌÌ·Ù·, ¯¿ÚÙ˜,›Ó·Î˜). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫√À∆™√ª¶π¡∞ µ∞™π§π∫∏, «∫ÚÈÙ‹ÚÈ· ÂÎÙ›ÌËÛ˘ ÏÂÙ‹˜ ÎÈÓËÙÈÎfiÙËÙ·˜ ·È‰ÈÒÓ Ì ÂÏ·ÊÚ¿ ÓÔËÙÈ-΋ ηı˘ÛÙ¤ÚËÛË Î·È „˘¯Ô·È‰·ÁˆÁÈ΋ ·Ú¤Ì‚·ÛË. ªÈ· ÌÂϤÙË ÂÚ›ÙˆÛ˘», £¤Ì·Ù· ∂ȉÈ΋˜∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 155-171.* ¢È·ÓÔËÙÈο ÌÂÈÔÓÂÎÙÒÓ * ∫ÈÓËÙÈÎÔ·ÈÛıËÙËÚÈ·Îfi˜ Û˘ÓÙÔÓÈÛÌfi˜ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ¶·Ú¤Ì-‚·ÛË * æ˘¯ÔÎÈÓËÙÈ΋ ·Ó¿Ù˘ÍË * ªÂϤÙË ÂÚ›ÙˆÛ˘ñ ∏ ·ÚÔ‡Û· ÂÚ¢ÓËÙÈ΋ ÌÂϤÙË ÛÙԯ‡ÂÈ ÛÙË ÛÎÈ·ÁÚ¿ÊËÛË Ù˘ ηٷÙÔÌ‹˜ Ù˘ ÏÂÙ‹˜ ÎÈÓËÙÈÎfi-

ÙËÙ·˜ ÂÓfi˜ ·È‰ÈÔ‡ Ì ÂÏ·ÊÚ¿ ÓÔËÙÈ΋ ηı˘ÛÙ¤ÚËÛË Î·È ÛÙËÓ ·ÚÔ˘Û›·ÛË ÌÈ·˜ ÂÎ·È‰Â˘ÙÈ΋˜·Ú¤Ì‚·Û˘ ‚ÂÏÙ›ˆÛ˘ ÙˆÓ ‰ÂÍÈÔÙ‹ÙˆÓ ·˘ÙÒÓ. √ ÛÙfi¯Ô˜ ·˘Ùfi˜ ÂÈÙ˘Á¯¿ÓÂÙ·È Ì¤Û· ·’ ÙË ÌÂϤ-ÙË ÂÚ›ÙˆÛ˘ (case-study) Ù˘ ™Ù¤ÏÏ·˜, ÂÓfi˜ ÎÔÚÈÙÛÈÔ‡ ¯ÚÔÓÔÏÔÁÈ΋˜ ËÏÈΛ·˜ (Ã.∏.) 8 ÂÙÒÓ,Ì ÂÏ·ÊÚ¿ ÓÔËÙÈ΋ ηı˘ÛÙ¤ÚËÛË, ÙÔ ÔÔ›Ô ·Ú·ÎÔÏÔ˘ı› ÙÔ ÚfiÁÚ·ÌÌ· Ù˘ ÚÔ‚·ıÌ›‰·˜ ÙÔ˘ÂȉÈÎÔ‡ ‰ËÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ Ì ÚÔÛ·Ó·ÙÔÏÈÛÌfi ÛÙËÓ Âη›‰Â˘ÛË ·È‰ÈÒÓ Ì ÓÔËÙÈ΋ ·Ó¿Ú-ÎÂÈ·. ∆Ô ÚÔÊ›Ï ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Î·È ·‰˘Ó·ÌÈÒÓ Ù˘ ™Ù¤ÏÏ·˜ ÛÙËÓ ÂÚÈÔ¯‹ Ù˘ ÏÂÙ‹˜ ÎÈÓËÙÈ-ÎfiÙËÙ·˜ ÛÎÈ·ÁÚ·ÊÂ›Ù·È Ì ÙË ¯ÔÚ‹ÁËÛË ÌÈ·˜ Û˘ÛÙÔȯ›·˜ ‰ÔÎÈÌ·ÛÈÒÓ Ë ÔÔ›· ηٷÛ΢¿ÛÙËη’ ÙÔÓ ›‰ÈÔ ÙÔÓ ÂÚ¢ÓËÙ‹ Î·È ‚Ú›ÛÎÂÙ·È ÛÙË Ê¿ÛË Ù˘ ÈÏÔÙÈ΋˜ ¯ÔÚ‹ÁËÛ˘ Û ̷ıËÙ¤˜ Ì ÂÏ·-ÊÚ¿ ÓÔËÙÈ΋ ηı˘Ù¤ÚËÛË ¯ÚÔÓÔÏÔÁÈ΋˜ ËÏÈΛ·˜ (Ã.∏.) 6-9 ÂÙÒÓ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫ƒ∞¡π∆∏ ª∞ƒπ∞, ««¢ÈÂÚ‡ÓËÛË ÙˆÓ ·Ó·ÁÎÒÓ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Ù˘ ¶ÚˆÙÔ‚¿ıÌÈ·˜ ∂η›‰Â˘-Û˘ ÁÈ· ÙËÓ ¤ÓÙ·ÍË ÙˆÓ ·È‰ÈÒÓ Ì ÂȉÈΤ˜ ·Ó¿ÁΘ ÛÙÔ °ÂÓÈÎfi Û¯ÔÏ›Ի, £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜,Ù¯. 39 (2007-2008), ÛÛ. 32-42.* ™Ù¿ÛË ÙÔ˘ ηıËÁËÙ‹ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¶·È‰› Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË *™˘ÓÂη›‰Â˘ÛË * ∂ÈÌfiÚʈÛË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ∏ ÂÈÛ‹ÁËÛË ÂÈÎÂÓÙÚÒÓÂÙ·È Î˘Ú›ˆ˜ ÛÙË ‰ÈÂÚ‡ÓËÛË ÙˆÓ ·Ó·ÁÎÒÓ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Ù˘ ¶Úˆ-

ÙÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ Û¯ÂÙÈο Ì ÙËÓ ¤ÓÙ·ÍË Ì·ıËÙÒÓ Ì ÂȉÈΤ˜ ·Ó¿ÁΘ ÛÙÔ ÁÂÓÈÎfi Û¯Ô-Ï›Ô. ¶ÈÔ Û˘ÁÎÂÎÚÈ̤ӷ ÌÂÏÂÙ‹ıËΠηٿ fiÛÔ ÙÔ Ê‡ÏÔ, Ë ËÏÈΛ·, Ë ÂÌÂÈÚ›·, Ë Âη›‰Â˘ÛËÎ·È Ë Â·Ê‹ Ì ٷ ¿ÙÔÌ· Ì ÂȉÈΤ˜ ·Ó¿ÁΘ ÂËÚ¿˙Ô˘Ó ÙȘ ·fi„ÂȘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Û¯ÂÙÈ-ο Ì ÙËÓ ¤ÓÙ·ÍË, ηıÒ˜ Î·È ÙÔ ÔȘ Â›Ó·È ÔÈ Î˘ÚÈfiÙÂÚ˜ ·Ó¿ÁΘ ÙÔ˘˜ Û¯ÂÙÈο Ì ÙÔ ı¤Ì· ·˘-Ùfi. ∆Ô ‰Â›ÁÌ· Ù˘ ÌÂϤÙ˘ ·ÔÙ¤ÏÂÛ·Ó ‰¿ÛηÏÔÈ Ô˘ ‰È‰¿ÛÎÔ˘Ó ÛÙË ÁÂÓÈ΋ ·ÁˆÁ‹ Î·È ‰ÂÓ¤¯Ô˘Ó ÂÈÌÔÚʈı› ÛÙËÓ ÂȉÈ΋ ·ÁˆÁ‹. ™Ù· ¿ÙÔÌ· ÙÔ˘ ‰Â›ÁÌ·ÙÔ˜ ‰fiıËΠÁÈ· Û˘ÌÏ‹ÚˆÛËÂÚˆÙËÌ·ÙÔÏfiÁÈÔ Ô˘ Ë Î·Ù·Û΢‹ ÙÔ˘ ‚·Û›ÛÙËΠÛÙËÓ ˘¿Ú¯Ô˘Û· ‚È‚ÏÈÔÁÚ·Ê›· ηıÒ˜ Î·È Û¢¿Ú¯ÔÓÙ· ÂÚˆÙËÌ·ÙÔÏfiÁÈ· ÁÈ· Û˘Ó·Ê‹ ı¤Ì·Ù· (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

KOTITSA, MARIA, ««The Investigation of Planning in Neuropsychology: From the Tower of Hanoiand Tower of London Paradigms to Virtual Reality», æ˘¯ÔÏÔÁ›·, Ù¯. 14/2 (2007), ÛÛ. 188-208.* ∂ÁΤʷÏÔ˜ - ·Ó¿Ù˘ÍË * ∂ÁÎÂÊ·ÏÔ·ÁÁÂȷΤ˜ ‰È·Ù·Ú·¯¤˜ * ¢È¿ÁÓˆÛË * ¢È·ÁÓˆÛÙÈÎfi ÙÂÛÙ * ∂È-ÎÔÓÈ΋ Ú·ÁÌ·ÙÈÎfiÙËÙ· * ¡Â˘ÚÔ¯ÂÈÚÔ˘ÚÁÈ΋ * ¶ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ñ The aim of this work is to review selected tests employed in the investigation of high-level

cognitive/executive functioning of planning and problem-solving abilities in patients with frontal

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lobe damage. Following a brief presentation of conventional planning tests, the review willfocus on two strands of research, namely, the Tower of Hanoi/London tasks and more moderntests, such as the Six Elements Test (Wilson et al., 1996), as these two types of proceduresformed the basis of two novel computer-based tasks reported herein: the Bungalow Task andthe Warehouse Six Elements Test. For this set of computerised tasks, the patients are presentedwith complex and open-ended everyday life situations (a ‘house removal’ and a ‘factory’scenario), as opposed to simple and well-defined problems that are characteristic of traditionaltests. Importantly, these computerised tasks appear to be successful in capturing the richdiversity of impairments in patients following frontal lobe neurosurgery. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

§∂∫∫∞ ¡π∫∏, «¶Ú·ÎÙÈΤ˜ Ô‰ËÁ›Â˜ ÁÈ· ÙËÓ ·È‰·ÁˆÁÈ΋ ˘ÔÛÙ‹ÚÈÍË ·È‰ÈÒÓ Ì ™‡Ó‰ÚÔÌÔDown», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 172-182.* ™‡Ó‰ÚÔÌÔ ¡Ù¿Ô˘Ó * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ∂Î·È‰Â˘ÛÈÌfiÙËÙ· * ∞Ó¿ÁÓˆÛË *°Ú·Ê‹ * ∞ÚÈıÌËÙÈ΋ñ ∆· ·È‰È¿ Ì ۇӉÚÔÌÔ Down ̤۷ ÛÙÔ Î·Ù¿ÏÏËÏÔ Û¯ÔÏÈÎfi Ï·›ÛÈÔ, ÙÔ ÔÔ›Ô ÛÙȘ ÂÚÈÛÛfiÙÂ-

Ú˜ ÂÚÈÙÒÛÂȘ ÂӉ›ÎÓ˘Ù·È Ó· Â›Ó·È ÙÔ ÁÂÓÈÎfi Û¯ÔÏ›Ô, Î·È Ì ÙËÓ Î·Ù¿ÏÏËÏË ˘ÔÛÙËÚÈÎÙÈ΋‚Ô‹ıÂÈ· ÌÔÚÔ‡Ó Ó· ÂÎ·È‰Â˘ÙÔ‡Ó Ì ÂÈÙ˘¯›· Û ı¤Ì·Ù· ·˘ÙÔÂ͢ËÚ¤ÙËÛ˘ Î·È ÎÔÈÓˆÓÈÎÒÓ‰ÂÍÈÔًوÓ, Î·È Ó· ·ÔÎÙ‹ÛÔ˘Ó ÙȘ ‚·ÛÈΤ˜ Û¯ÔÏÈΤ˜ ÁÓÒÛÂȘ. °È· Ó· ÂÈÙ‡¯Ô˘Ì fï˜ Ô˘ÛÈ·-ÛÙÈ΋ ¤ÓÙ·ÍË ı· Ú¤ÂÈ Ó· ÙËÚÔ‡ÓÙ·È Î¿ÔȘ ÚÔ¸Ôı¤ÛÂȘ Î·È Ó· ·ÎÔÏÔ˘ıÂ›Ù·È ÂȉÈÎfi ·Ó·Ï˘-ÙÈÎfi ÚfiÁÚ·ÌÌ· Ô˘ ı· Ï·Ì‚¿ÓÂÈ ˘fi„Ë Ù· ·ÙÔÌÈο ¯·Ú·ÎÙËÚÈÛÙÈο Î·È ÙȘ ȉȷ›ÙÂÚ˜ ·Ó¿ÁΘÙÔ˘ Ì·ıËÙ‹ Ì Down. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¶∞¶∞ªπÃ∞§√¶√À§√À ∂ƒ∏, ««∏ ¤ÎÊÚ·ÛË ÙÔ˘ ·˘ÙÈÛÙÈÎÔ‡ ·È‰ÈÔ‡ ̤۷ ·fi ÙË ˙ˆÁÚ·ÊÈ΋»,™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯. 58 (2007), ÛÛ. 76-82.* ¶·È‰› * ∞˘ÙÈÛÌfi˜ * ŒÎÊÚ·ÛË * ¶·È‰Èο Û¯¤‰È· * ¶·È‰È¿ - æ˘¯·Ó¿Ï˘ÛË * ∂Ú¢ÓËÙÈ΋ ·Ó·ÊÔÚ¿

¶∞¶∞™¶Àƒ√À ÃÀ™√™∆√ª√™, ∆∞°∫∞§√À ∫∞∆∂ƒπ¡∞, ««√ÏÔÎÏËڈ̤ÓÔ ∞Ó·Ï˘ÙÈÎfi Úfi-ÁÚ·ÌÌ· ÁÈ· ÙË ‰È‰·Ûηϛ· Ù˘ ∂ÏÏËÓÈ΋˜ ÎÈÓËÌ·ÙÈ΋˜ ÁÏÒÛÛ·˜ ˆ˜ ‰Â‡ÙÂÚ˘ (ͤÓ˘) ÁÏÒÛÛ·˜»,£¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 122-146.* ∞Ó¿Ù˘ÍË ÚÔÁÚ¿ÌÌ·ÙÔ˜ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ∂ÎÌ¿ıËÛË ÁψÛÛÒÓ * °ÏÒÛÛ· Ì ۋ̷ٷ *¢È‰·Ûηϛ· ÁÏÒÛÛ·˜ * ∞ÎÔ˘ÛÙÈο ÌÂÈÔÓÂÎÙÒÓ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ñ ∞ÓÙÈΛÌÂÓÔ Ù˘ ·ÚÔ‡Û·˜ ÂÈÛ‹ÁËÛ˘ Â›Ó·È Ë ÚfiÙ·ÛË ÁÈ· ¤Ó· ÔÏÔÎÏËڈ̤ÓÔ ·Ó·Ï˘ÙÈÎfi Úfi-

ÁÚ·ÌÌ· ‰È‰·Ûηϛ·˜ Ù˘ ÂÏÏËÓÈ΋˜ ÎÈÓËÌ·ÙÈ΋˜ ÁÏÒÛÛ·˜ ˆ˜ ‰Â‡ÙÂÚ˘ (ͤÓ˘) ÁÏÒÛÛ·˜ Ô˘‚·Û›˙ÂÙ·È ÛÙȘ ·Ú¯¤˜ Î·È ÛÙË ÌÂıÔ‰ÔÏÔÁ›· Ù˘ ÂÊ·ÚÌÔṲ̂Ó˘ ÁψÛÛÔÏÔÁ›·˜ ÛÙÔÓ ÙÔ̤· Ù˘ ‰È-‰·ÎÙÈ΋˜ Í¤ÓˆÓ ÁψÛÛÒÓ. ¶ÚÔÙ›ÓÔÓÙ·È 4 ‚·ıÌ›‰Â˜ ‰È‰·Ûηϛ·˜ Ô˘ ·ÓÙÈÛÙÔÈ¯Ô‡Ó ÛÙ· ÂÓ Á¤ÓÂÈ4 ·Ô‰ÂÎÙ¿ ›‰· ÁψÛÛÈ΋˜ ¿ÚÎÂÈ·˜ (ÈηÓÔÔÈËÙÈ΋ ÁÓÒÛË, ηϋ ÁÓÒÛË, Ôχ ηϋÁÓÒÛË Î·È ¿ÚÈÛÙË ÁÓÒÛË): (·) ‚·ÛÈ΋ ‚·ıÌ›‰·, (‚) ÂӉȿÌÂÛË ‚·ıÌ›‰·, (Á) ÚÔ¯ˆÚË̤ÓË ‚·ı-Ì›‰·, Î·È (‰) ÂÍÂȉÈÎÂ˘Ì¤ÓË ‚·ıÌ›‰·. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

ƒ∞¡∆√™ ∏§π∞™, ««ŒÙÛÈ Áڿʈ Î·È ‰È·‚¿˙ˆ. ŒÓ· ÂÎ·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· –§ÔÁÈÛÌÈÎfi– ÁÈ· ÙËÓÚÒÙË ·Ó¿ÁÓˆÛË Î·È ÁÚ·Ê‹», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 39 (2007-2008), ÛÛ. 154-159.* ∆Ì‹Ì·(Ù·) ¤ÓÙ·Í˘ * ∞Ó¿ÁÓˆÛË * °Ú·Ù‹ ¤ÎÊÚ·ÛË * ∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· * ∂Î·È‰Â˘ÙÈÎfiÏÔÁÈÛÌÈÎfi * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ñ ™‹ÌÂÚ· Ù· ÂÚÈÛÛfiÙÂÚ· ¢ËÌÔÙÈο Û¯ÔÏ›· ‰È·ı¤ÙÔ˘Ó ·›ıÔ˘Û˜ ∏ÏÂÎÙÚÔÓÈÎÒÓ ÀÔÏÔÁÈÛÙÒÓ

(∏/À), ·Ó¿ÌÂÛ· Û ·˘Ù¿ Î·È Ù· ∂ȉÈο ¢ËÌÔÙÈο Û¯ÔÏ›·. ∆· ∆Ì‹Ì·Ù· ŒÓÙ·Í˘ ›Û˘ ¤¯Ô˘Ó ÙˉÈ΋ ÙÔ˘˜ ÁˆÓÈ¿ Ì ÙÔÓ ∏/À. ¶ÔÏÈÙ›· Î·È ÂÎ·È‰Â˘ÙÈÎÔ› ¤¯Ô˘Ì ηٷϿ‚ÂÈ ÙË ÛËÌ·Û›· ÙˆÓ ∏/À

37

ÁÈ· ÙËÓ Âη›‰Â˘ÛË Î·È Ôχ ÂÚÈÛÛfiÙÂÚÔ ÁÈ· ÙËÓ Âη›‰Â˘ÛË ÙˆÓ ·ÙfiÌˆÓ Ì ÂȉÈΤ˜ ÂÎ·È‰Â˘-ÙÈΤ˜ ·Ó¿ÁΘ. √È ∏/À ‰È·ı¤ÙÔ˘Ó ‹¯Ô, ÂÈÎfiÓ· Î·È Î›ÓËÛË. ªÔÚÔ‡Ó Ó· ·ÔÙÂϤÛÔ˘Ó ¤Ó· ÔχηÏfi ÂÎ·È‰Â˘ÙÈÎfi ÂÚÁ·Ï›Ô. ∞¢ı‡ÓÔÓÙ·È ÛÙËÓ fiÚ·ÛË Î·È ÙËÓ ·ÎÔ‹, ÙȘ ·ÈÛı‹ÛÂȘ Ô˘ ¤¯Ô˘ÓÙË ÌÂÁ·Ï‡ÙÂÚË Û¯¤ÛË Ì ÙË Ì¿ıËÛË. ∂ÈϤÔÓ, ‰ÈÂÁ›ÚÔ˘Ó ÙË ÌÓ‹ÌË Î·È ÙËÓ ·Ú·Ù‹ÚËÛË, ›-Û˘ ‚·ÛÈÎÔ‡˜ ·Ú¿ÁÔÓÙ˜ Ì¿ıËÛ˘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

ƒ∏°√¶√À§√À ∆∂ƒæπ£∂∞, «∂Ê·ÚÌfi˙ÔÓÙ·˜ ¤Ó· ÚfiÁÚ·ÌÌ· ∞ÁˆÁ‹˜ ÀÁ›·˜ Û ٿÍË °ÂÓÈÎÔ‡Û¯ÔÏ›Ԣ fiÔ˘ ÊÔÈÙ¿ Ì·ıËÙ‹˜ Ì ¢.∞.¢.», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 39 (2007-2008), ÛÛ. 96-113.* ∞ÁˆÁ‹ ÀÁ›·˜ * ∆Ì‹Ì·(Ù·) ŒÓÙ·Í˘ * ª·ıËÙ‹˜ * ∞˘ÙÈÛÌfi˜ * ™˘Ó·ÈÛıËÌ·ÙÈ΋ Âη›‰Â˘ÛË * ÀÏÈ-Îfi ·Ó·ÊÔÚ¿˜ñ √È Ì·ıËÙ¤˜ Ì ·˘ÙÈÛÌfi ·ÚÔ˘ÛÈ¿˙Ô˘Ó ÔÏÏ¿ Î·È Û‡ÓıÂÙ· ÚÔ‚Ï‹Ì·Ù· ÛÙÔÓ ÙÔ̤· ÙˆÓ ∫ÔÈÓˆÓÈ-

ÎÒÓ ¢ÂÍÈÔًوÓ, fiˆ˜ ‰˘ÛÎÔϛ˜ ÛÙÔ Ó· ηٷÓÔ‹ÛÔ˘Ó, Ó· ÂÎÊÚ¿ÛÔ˘Ó Î·È Ó· ÌÔÈÚ·ÛÙÔ‡Ó Û˘-Ó·ÈÛı‹Ì·Ù· Î·È ·‰˘Ó·Ì›· ÛÙËÓ ¤ÎÊÚ·ÛË ÂÓÛ˘Ó·›ÛıËÛ˘. ∆Ô ∞Ó·Ï˘ÙÈÎfi ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓÁÈ· Ì·ıËÙ¤˜ Ì ·˘ÙÈÛÌfi, ÛÙÔÓ ÙÔ̤· ÙˆÓ ÎÔÈÓˆÓÈÎÒÓ ‰ÂÍÈÔًوÓ, ıˆÚ› ˆ˜ ‚·ÛÈΤ˜ ·Ú·‰Ô-¯¤˜ ÁÈ· ÙȘ ÎÔÈÓˆÓÈΤ˜ ‰ÂÍÈfiÙËÙ˜ fiÙÈ Ë ÎÔÈÓˆÓÈ΋ ÂÈÎÔÈÓˆÓ›· Â›Ó·È ÌÈ· ‰˘Ó·ÌÈ΋ Î·È ·ÌÔÈ‚·›·Û¯¤ÛË Ô˘ ‚·Û›˙ÂÙ·È Û ·ÌÔÈ‚·›· ηٷÓfiËÛË, ¢¯·Ú›ÛÙËÛË Î·È ˆÊ¤ÏÂÈ· Î·È fiÙÈ Ë Î¿ı ÛÙÈÁÌ‹·ÔÙÂÏ› ¢ηÈÚ›· ÁÈ· ·Ó¿Ù˘ÍË ÎÔÈÓˆÓÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ Î·È ‰ÂÍÈÔÙ‹ÙˆÓ ÂÈÎÔÈÓˆÓ›·˜. (¶ÂÚÈÎÔ-‹ ÂÚ›Ï˄˘)

™πª√¶√À§√À ∞°∞¶∏, ««ªÔÓÙ¤ÏÔ ÔÚÁ¿ÓˆÛ˘ ∆Ì‹Ì·ÙÔ˜ ŒÓÙ·Í˘: ÍÂÂÚÓÒÓÙ·˜ Ù· fiÚÈ· Ù˘ۯÔÏÈ΋˜ Ú·ÁÌ·ÙÈÎfiÙËÙ·˜», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 39 (2007-2008), ÛÛ. 43-53.* ¶·È‰› Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË * ∆Ì‹Ì· ¤ÓÙ·Í˘ * ¶ÚfiÙ˘Ô * ¢È·ıÂÌ·ÙÈÎfiÙËÙ· *ŒÚ¢ӷ ‰Ú¿Û˘ * ƒ¤ı˘ÌÓÔñ ™ÙÔ Ï·›ÛÈÔ ÂÓfi˜ Û¯ÔÏÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ ¤ÓÙ·Í˘ ÔÚÁ·ÓÒıËÎÂ Î·È ÂÊ·ÚÌfiÛÙËΠ¤Ó· ÌÔÓÙ¤ÏÔ ¤Ú¢-

Ó·˜ ‰Ú¿Û˘ ÂÌÓ¢Ṳ̂ÓÔ ·fi ÙȘ ·Ú¯¤˜ Ù˘ ‰È·ıÂÌ·ÙÈ΋˜ ‰È‰·Ûηϛ·˜ Î·È Ù˘ ÎÔÈÓˆÓÈ΋˜ „˘-¯ÔÏÔÁ›·˜. ∏ ¤Ú¢ӷ Ú·ÁÌ·ÙÔÔÈ‹ıËΠ۠‰ËÌÔÙÈÎfi Û¯ÔÏÂ›Ô ÙÔ˘ ƒÂı‡ÌÓÔ˘. •ÂΛÓËÛ ÙÔ 2001Î·È ÔÏÔÎÏËÚÒıËΠÙÔ 2003, ‡ÛÙÂÚ· ·fi Û˘Ó¯›˜ ·Ó·ıˆڋÛÂȘ Î·È ·Ó·‰È·ÚıÚÒÛÂȘ. ™ÙÔ ÙÌ‹-Ì· ¤ÓÙ·Í˘ ‹Ù·Ó ÂÁÁÂÁÚ·Ì̤ÓÔÈ ‰Âη¤ÍÈ Ì·ıËÙ¤˜, ÂÎ ÙˆÓ ÔÔ›ˆÓ ÊÔÈÙÔ‡Û·Ó ÔÈ ‰ÂηÙÚ›˜. ∆·ÚÔ‚Ï‹Ì·Ù¿ ÙÔ˘˜ Ô›ÎÈÏÏ·Ó: ÓÔËÙÈ΋ ˘ÛÙ¤ÚËÛË, „˘¯Ô·ıÔÏÔÁÈΤ˜ ‰È·Ù·Ú·¯¤˜, ÚÔ‚Ï‹Ì·Ù·Û˘ÌÂÚÈÊÔÚ¿˜, Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜, ÔÏÈÙÈÛÌÈ΋ ·ÔÛÙ¤ÚËÛË. ¶·Ú’ fiÏË ÙËÓ ·ÓÔÌÔÈÔÁ¤ÓÂÈ·ÙˆÓ Ì·ıËÙÒÓ Û˘ÁÎÚÔÙ‹ıËÎ·Ó ÂÓÙ·ÌÂÏ›˜, ÙÂÙÚ·ÌÂÏ›˜ Î·È ÙÚÈÌÂÏ›˜ ÔÌ¿‰Â˜ ÌÂϤÙ˘. (¶ÂÚÈÎÔ-‹ ÂÚ›Ï˄˘)

™π¡∞¡π¢√À ª∞ƒπ∞ ¢., ««™˘ÁÎÚÈÙÈ΋ ÌÂϤÙË ÙÔ˘ ÎÔÈÓˆÓÈÎÔ‡ Ê·ÈÓfiÙ˘Ô˘ Û ·È‰È¿ ÙÔ˘ ·˘ÙÈÛÙÈ-ÎÔ‡ Ê¿ÛÌ·ÙÔ˜. £Âڷ¢ÙÈΤ˜ ÚÔÔÙÈΤ˜», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ ™›ÙÈ, Ù¯. 488 (2007), ÛÛ. 365-373.* ∞˘ÙÈÛÌfi˜ * ∫ÔÈÓˆÓÈ΋ ·ÏÏËÏ›‰Ú·ÛË * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË * ™˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ Ì·ıËÙ‹ * ∞Ô-Ù¤ÏÂÛÌ· ¤Ú¢ӷ˜ * £Âڷ¢ÙÈ΋

— ««∏ ÛÙ¿ÛË Ù˘ ÎÔÈÓˆÓ›·˜ ·¤Ó·ÓÙÈ ÛÙ· ∞.ª.∂.∞. æ˘¯Ô·È‰·ÁˆÁÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ ÁÈ·ÙËÓ ·ÓÙÈÌÂÙÒÈÛË ÙˆÓ Ì·ıËÙÒÓ ÙÔ˘ ·˘ÙÈÛÙÈÎÔ‡ Ê¿ÛÌ·ÙÔ˜. (∏ ·Ó·ÁηÈfiÙËÙ· Ù˘ ™˘Ì‚Ô˘Ï¢ÙÈ΋˜˘ÔÛÙ‹ÚÈ͢ ÙˆÓ °ÔÓ¤ˆÓ)», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 105 (2007), ÛÛ. 39-44.* ÕÙÔÌ· Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ∫ÔÈÓˆÓ›· * ™Ù¿ÛË * ∞˘ÙÈÛÌfi˜ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * æ˘¯ÔÏÔÁ›·* °ÔÓ›˜ * ∞ÓÙÈÌÂÙÒÈÛË

38

™∫∞ºπ¢∞ ºø∆∂π¡∏, «∂ÚÁ·Ï›· ·Ó›¯Ó¢Û˘/·ÍÈÔÏfiÁËÛ˘ Ù˘ „˘¯ÔÎÈÓËÙÈ΋˜ ·Ó¿Ù˘Í˘ ΈÊÒÓÎ·È ‚·Ú‹ÎÔˆÓ ·È‰ÈÒÓ ËÏÈΛ·˜ 3-8 ÂÙÒÓ: ·ÚÔ˘Û›·ÛË Î·È ·ÔÙ›ÌËÛË ÙˆÓ Ì¤¯ÚÈ Û‹ÌÂÚ· ÂÚ¢ÓËÙÈ-ÎÒÓ ·ÔÙÂÏÂÛÌ¿ÙˆÓ», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 111-121.* ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ∞ÎÔ˘ÛÙÈÎfi ÂÏ¿Ùو̷ * æ˘¯ÔÎÈÓËÙÈ΋ ·Ó¿Ù˘ÍË * ∞ÍÈÔÏfiÁËÛË *∂Ú¢ÓËÙÈ΋ ·Ó·ÊÔÚ¿

™∫√ƒ¢∞™ ∞£∞¡∞™π√™, ««∂ÈÎÔÈÓˆÓ›· ÙÔ˘ ‚·Ú‹ÎÔÔ˘/ΈÊÔ‡ ·È‰ÈÔ‡ Î·È ÂÊ‹‚Ô˘ ÛÙÔ ÛÈÙÈÎfi Â-ÚÈ‚¿ÏÏÔÓ. ŒÌÊ·ÛË ÛÙË ¯Ú‹ÛË Ù˘ ÓÔËÌ·ÙÈ΋˜ ÁÏÒÛÛ·˜. √ ÚfiÏÔ˜ ÙˆÓ ÁÔÓ¤ˆÓ», ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ-΋ ∞ÁˆÁ‹, Ù¯. 543 (2007), ÛÛ. 202-205.* ∞ÎÔ˘ÛÙÈο ÌÂÈÔÓÂÎÙÒÓ * ∂Ï¿Ùو̷ ÔÌÈÏ›·˜ * ¡ÔËÌ·ÙÈ΋ ÁÏÒÛÛ· * ∞Ó¿Ù˘ÍË ·ÓÙ›Ï˄˘ * æ˘¯Ô-ÏÔÁ›· ÙÔ˘ ·È‰ÈÔ‡ * ™Ù¿ÛË ÁÔÓ¤ˆÓ

™∆∞Àƒ√À §∞ª¶ƒ√™, ™∞ƒƒ∏™ ¢∏ª∏∆ƒπ√™ ∫., ««¶ÚÔÁÚ¿ÌÌ·Ù· ¤ÓÙ·Í˘ ÙˆÓ ·ÙfiÌˆÓ Ì ÂȉÈ-Τ˜ ÂÎ·È‰Â˘ÙÈΤ˜ ·Ó¿ÁΘ (∞. Ì ∂.∂.∞.) Î·È ÔÏϷϤ˜ ·Ó·Ëڛ˜ ÛÙÔ °ÂÓÈÎfi Û¯ÔÏ›Ô: „˘¯ÔÏÔ-ÁÈ΋, „˘¯Ô·È‰·ÁˆÁÈ΋ Î·È „˘¯ÔıÂڷ¢ÙÈ΋ ÚÔÛ¤ÁÁÈÛË», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 39(2007-2008), ÛÛ. 8-31.* ¶·È‰› Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË * ™˘ÓÂη›‰Â˘ÛË * ¶ÚfiÁÚ·ÌÌ· ‰È‰·Ûηϛ·˜ * ∂È-Ûً̘ Ù˘ ∞ÁˆÁ‹˜ * ™Ùfi¯Ô˜ ‰È‰·Ûηϛ·˜ * ŒÚ¢ӷ ‰Ú¿Û˘ * ¶ÚÔÛ¯ÔÏÈ΋ ∞ÁˆÁ‹ñ ™ÙËÓ ÂÈÛ‹ÁËÛË ·˘Ù‹ Á›ÓÂÙ·È: (i) ÚÔÛ¿ıÂÈ· ÔÏ˘‰È¿ÛÙ·Ù˘ ÚÔÛ¤ÁÁÈÛ˘ ÙˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ

ŒÓÙ·Í˘ ÙˆÓ ∞ÙfiÌˆÓ Ì ∂ȉÈΤ˜ ∂Î·È‰Â˘ÙÈΤ˜ ∞Ó¿ÁΘ (∞. Ì ∂.∂.∞.) ÛÙÔ ÁÂÓÈÎfi Û¯ÔÏ›Ô, ηÈ(ii) ÚÔÛ¿ıÂÈ· ‰ËÌÈÔ˘ÚÁ›·˜ ÂÓfi˜ Û¯ÂÙÈÎÔ‡ ÂÓÙ·ÍÈ·ÎÔ‡ Û˘ÓıÂÙÈÎÔ‡ ÌÔÓÙ¤ÏÔ˘. (¶ÂÚÈÎÔ‹ ÂÚ›-Ï˄˘)

™∆∞Àƒ√À ¶∏§π√™-¢∏ª∏∆ƒ∏™, ««¢È·Ù·Ú·¯¤˜ ÙÔ˘ ۈ̷ÙÈÎÔ‡ Û¯‹Ì·ÙÔ˜ Î·È Ù˘ ÂÈÎfiÓ·˜ ÙÔ˘ÛÒÌ·ÙÔ˜ Û ·È‰È¿ Ì ÓÔËÙÈ΋ ˘ÛÙ¤ÚËÛË», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 39 (2007-2008), ÛÛ. 141-153.* ¶·È‰› Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ¢È·ÓÔËÙÈ΋ ηı˘ÛÙ¤ÚËÛË * ™ÒÌ· * ∞ÓÙ›ÏË„Ë ÙÔ˘ ¯ÚfiÓÔ˘ * ∞ÓÙ›ÏË„ËÙÔ˘ ¯ÒÚÔ˘ * ª¿ıËÛËñ ∆Ô ÛˆÌ·ÙÈÎfi Û¯‹Ì· (corporal schema, schéma corporel) Â›Ó·È Ë Û˘Ó›‰ËÛË Ù˘ ÂÓfiÙËÙ·˜ ÙÔ˘

ÛÒÌ·ÙÔ˜, Ë ‰˘Ó·ÌÈ΋ ÙˆÓ ·ÈÛı‹ÛÂˆÓ Ô˘ Ì·˜ ÂÈÙÚ¤Ô˘Ó Ó· ·ÓÙÈÏËÊıԇ̠ÙÔ ı¤ÛË ÙˆÓ ÌÂÏÒÓÙÔ˘ ÛÒÌ·Ùfi˜ Ì·˜. ∆Ô ÛˆÌ·ÙÈÎfi Û¯‹Ì· Â›Ó·È Ë ·Ó··Ú¿ÛÙ·ÛË (représentation) Ô˘ ¤¯ÂÈ ÙÔ Î¿ı¿ÙÔÌÔ ÁÈ· ÙÔ ›‰ÈÔ ÙÔ˘ ÙÔ ÛÒÌ·. ∏ Û˘ÁÎÚÔÙË̤ÓË ·Ó··Ú¿ÛÙ·ÛË Ô˘ ¤¯ÂÈ ÙÔ Ê˘ÛÈÔÏÔÁÈÎfi ·È‰›ÁÈ· ÙÔ ÛÒÌ· ÙÔ˘ Û˘Ì‚¿ÏÏÂÈ ÛÙË ‰fiÌËÛË ·fi ÙÔ ·È‰› ÙˆÓ Î·Ù¢ı˘ÓÙ‹ÚÈˆÓ ÛÙ·ıÂÚÒÓ ÛËÌ›ˆÓ·Ó·ÊÔÚ¿˜ ÛÙÔ ¯ÒÚÔ Î·È ÙÔ ¯ÚfiÓÔ, ÛÙË ‰ÔÌÈ΋ ÔÚÁ¿ÓˆÛË ÙÔ˘ ¯ÒÚÔ˘, ÛÙË ¯ˆÚÔÙ·ÍÈ΋ ·ÓÙ›ÏË-„Ë, Ë ÔÔ›· ·ÔÙÂÏ› ·Ó·Áη›· ÚÔ¸fiıÂÛË ÁÈ· ÙËÓ ÂÎÌ¿ıËÛË Ù˘ ·Ó¿ÁÓˆÛ˘ Î·È Ù˘ ÁÚ·Ê‹˜.(¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

™À°Ãƒ√¡∏ ∂∫¶∞π¢∂À™∏ (¶∂ƒπ√¢π∫√) [∂ÈÌ.: ∞.Ã., ∫.°.), ««∞ÊȤڈ̷: ∂ȉÈ΋ ∞ÁˆÁ‹ π. ª·-ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ - ππ. ™ÂÍÔ˘·ÏÈ΋ ∞ÁˆÁ‹. °È·Ù› ÔÈ ‰˘ÛÎÔϛ˜ ‰ÂÓ Ú¤ÂÈ Ó· ÙÔÔ‡Ó ·ÏÏ¿ Ó· ‰›-ÓÔ˘Ó Ï‡ÛÂȘ», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 150 (2007), ÛÛ. 121-186.* ¢È·ÓÔËÙÈ΋ ηı˘ÛÙ¤ÚËÛË * ∞Ó¿ÁÓˆÛË - ¢ÔÎÈÌ·Û›· ÈηÓfiÙËÙ·˜ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË *¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * £ÂÛÛ·ÏÔÓ›ÎË (¡ÔÌfi˜) *°ÏˆÛÛÈ΋ ·Ó¿Ù˘ÍË * •¤Ó˜ ÁÏÒÛÛ˜ * ¢˘ÛÎÔÏ›· Ì¿ıËÛ˘ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ * ªÔÚÊÔÏÔÁ›· *√ÚıÔÁÚ·Ê›· * ∂›Â‰Ô ÓÔËÌÔÛ‡Ó˘ * ¢È·ÓÔËÙÈο ÌÂÈÔÓÂÎÙÒÓ * ™ÂÍÔ˘·ÏÈÎfi ·Ú¿ÙˆÌ· * ¶·È‰È¿- ™ÂÍÔ˘·ÏÈ΋ ηÎÔÔ›ËÛË * ∂ȉÈÎfi Û¯ÔÏÂ›Ô * ™ÂÍÔ˘·ÏÈ΋ ∞ÁˆÁ‹ * ∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· *∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔÌ›·

39

™Àª∂ø¡π¢∏™ Ã∞ƒ∞§∞ª¶√™, «¶ÚfiÁÚ·ÌÌ· ·Ú¤Ì‚·Û˘ Û ∆Ì‹Ì· ŒÓÙ·Í˘ Û ·.Ì.Â.Â.·. ÌÂÓÔËÙÈ΋ ˘ÛÙ¤ÚËÛË», £¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 38 (2007), ÛÛ. 183-192.* ¶·È‰È¿ Ì ÂȉÈΤ˜ ·Ó¿ÁΘ - ∂η›‰Â˘ÛË * ∆Ì‹Ì·(Ù·) ¤ÓÙ·Í˘ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ¶·Ú¤Ì-‚·ÛË * ¶ÚÔÂÙÔÈÌ·Û›· ÁÈ· ÙË ˙ˆ‹ ÙÔ˘ ÂÓ‹ÏÈη * ∞˘ÙÔÓÔÌ›·ñ ™ÎÔfi˜ Ù˘ Âη›‰Â˘Û˘ Â›Ó·È Ó· ÚÔÂÙÔÈÌ·ÛÙÔ‡Ó fiÏ· Ù· ·È‰È¿ ÁÈ· ÙËÓ ÂÈÙ˘¯›· ÛÙËÓ ÂÓËÏÈ-

ΛˆÛË. ∆· ·È‰È¿ Ì ÓÔËÙÈ΋ ηı˘ÛÙ¤ÚËÛË Ú¤ÂÈ Ó· ·ÔÎÙ‹ÛÔ˘Ó ÙËÓ ÂÌÂÈÚ›· Î·È ÙȘ ‰ÂÍÈfiÙË-Ù˜ Ô˘ Ó· ÙÔ˘˜ ÂÈÙÚ¤Ô˘Ó Ó· ÂÚÁ·ÛÙÔ‡Ó, Ó· ˙‹ÛÔ˘Ó Î·È Ó· ·ÔÏ·‡ÛÔ˘Ó ÙË ˙ˆ‹ ÛÙËÓ ÎÔÈÓfiÙË-Ù¿ ÙÔ˘˜. °È· Ó· ˘ÏÔÔÈËı› ÙÔ ·Ú·¿Óˆ, Ú¤ÂÈ Ó· ˘ÈÔıÂÙËıÔ‡Ó ÔÚÈṲ̂Ó˜ ‚·ÛÈΤ˜ ·Ú¯¤˜:ŸÏ· Ù· Û¯ÔÏ›· Ú¤ÂÈ Ó· ÂÎÙÈÌ‹ÛÔ˘Ó fiÏÔ˘˜ ÙÔ˘˜ Ì·ıËÙ¤˜ Î·È Ó· ÙÔ˘˜ ÂÓÙ¿ÍÔ˘Ó Û fiϘ ÙÈ˜Ù˘¯¤˜ Ù˘ Û¯ÔÏÈ΋˜ ˙ˆ‹˜. ∫¿ı ̷ıËÙ‹˜ ¤¯ÂÈ ÙÔ ‰Èη›ˆÌ· Ó· Ï¿‚ÂÈ ÌÈ· ÂÍ·ÙÔÌÈÎÂ˘Ì¤ÓË Âη›-‰Â˘ÛË Ô˘ Ó· ÈηÓÔÔÈ› ÙȘ ·Ó¿ÁΘ ÙÔ˘ Î·È Ó· ÙÔ˘ ÚÔÛʤÚÂÈ ÙËÓ ··Ú·›ÙËÙË ˘ÔÛÙ‹ÚÈÍË. ∏ÔÈÔÙÈ΋ Âη›‰Â˘ÛË Ú¤ÂÈ Ó· ÂÎÙÈÌ‹ÛÂÈ Î·È Ó· ÂÍÂÙ¿ÛÂÈ ÙȘ ·ÓËÛ˘¯›Â˜ ÙÔ˘ Ì·ıËÙ‹ Î·È Ù˘ ÔÈ-ÎÔÁ¤ÓÂÈ¿˜ ÙÔ˘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∆™π∞ª¶√Àƒ∞ ª∞ƒπ∞, ««¡ÔËÙÈ΋ ÈηÓfiÙËÙ· Î·È ÊÔ‚ÈΤ˜ ηٷÛÙ¿ÛÂȘ ÛÙ· ·È‰È¿ Ì ·Ó·ËÚ›·»,£¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 39 (2007-2008), ÛÛ. 126-135.* ¶·È‰› Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ¢È·ÓÔËÙÈο ÌÂÈÔÓÂÎÙÒÓ * ™ˆÌ·ÙÈο ÌÂÈÔÓÂÎÙÒÓ * ºfi‚Ô˜ * ™˘ÁÎÚÈÙÈ-΋ ¤Ú¢ӷñ ™Ùfi¯Ô˜ ·˘Ù‹˜ Ù˘ ÌÂϤÙ˘ ‹Ù·Ó Ó· ÚÔÛ‰ÈÔÚÈÛÙ› Ë ÂÈÎÚ¿ÙËÛË, Ë Ê‡ÛË Î·È Ë ÛÊÔ‰ÚfiÙËÙ· ÙˆÓ

Êfi‚ˆÓ Û ·È‰È¿ Ì ‰È·ÓÔËÙÈ΋, Ì ۈ̷ÙÈ΋ Î·È ¯ˆÚ›˜ ·Ó·ËÚ›·. ¢Â‡ÙÂÚÔ˜ ÛÎÔfi˜ ‹Ù·Ó Ó·‰È·ÈÛÙˆı› Â¿Ó Ë ˘„ËÏfiÙÂÚË ‰È·ÓÔËÙÈ΋ ‰˘Ó·ÙfiÙËÙ·, fiˆ˜ Û˘ÓÙ¿ÛÛÂÙ·È ·fi ÙÔÓ PiagetianÛÙfi¯Ô Û˘ÓÙ‹ÚËÛ˘ «˘ÁÚÔ‡ fiÁÎÔ˘» (Weisz & Zigler, 1979), ı· Ô‰ËÁÔ‡Û Û ÂÚÈÛÛfiÙÂÚÔ˘˜ ηÈÂÓÙÔÓfiÙÂÚÔ˘˜ Êfi‚Ô˘˜. √È Û˘ÌÌÂÙ¤¯ÔÓÙ˜ ‹Ù·Ó ‰Ò‰Âη ·È‰È¿ Ì ۈ̷ÙÈ΋ ·Ó·ËÚ›· Î·È ‰Ò-‰Âη Ì ‰È·ÓÔËÙÈ΋. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

º∆π∞∫∞ ∂§∂¡∏, ™√º√∫§∂√À™ ∞¡¢ƒ∂∞™, ¡π∫√§∞´¢√À ª∞ƒπ∞, ««∏ ‰È·ÊÔÚÔÔ›ËÛË ÛÙËÛ˘ÌÂÚÈÊÔÚ¿ ÙˆÓ ·È‰ÈÒÓ ¯ˆÚ›˜ ÂȉÈΤ˜ ·Ó¿ÁΘ ˆ˜ ÚÔ˜ Ù· ·È‰È¿ Ì ÂȉÈΤ˜ ·Ó¿ÁΘ, ÌÂÙ¿ ·fiÙËÓ ÂÊ·ÚÌÔÁ‹ ·ÚÂÌ‚·ÙÈÎÔ‡ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ÎÔÈÓˆÓÈÎÔÔ›ËÛ˘. ¡fiËÌ· ÛÙÔ ıÂÛÌfi Ù˘ ¤ÓÙ·Í˘»,¡¤· ¶·È‰Â›·, Ù¯. 123 (2007-2008), ÛÛ. 71-93.* ¶·È‰› Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· * ∫ÔÈÓˆÓÈÎÔÔ›ËÛË * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË *™Ù¿ÛË ÙÔ˘ Ì·ıËÙ‹ - ∂›‰Ú·ÛË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

Ã∞ƒ√À¶π∞™ ∞ƒπ™∆∂π¢∏™, ««¶ÚÔÁÚ¿ÌÌ·Ù· ·Ú¿ÏÏËÏ˘ ÛÙ‹ÚÈ͢ Ì·ıËÙÒÓ Ì ÂȉÈΤ˜ ÂÎ·È‰Â˘-ÙÈΤ˜ ·Ó¿ÁΘ ÛÙÔ Û˘ÓËıÈṲ̂ÓÔ Û¯ÔÏ›Ô. ¢È·ÈÛÙÒÛÂȘ, ÎÚÈÙÈ΋ Î·È ÚÔÙ¿ÛÂȘ ÁÈ· ÙÔ Ó¤Ô ıÂÛÌfi»,£¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, Ù¯. 39 (2007), ÛÛ. 54-67.* ¶·È‰› Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ™¯ÔÏÈ΋ ¤ÓÙ·ÍË * ™˘ÓÂη›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ¶Úfi-ÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈ΋ Ú·ÎÙÈ΋ ñ ªÂ ÙËÓ „‹ÊÈÛË ÙÔ˘ Ó. 2817/2000 (º∂∫. 78/∆.∞’/14-03-2000), Ì ÙÔÓ ÔÔ›Ô ÓÔÌÔıÂÙ‹ıËΠË

¤ÓÙ·ÍË Î·È ÈÛfiÙÈÌË Û˘ÓÂη›‰Â˘ÛË (inclusion) ÙˆÓ Ì·ıËÙÒÓ Ì ÂȉÈΤ˜ ÂÎ·È‰Â˘ÙÈΤ˜ ·Ó¿ÁΘ(Â.Â.·.) ÛÙÔ Û˘ÓËıÈṲ̂ÓÔ Û¯ÔÏ›Ô, Ù¤ıËÎ·Ó Ù· ıÂ̤ÏÈ· ÁÈ· ÌÈ· Û‡Á¯ÚÔÓË ÂÏÏËÓÈ΋ ÂȉÈ΋ Âη›-‰Â˘ÛË. ∏ ÈÂÚ¿Ú¯ËÛË ÙˆÓ ÚÔ‚ÏÂfiÌÂÓˆÓ ·fi ÙÔ ÓfiÌÔ ˘ËÚÂÛÈÒÓ, Ì ÚfiÙ·ÍË Ù˘ ÊÔ›ÙËÛË˜ÙˆÓ Ì·ıËÙÒÓ Ì Â.Â.·. ÛÙË Û˘Ó‹ıË Û¯ÔÏÈ΋ Ù¿ÍË Ì ·Ú¿ÏÏËÏË ÛÙ‹ÚÈÍË (¶.™.) ·fi ÂÎ·È‰Â˘ÙÈ-Îfi ÂȉÈ΋˜ ·ÁˆÁ‹˜, ¤ıÂÛ ȉȷ›ÙÂÚ· „ËÏ¿ ÙÔÓ «‹¯˘» ÙˆÓ ÚÔÛ‰ÔÎÈÒÓ, ÙfiÛÔ ÙˆÓ ÁÔÓ¤ˆÓ ÙˆÓÌ·ıËÙÒÓ fiÛÔ Î·È Ù˘ ÎÔÈÓˆÓ›·˜! (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

40

Ã∞∆∑∏ª∞¡ø§∏ ¢∏ª∏∆ƒ∞, «∏ ·ÍÈÔÔ›ËÛË ÙˆÓ ‰È‰·ÎÙÈÎÒÓ ÂÈÛΤ„ÂˆÓ Û ÌÔ˘Û›· ÁÈ· ÙËÓÚÔÛÊÔÚ¿ ∂·ÁÁÂÏÌ·ÙÈ΋˜ ∞ÁˆÁ‹˜ Û ̷ıËÙ¤˜ Î·È Ì·ı‹ÙÚȘ ∂ȉÈÎÔ‡ Û¯ÔÏ›Ԣ», ∂ÈıÂÒÚËÛË™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 296-313.* ÕÙÔÌÔ Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛË * ∂Î·È‰Â˘ÙÈΤ˜ ÂÈÛΤ„ÂȘ Û ÌÔ˘Û›· * ∂·Á-

ÁÂÏÌ·ÙÈÎfi˜ ÚÔÛ·Ó·ÙÔÏÈÛÌfi˜ * ∂·ÁÁ¤ÏÌ·Ù·, ·Ú·‰ÔÛȷο * ∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· *∂ıÓÈÎfi Î·È ∫·Ô‰ÈÛÙÚÈ·Îfi ¶·ÓÂÈÛÙ‹ÌÈÔ ∞ıËÓÒÓ

ñ ™’ ·˘Ù‹ Ì·˜ ÙËÓ ÂÚÁ·Û›· ‰ÈÂÚ¢Óԇ̠ÙË Û¯¤ÛË ªÔ˘Û›Ԣ Î·È ∂ȉÈÎÔ‡ ™¯ÔÏ›Ԣ ÁÈ· ÙË ‰˘Ó·Ùfi-ÙËÙ· ÚÔÛÊÔÚ¿˜ ·ÁÁÂÏÌ·ÙÈ΋˜ ·ÁˆÁ‹˜ Û ̷ıËÙ¤˜/ÙÚȘ Ì ÂȉÈΤ˜ ·Ó¿ÁΘ (∞Ì∂∞). ∂ȯÂÈ-Úԇ̠ÙËÓ ÂÚÈÁÚ·Ê‹ ÌÈ·˜ ÚfiÙ·Û˘ ‰È‰·Ûηϛ·˜ ÚÔ·ÁÁÂÏÌ·ÙÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ ÙˆÓ ·Ú·-‰ÔÛÈ·ÎÒÓ Â·ÁÁÂÏÌ¿ÙˆÓ ÙÔ˘ ·ÁÁÂÈÔÏ¿ÛÙË, ÎÔÛÌËÌ·ÙÔÔÈÔ‡, ˘Ê¿ÓÙÚÈ·˜, ÌÔ‰›ÛÙÚ·˜ - Ú¿ÊÙË,˙·¯·ÚÔÏ¿ÛÙË - Ì¿ÁÂÈÚ·, ÌÂ Û˘ÁÎÂÎÚÈ̤ÓË ·ÍÈÔÔ›ËÛË ÙˆÓ ÂÙ‹ÛȈÓ, ‰È‰·ÎÙÈÎÒÓ ÂÈÛΤ„ˆÓÛÙ· ÌÔ˘Û›· ªÂϤÙ˘ ¡ÂfiÙÂÚ˘ ∫ÂÚ·ÌÈ΋˜ - æ·ÚÔÔ‡ÏÔ˘, ∂ÏÏËÓÈ΋˜ §·˚΋˜ ∆¤¯Ó˘, ∂ÏÏËÓÈ-΋˜ ¶·È‰È΋˜ ∆¤¯ÓË Î·È ÙÔ˘ ∂ÏÏËÓÈÎÔ‡ ¶·È‰ÈÎÔ‡ ªÔ˘Û›Ԣ, ·fi Ù· ·È‰È¿ Ù˘ ∞ÓÒÙÂÚ˘ ‚·ı-Ì›‰·˜ ÙÔ˘ ∂ȉÈÎÔ‡ ¶ÂÈÚ·Ì·ÙÈÎÔ‡ ¢ËÌÔÙÈÎÔ‡ ™¯ÔÏ›Ԣ, ª·Ú·ÛÏ›Ԣ, ¶∆¢∂, ¶·ÓÂÈÛÙËÌ›Ô˘∞ıËÓÒÓ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

55. £∂øƒπ∞ ∫∞π ™Ã∂¢π∞™ª√™ ¶ƒ√°ƒ∞ªª∞∆ø¡ ™¶√À¢ø¡

KRON, FRIEDRICH W., ™OºO™ A§IBIZO™, «Der Lehrplan und die neuen Medien», ¶·È‰·ÁˆÁÈ-Îfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 211-234.* ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¢È‰·ÎÙÈο ‚ÔËı‹Ì·Ù· * ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜ *∫·ÈÓÔÙÔÌ›· * °ÂÚÌ·Ó›·ñ ∆Ô ·ÎfiÏÔ˘ıÔ ¿ÚıÚÔ Ú·ÁÌ·Ù‡ÂÙ·È ÙÔ ÚfiÏÔ ÙˆÓ ÈÛ¯˘fiÓÙˆÓ ‰È‰·ÎÙÈÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ

(Lehrplan) ηıÒ˜ ›Û˘ Î·È ÙȘ ·Ó·ÊÔÚ¤˜ Ô˘ ÂÚȤ¯ÔÓÙ·È Û ·˘Ù¿ Û¯ÂÙÈο Ì ÙËÓ ·ÈÙÈÔÏfi-ÁËÛË Î·È ÙËÓ Ú·ÁÌ·ÙÔÔ›ËÛË ‰È‰·Ûηϛ·˜ Ì ¡¤· ª¤Û·. ∏ ·Ó¿Ï˘ÛË ÙÔ˘ ı¤Ì·ÙÔ˜ ‚·Û›˙ÂÙ·ÈÙfiÛÔ Û ‚È‚ÏÈÔÁÚ·ÊÈΤ˜ ¤Ú¢Ó˜ ÂÚ› ¢È‰·ÎÙÈÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Ì ¡¤· ª¤Û· fiÛÔ Î·È Û·ÔÙÂϤÛÌ·Ù· ÂÓfi˜ ·ÓÂÈÛÙËÌÈ·ÎÔ‡ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Ô˘ Ú·ÁÌ·ÙÔÔÈ‹ıËΠ۠ۯÔÏ›· Ù˘ÂÚÈÔ¯‹˜ ÙÔ˘ Mainz. ∞fi ÙȘ ·Ó·Ï‡ÛÂȘ ÙˆÓ ·Ó·ÊÔÚÒÓ ÙˆÓ ‰È‰·ÎÙÈÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ ‰È·-Ê·›ÓÂÙ·È fiÙÈ Ù· ª¤Û· ·›˙Ô˘Ó ¤Ó· ÛËÌ·ÓÙÈÎfi ·ÏÏ¿ Ù·˘Ùfi¯ÚÔÓ· ‰Â˘ÙÂÚ‡ÔÓÙ· ÚfiÏÔ. (¶ÂÚÈÎÔ-‹ ÂÚ›Ï˄˘)

66. ¢π¢∞∫∆π∫∏ £∂øƒπ∞ - ¢π¢∞∫∆π∫∏ ¶ƒ∞•∏

∑ª∞™ ∞ƒπ™∆√∆∂§∏™, ¶∞¶∞¢√¶√À§√À µ∞™π§π∫∏, «∏ Û¯¤ÛË ıˆڛ·˜-Ú¿Í˘ ·fi ÊÈÏÔÛÔ-ÊÈ΋ ÛÎÔÈ¿ Î·È ÔÈ ÚÔÂÎÙ¿ÛÂȘ Ù˘ ÛÙËÓ Âη›‰Â˘ÛË ˘Ô„ËÊ›ˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ», ∂ÈÛً̘ ∞Áˆ-Á‹˜, Ù¯. 4 (2007), ÛÛ. 229-242.* ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ºÈÏÔÛÔÊ›· Ù˘ ∞ÁˆÁ‹˜ * ∞ÚÈÛÙÔÙ¤Ï˘ (384-322) * Kant, Immanuel(1724-1804) * Herbart, Johann Friedrich (1776-1841) * ∂η›‰Â˘ÛË Î·ıËÁËÙÒÓ

41

ñ The linking theory and practice remains an enigmatic effort for pedagogy, specialized forteachers’ education. The main focus of this article is the philosophical and the pedagogicalviews of Aristotle, Kant and Herbart to this puzzle. The paper examines the role of Aristotle’sphronesis, Kant’s ciritcal judgment and Herbart’s conception for the teacher’s tact to connecttheory and practice. Their role seems to be important for realistic teacher’s education andreflective profession in school. In addition, it is argued that the insecurity of students in frame oftheir practicum can help them by finding the bridge to link theory and practice.

∫√Àµ∂∆∏ ∞£∏¡∞, «ª¤ıÔ‰Ô˜ Project», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ ™›ÙÈ, Ù¯. 487 (2007), ÛÛ. 317-323.* ª¤ıÔ‰Ô˜ Project (∂η›‰Â˘ÛË) * ™¯¤‰ÈÔ ∂ÚÁ·Û›·˜ * ¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ƒfiÏÔ˜ ÙÔ˘ ηıË-ÁËÙ‹ * ™˘ÓÂÚÁ·ÙÈ΋ Ì¿ıËÛË * µÈˆÌ·ÙÈ΋ Ì¿ıËÛË

66.1 °§ø™™∞

∞¡¢ƒ∂√À °∂øƒ°π∞, µ§∞Ã√™ ºπ§π¶¶√™, Ã∞º∆√Àƒ∞™ ¡π∫√§∞√™, «The Cerebellum andLanguage Functions», æ˘¯ÔÏÔÁ›·, Ù¯. 14/2 (2007), ÛÛ. 113-126.* °ÏÒÛÛ· * °ÏˆÛÛÈ΋ ·Ó¿Ù˘ÍË * °ÏˆÛÛÈ΋ ‰ÂÍÈfiÙËÙ· * °ÓˆÛÙÈ΋ ‰ÈÂÚÁ·Û›· * ¶·Ú·ÂÁÎÂÊ·Ï›‰· *¡Â˘ÚÔ„˘¯ÔÏÔÁ›·ñ ∆Ô ÂӉȷʤÚÔÓ ÁÈ· ÙÔ ÚfiÏÔ Ù˘ ·ÚÂÁÎÂÊ·Ï›‰·˜ ÛÙË ÁÓˆÛÙÈ΋ ÏÂÈÙÔ˘ÚÁ›· ¤¯ÂÈ ·˘ÍËı› ÛÙȘ ̤-

Ú˜ Ì·˜, ÁÂÁÔÓfi˜ Ô˘ ‚·Û›˙ÂÙ·È ÙfiÛÔ Û ıˆÚËÙÈΤ˜ ÛΤ„ÂȘ fiÛÔ Î·È Û ÂÌÂÈÚÈο ‰Â‰Ô̤ӷ.√ ÚÒÙÔ˜ ÛÙfi¯Ô˜ ·˘Ù‹˜ Ù˘ ÌÂϤÙ˘ ‹Ù·Ó Ó· ·Ú¿Û¯Ô˘Ì ÌÈ· ÂÈÛ·ÁˆÁÈ΋ ·Ó·ÎÂÊ·Ï·›ˆÛË ÙÔ˘ÚfiÛÊ·Ù· ·Ó·ÁÓˆÚÈṲ̂ÓÔ˘ ÚfiÏÔ˘ Ù˘ ·ÚÂÁÎÂÊ·Ï›‰·˜ Û ¤Ó·Ó ·ÚÈıÌfi ÁÓˆÛÙÈÎÒÓ ‰È·‰Èη-ÛÈÒÓ, Ì ȉȷ›ÙÂÚË ¤ÌÊ·ÛË ÛÙËÓ ÂÌÏÔ΋ Ù˘ ÛÙËÓ ÔÌÈÏ›· Î·È ÙȘ ÁψÛÛÈΤ˜ ÏÂÈÙÔ˘ÚÁ›Â˜. °È’ ·˘-Ùfi ÙÔ ÏfiÁÔ, ·ÚÔ˘ÛÈ¿˙Ô˘Ì Ó¢ÚÔ„˘¯ÔÏÔÁÈΤ˜, ·Ó·ÙÔÌÈΤ˜ Î·È Ó¢ÚÔ·ÂÈÎÔÓÈÛÙÈΤ˜ ÌÂϤÙÂ˜Ô˘ ‰ÈÂÍ‹¯ıËÎ·Ó ÙȘ ‰‡Ô ÙÂÏÂ˘Ù·›Â˜ ‰ÂηÂٛ˜ Î·È ÔÈ Ôԛ˜ ¤‰ÂÈÍ·Ó fiÙÈ ÛÙÔÓ ¿ÓıÚˆÔ Ë ·ÚÂ-ÁÎÂÊ·Ï›‰· ÂÌϤÎÂÙ·È Û ‰È¿ÊÔÚ˜ ·ÓÒÙÂÚ˜ ÁÓˆÛÙÈΤ˜ ÏÂÈÙÔ˘ÚÁ›Â˜, fiˆ˜ Ë ÁÏÒÛÛ·, Ë ÌÓ‹ÌË,ÔÈ ÔÙÈÎÔ¯ˆÚÈΤ˜ ‰ÂÍÈfiÙËÙ˜, ÔÈ ÂÎÙÂÏÂÛÙÈΤ˜ ÏÂÈÙÔ˘ÚÁ›Â˜, Ë ÙÚÔÔÔ›ËÛË Ù˘ ÛΤ„˘ Î·È Ë Û˘-Ó·ÈÛıËÌ·ÙÈ΋ Ú‡ıÌÈÛË Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜. √ ‰Â‡ÙÂÚÔ˜ ÛÙfi¯Ô˜ ‹Ù·Ó Ó· ÂÍÂÙ¿ÛÔ˘Ì ÂÚ·ÈÙ¤ÚˆÙËÓ ˘fiıÂÛË Ù˘ Û˘ÌÌÂÙÔ¯‹˜ Ù˘ ·ÚÂÁÎÂÊ·Ï›‰·˜ ÛÙË ÏÂÎÙÈ΋ ¢¯¤ÚÂÈ· ·Ú¤¯ÔÓÙ·˜ ÛÙÔȯ›··fi ÌÈ· ÚÔηٷÚÎÙÈ΋ Ó¢ÚÔ„˘¯ÔÏÔÁÈ΋ ÌÂϤÙË Ì·˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

µ∞√™ ∞¡∆ø¡∏™, ««∏ ∂ÈηÛÙÈ΋ ∞ÁˆÁ‹ ˆ˜ “Ì¿ıËÌ·” Î·È ˆ˜ ÂÚÈÔ¯‹ ÙÔ˘ Û¯ÔÏÈÎÔ‡ ÚÔÁÚ¿ÌÌ·-ÙÔ˜. ŒÓ·˜ ¢ڇÙÂÚÔ˜ ÚÔ‚ÏËÌ·ÙÈÛÌfi˜ Ì ·ÊÔÚÌ‹ ÙȘ ‰È·ıÂÌ·ÙÈΤ˜ ÚÔÛÂÁÁ›ÛÂȘ ÙˆÓ ÂÈηÛÙÈÎÒÓÌ·ıËÌ¿ÙˆÓ ÛÙÔ ∞Ó·Ï˘ÙÈÎfi ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148 (2007), ÛÛ. 97-104.* ¶·È‰È¿ - ∞ÈÛıËÙÈ΋ ∞ÁˆÁ‹ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ™Ùfi¯ÔÈ Ù˘ Âη›‰Â˘Û˘ * ¶ÂÚȯfiÌÂÓÔ Ù˘Âη›‰Â˘Û˘ * ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔÌ›·

°∞µƒπ∏§π¢√À ∑ø∏, ««™ÙÚ·ÙËÁÈΤ˜ ÂÎÌ¿ıËÛ˘ Ù˘ ∂ÏÏËÓÈ΋˜ ˆ˜ ‰Â‡ÙÂÚ˘ ÁÏÒÛÛ·˜ Ô˘ ¯ÚËÛÈ-ÌÔÔÈÔ‡ÓÙ·È ·fi ÂÓ‹ÏÈΘ ÌÔ˘ÛÔ˘ÏÌ¿ÓÔ˘˜ Ì·ıËÙ¤˜», ¡¤· ¶·È‰Â›·, Ù¯. 123 (2007), ÛÛ. 117-133.* ¡¤· ∂ÏÏËÓÈο * •¤Ó˜ ÁÏÒÛÛ˜ * ªÔ˘ÛÔ˘ÏÌ¿ÓÔÈ Û ÌË ÌÔ˘ÛÔ˘ÏÌ·ÓÈΤ˜ ¯ÒÚ˜ * ∂η›‰Â˘ÛËÂÓËÏ›ÎˆÓ * ™¯ÔÏÂ›Ô ¢Â‡ÙÂÚ˘ ∂˘Î·ÈÚ›·˜ * ™ÙÚ·ÙËÁÈ΋ Ù˘ Ì¿ıËÛ˘ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

42

°∞™¶∞ƒ∞∆√À ƒ∂¡π∞, «√ ηٷ‰ÂÈÎÙÈÎfi˜ ÔÚÈÛÌfi˜ Î·È Ô ÚfiÏÔ˜ ÙÔ˘ ÛÙËÓ ÂÎÌ¿ıËÛË Ù˘ ÁÏÒÛÛ·˜:Ë ÎÚÈÙÈ΋ ÙÔ˘ Ludwig Wittgenstein ÛÙËÓ ·Ú·‰ÔÛȷ΋ ·ÓÙ›ÏË„Ë ÁÈ· ÙËÓ ÂÎÌ¿ıËÛË Ù˘ ÌËÙÚÈ΋˜ÁÏÒÛÛ·˜», ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 141-152.* ªËÙÚÈ΋ ÁÏÒÛÛ· * ∂ÎÌ¿ıËÛË ÁψÛÛÒÓ * ¶·È‰› * ∂ÈÎÔÈÓˆÓȷ΋ ÈηÓfiÙËÙ· * °ÏÒÛÛ· Î·È ÁÏÒÛ-Û˜ - ºÈÏÔÛÔÊ›· * ∫ÚÈÙÈ΋ ıˆڛ·ñ Ostensive definition and language acquisition: L. Wittgenstein’s critique of the traditional view

of language learning. Traditionally, from medieval philosophy to nowadays, language is takento have a primarily representative function. This view considers ostensive definition to be thethreshold between reality and language and, therefore, the foundation of all language learning.This paper summarizes Wittgenstein’s main arguments against such a view and suggests thatWittgenstein’s theory can better explain language acquisition.

°∂ƒ√°π∞¡¡∞∫∏ ∞¡¢ƒ√¡π∫∏ ¡., ««∏ ÈηÓfiÙËÙ· ÙˆÓ Ì·ıËÙÒÓ ¢ËÌÔÙÈÎÔ‡ Ó· Û˘Óı¤ÙÔ˘Ó ÂÚ›ÏË-„Ë: ÌÈ· ‰È‰·ÎÙÈ΋ ·Ú¤Ì‚·ÛË», ¡¤· ¶·È‰Â›·, Ù¯. 124 (2007), ÛÛ. 85-97.* ¶ÂÚ›ÏË„Ë * ¢ËÌÔÙÈÎfi Û¯ÔÏÂ›Ô * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * °ÏˆÛÛÈ΋ ‰ÂÍÈfiÙËÙ· * ™ÙÚ·ÙËÁÈ΋ Ù˘̿ıËÛ˘ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

°∫π√™√™ πø∞¡¡∏™, ∫√À∆™√Àª¶∞ ª∞ƒπ∞ π., ª∞Àƒ√∂π¢∏™ ∏§π∞™, ««∆Ô ËÏÂÎÙÚÔÓÈÎfi Λ-ÌÂÓÔ ÛÙËÓ ∞ÓÔÈÎÙ‹ Î·È ÂÍ ·ÔÛÙ¿Ûˆ˜ Âη›‰Â˘ÛË», ∞ÓÔÈÎÙ‹ ∂η›‰Â˘ÛË = Open Education, Ù¯.6 (2007), ÛÛ. 30-42.* ∞ÓÔÈÎÙ‹ Âη›‰Â˘ÛË * ™Ô˘‰¤˜ ·fi ∞fiÛÙ·ÛË * ∆¯ÓÔÏÔÁ›· Ù˘ ¶ÏËÚÔÊÔÚ›·˜ * ∂Î·È‰Â˘ÙÈÎfiÏÔÁÈÛÌÈÎfi * ¢È·‰Èηۛ· Ì¿ıËÛ˘ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ ∏ ÂÈÛ·ÁˆÁ‹ Î·È Ë ¯Ú‹ÛË ÙˆÓ Ù¯ÓÔÏÔÁÈÒÓ Ù˘ ÏËÚÔÊÔÚ›·˜ Î·È Ù˘ ÂÈÎÔÈÓˆÓ›·˜ ÛÙËÓ Âη›-

‰Â˘ÛË ·fi ·fiÛÙ·ÛË ¤¯ÂÈ ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ Ó¤Â˜ ÚÔÔÙÈΤ˜ Î·È ÚÔÎÏ‹ÛÂȘ. ªÂٷ͇ ·˘ÙÒÓ ‚Ú›-ÛÎÂÙ·È Ë ‰˘Ó·ÙfiÙËÙ· ‰ËÌÈÔ˘ÚÁ›·˜ Î·È ‰È·ÓÔÌ‹˜ ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ˘ÏÈÎÔ‡ Û „ËÊȷ΋ ÌÔÚÊ‹,˘ÏÈÎÔ‡ ‰ËÏ·‰‹ ÙÔ ÔÔ›Ô ÌÔÚ› Ó· ¤¯ÂÈ ÙËÓ ÌÔÚÊ‹ ÎÂÈ̤ÓÔ˘, ÂÈÎfiÓ·˜, ‹¯Ô˘ Î·È ‚›ÓÙÂÔ. ∏ ‰˘-Ó·ÙfiÙËÙ· Ô˘ ‰›ÓÔ˘Ó ÔÈ Ù¯ÓÔÏÔÁ›Â˜ Ù˘ ÏËÚÔÊÔÚ›·˜ Î·È Ù˘ ÂÈÎÔÈÓˆÓ›·˜ ÁÈ· „ËÊÈÔÔ›ËÛËÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ˘ÏÈÎÔ‡ ı¤ÙÂÈ Ó¤· ÂÚˆÙ‹Ì·Ù·. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

°ƒÀ¡∆∞∫∏ °∫., ««√ µ¿ÏÙÂÚ ªÙ¤ÓÁÈ·ÌÈÓ Î·È Ë ·Ú¯·›· Ï·ÏÈ¿», ∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007),ÛÛ. 163-167.* °ÏÒÛÛ· Î·È ÁÏÒÛÛ˜ - ºÈÏÔÛÔÊ›· * ¢ËÌÈÔ˘ÚÁ›· * ÕÓıÚˆÔ˜ * º‡ÛË * º˘ÛÈ΋ Ì·Á›· * §ÔÁÔ-Ù¯ӛ·

¢∏ª∏∆ƒπ∞¢√À ∫∞∆∂ƒπ¡∞, ««√ÙÈÎfi˜ ÁÚ·ÌÌ·ÙÈÛÌfi˜ Î·È ÁψÛÛÈ΋ ‰È‰·Ûηϛ·: ÌÈ· ÎÚÈÙÈ΋ ·Ó¿-ÁÓˆÛË ÛÙ· Ó¤· ÂÁ¯ÂÈÚ›‰È· Ù˘ °ÏÒÛÛ·˜ ÁÈ· ÙËÓ ∞’ ¢¢ËÌÔÙÈÎÔ‡», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148(2007), ÛÛ. 72-80.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢È‰·Ûηϛ· ÁÏÒÛÛ·˜ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂ÈÎÔÓÔÁÚ¿ÊËÛË *∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹

¢π∞ª∞¡∆√¶√À§√™ ¢∏ª∏∆ƒ∏™, ««ŒÎÊÚ·ÛË - ŒÎıÂÛË (°ÂÓ. ·Ú·ÙËÚ‹ÛÂȘ - ¢È‰·ÎÙÈΤ˜ÚÔÙ¿ÛÂȘ)», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 137-147.* ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ¡¤· * ŒÎıÂÛË * ŒÎÊÚ·ÛË * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛË * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ *¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘

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∫∞∑∞∑∏™ π.¡., «√È ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜ Î·È Ë ‰È‰·Ûηϛ· Ù˘ ∞Ú¯·›·˜ ∂ÏÏËÓÈ΋˜: Ô “∏ÏÂÎÙÚÔÓÈÎfi˜ÎfiÌ‚Ô˜” Î·È Ë “¶‡ÏË ÁÈ· ÙËÓ ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·” ÙÔ˘ ∫∂°», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 101-110.* ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ∞Ú¯·›·-™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * °Ú·ÌÌ·Ù›·, ∞Ú¯·›· ÂÏÏËÓÈ΋ * ¡¤Â˜ ∆Â-¯ÓÔÏÔÁ›Â˜ * ¢È·‰›ÎÙ˘Ô (Internet) - ¶ÚÔÁÚ¿ÌÌ·Ù· * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¶ÔÈfiÙËÙ· ‰È‰·-Ûηϛ·˜

∫∞§§∂ƒ∏ ª∞ƒπ∞, ««“Science Fair”: ŒÓ·˜ ÂÓ·ÏÏ·ÎÙÈÎfi˜ ÙÚfiÔ˜ Ì¿ıËÛ˘ Î·È ·Ó¿Ù˘Í˘ ÂÈÛÙË-ÌÔÓÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ Î·È ÛÙ¿Ûˆӻ, ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 149 (2007), ÛÛ. 111-121.* ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔÌ›· * ∂ÚÁ·Û›· ÛÔ˘‰·-ÛÙÒÓ * ∂›‰ÂÈÍË * ∞ÍÈÔÏfiÁËÛË * £ÂÛÛ·ÏÔÓ›ÎË

∫∞ƒ∞ª∏¡∞™ π°¡∞∆π√™, ««∞fi„ÂȘ Î·È ·ÓÙÈÏ‹„ÂȘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Ù˘ ÂÚÈʤÚÂÈ·˜ ∞ÙÙÈ΋˜ÁÈ· ÙË ‰È‰·ÎÙÈ΋ ·ÍÈÔÔ›ËÛË ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘ ÛÙÔ ¢ËÌÔÙÈÎfi Û¯ÔÏ›Ի, ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯.149 (2007), ÛÛ. 138-156.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∫·ıËÁËÙ‹˜ * ¢È·‰›ÎÙ˘Ô (Internet) * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * °ÓÒÌË* ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ

∫∞∆™√À§∞∫√™ £∂√¢øƒ√™ ™., ««√ ¶ÂÏÔÔÓÓËÛÈ·Îfi˜ fiÏÂÌÔ˜ (431-404 .Ã.) πÛÙÔÚÈ΋ ÚÔ-Û¤ÁÁÈÛË», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 183-196.* ∂ÏÏ¿‰· - πÛÙÔÚ›· - ¶ÂÏÔÔÓÓËÛÈ·Îfi˜ fiÏÂÌÔ˜, 431-404 * ¢È‰·ÎÙÈ΋ * ÃÒÚÔ˜ Î·È ¯ÚfiÓÔ˜ * ¢È‹-ÁËÛË * ∞ÈÙÈfiÙËÙ· * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË

∫∂∫∫√À ª∞ƒπ∞, ««¶ÚÔÛ¤ÁÁÈÛË ÙÔ˘ µ’ ™™Ù¿ÛÈÌÔ˘ ·fi ÙËÓ “∞ÓÙÈÁfiÓË” ̤ۈ ÙÔ˘ ıËÛ·˘ÚÔ‡ Ù˘∂ÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ.111-124.* ∂ÏÏËÓÈÎfi ‰Ú¿Ì· (∆Ú·Áˆ‰›·) * ™ÔÊÔÎÏ‹˜ (496-406) * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¡¤Â˜ ∆¯ÓÔÏÔ-Á›Â˜ * ∂Ê·ÚÌÔÁ‹ * ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘

∫√ƒª∞§∏™ ∞£∞¡∞™π√™, ««µ›ÙÔ ¡ÙÔ̤ÓÈÎÔ ¶·ÏÔ‡ÌÔ (1854-1918). √ ÏfiÁÈÔ˜ Ù˘ ∂ÏÏ¿‰·˜ ÙÔ˘™·Ï¤ÓÙÔ», ∂ÏÏËÓÈ΋ ¢ÈÂıÓ‹˜ °ÏÒÛÛ·, Ù¯. 8/69 (2007), ÛÛ. 730-737.* Vito Domenico Palumbo (1854-1918) * ™·Ï¤ÓÙÔ (πÙ·Ï›·) - ¶ÔÏÈÙÈÛÌfi˜ - ∂ÏÏËÓÈΤ˜ ÂȉڿÛÂȘ *§fiÁÈÔÈ, πÙ·ÏÔ› * ∂ÏÏËÓÈ΋ ÊÈÏÔÏÔÁ›· * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ· - ¢È¿ÏÂÎÙÔÈ * ∂ÏÏËÓfiʈÓÔÈ

∫√ƒƒ∂ ∂πƒ∏¡∏, ««∆· Ó¤· Û¯ÔÏÈο ÂÁ¯ÂÈÚ›‰È· Ù˘ °ÏÒÛÛ·˜ ÙˆÓ Ù¿ÍÂˆÓ ∞’ ÎÎ·È °’ ¢¢ËÌÔÙÈÎÔ‡. ªÈ·ÎÚÈÙÈ΋ ıÂÒÚËÛË», ŒÚ¢ӷ Î·È ¶Ú¿ÍË, Ù¯. 20-21 (2007), ÛÛ. 80-85.* ¢È‰·Ûηϛ· ÁÏÒÛÛ·˜ * °Ú·ÌÌ·ÙÈ΋ * ∂ÈÎÔÓÔÁÚ¿ÊËÛË * ¢Ú·ÛÙËÚÈfiÙËÙ˜ * ∞ÙÔÌÈÎfi˜ Ê¿ÎÂÏÔ˜ *ªÔÓÙ¤ÏÔ

∫Àƒ∫π¡∏-∫√À∆√À§∞ ∞¡∞™∆∞™π∞, ««∏ ¢È·ıÂÌ·ÙÈÎfiÙËÙ· ÛÙÔ Ì¿ıËÌ· Ù˘ ∞Ú¯·›·˜ πÛÙÔÚ›·˜: ‰È-‰·ÎÙÈÎfi ·Ú¿‰ÂÈÁÌ· Ì ‚¿ÛË ÙÔ ÎÂÊ¿Ï·ÈÔ ÁÈ· ÙÔÓ ¶ÂÏÔÔÓÓËÛÈ·Îfi fiÏÂÌÔ ·fi ÙÔ ‚È‚Ï›Ô “∞Ú¯·›·πÛÙÔÚ›·” ÁÈ· ÙËÓ ∞’ ÙÙ¿ÍË °˘ÌÓ·Û›Ô˘ ÙˆÓ £. ∫·ÙÛÔ˘Ï¿ÎÔ˘, °. ∫ÔÎÎÔÚÔ‡-∞ÏÂ˘Ú¿, µ. ™ÎÔ˘Ï¿ÙÔ˘»,¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 197-206.* πÛÙÔÚ›·, ∞Ú¯·›· * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ¶ÂÏÔÔÓÓË-ÛÈ·Îfi˜ fiÏÂÌÔ˜ 431-404 * ¶ÚfiÙ˘Ô ‰È‰·Ûηϛ·˜ * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘-Û˘

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§∂ª√¡π¢∏™ Ã∞ƒ∞§∞ª¶√™, ¡π∫√§∞¡∆ø¡∞∫∏™ ∫ø¡/¡√™, «∂ÏÏËÓÈÎfi˜ ÔÏÏ·Ï·ÛÈ·ÛÌfi˜:¤Ó·˜ ¿ÁÓˆÛÙÔ˜ ÈÛÙÔÚÈÎfi˜ ·ÏÁfiÚÈıÌÔ˜ ηٿÏÏËÏÔ˜ ÁÈ· ÙË ‰È‰·Ûηϛ·», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯.151 (2007), ÛÛ. 169-178.* ª·ıËÌ·ÙÈο - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (™ÙÔȯÂÈ҉˘) * ª·ıËÌ·ÙÈο ∂ÏÏËÓÈο - πÛÙÔÚ›· * ª·ıË-Ì·ÙÈÎÔ› - µÈÔÁÚ·Ê›· * ∞ÏÁfiÚÈıÌÔ˜ * ¶ÔÏÏ·Ï·ÛÈ·ÛÌfi˜ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô

ª√™Ã√¡∞™ ™¶Àƒ√™ ∞., ««∏ ÂÈÙÔÌ‹ ÂÓfi˜ ·ÓÔÏÔÎÏ‹ÚˆÙÔ˘ ÏÂÍÈÎÔ‡», ºÈÏfiÏÔÁÔ˜, Ù¯. 130(2007), ÛÛ. 597-612.* ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ªÂ۷ȈÓÈ΋ - §ÂÍÈο * ∫ÚÈ·Ú¿˜, ∂ÌÌ·ÓÔ˘‹Ï (1906- ) * ¶ÂÚÈÏ‹„ÂȘ * §‹ÌÌ·-Ù· * ∏ÏÂÎÙÚÔÓÈÎÔ› ˘ÔÏÔÁÈÛÙ¤˜ - ∂Á΢ÎÏÔ·›‰ÂȘ Î·È ÏÂÍÈο * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

ªÀ§ø¡∞∫√À-™∞´∆∞∫∏ °∂øƒ°π∞, ««¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÛÙÔÓ “∫ÚËÙÈÎfi” ÙÔ˘ ¢ÈÔÓ˘Û›Ô˘ ™Ô-ψÌÔ‡», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 148-182.* ¡ÂÔÂÏÏËÓÈ΋ Ô›ËÛË * ™ÔψÌfi˜, ¢ÈÔÓ‡ÛÈÔ˜ (1798-1857) * ¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ∞Ó¿Ï˘ÛËÂÚȯÔ̤ÓÔ˘ * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘

√π∫√¡√ª√À °∞ƒÀº∞§§π∞, £∞¡√À ÃÀ™√À§∞ ∂., ««∆· ÂÈÚÚËÌ·ÙÈο ÛÙȘ °Ú·ÌÌ·ÙÈΤ˜: Ò˜ÔÚ›˙ÔÓÙ·È Î·È Ò˜ ·ÚÔ˘ÛÈ¿˙ÔÓÙ·È Ù· ÂÈÚÚËÌ·ÙÈο ˆ˜ ÁÚ·ÌÌ·ÙÈÎfi Ê·ÈÓfiÌÂÓÔ Ì¤Û· ÛÙȘ °Ú·ÌÌ·ÙÈ-Τ˜ Ô˘ ·Ó·Ê¤ÚÔÓÙ·È ÛÙË ‚È‚ÏÈÔÁÚ·Ê›· Ì·˜», T· EÎ·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 87-95.* °Ú·ÌÌ·ÙÈ΋ * ™˘ÓÙ·ÎÙÈÎfi * ¶ÚfiÙ·ÛË * §¤ÍË * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ· * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

¶∞¡∞°√À§∂∞ ¡∞¡∆π∞, ««¢ÂÈÁÌ·ÙÈ΋ ‰È‰·Ûηϛ·. ∆¿ÍË µ’ ÎÎ·È °’ §§˘Î›Ԣ “ıˆÚËÙÈ΋˜ ηÙ‡-ı˘ÓÛ˘”. ª¿ıËÌ·: ™˘ÓÙ·ÎÙÈÎfi. ∫ÂÊ¿Ï·ÈÔ: ªÂÙÔ¯‹ ™˘ÓËÌ̤ÓË - ∞fiÏ˘ÙÔ˜», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·:£¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 34-40.* ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ∞Ú¯·›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (ª¤ÛË) * ™˘ÓÙ·ÎÙÈÎfi * ¶ÚfiÙ˘Ô ‰È‰·Ûη-Ï›·˜ * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ¡¤· * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

¶∞ƒ°π¡√™ ™¶Àƒπ¢ø¡, ««¢ÂÈÁÌ·ÙÈ΋ ‰È‰·Ûηϛ· ∞Ú¯·›·˜ ∂ÏÏËÓÈ΋˜ £ÂÌ·ÙÔÁÚ·Ê›·˜. ∆¿ÍË µ’ÎÎ·È °’ §§˘Î›Ԣ “ıˆÚËÙÈ΋˜ ηÙ‡ı˘ÓÛ˘”», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜,Ù¯. 4 (2006-2007), ÛÛ. 41-46.* ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ∞Ú¯·›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (ª¤ÛË) * ∫·Ù·ÓfiËÛË * °Ú·ÌÌ·ÙÈ΋ * ™˘ÓÙ·-ÎÙÈÎfi * ªÂÙ¿ÊÚ·ÛË * ¶ÚfiÙ˘Ô ‰È‰·Ûηϛ·˜

™∞ƒ∞ºπ¢√À ∆ƒπ∞¡∆∞ºÀ§§π∞, ««√ ÚfiÏÔ˜ Ù˘ ÎÂÈÌÂÓÈ΋˜ ÚÔÔÙÈ΋˜ Î·È Ù˘ ·Ó¿Ï˘Û˘ ÙÔ˘ Ïfi-ÁÔ˘ ÛÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈ΋ ‰È‰·Ûηϛ· Ù˘ ÁÏÒÛÛ·˜», ∫›ÓËÙÚÔ, Ù¯. 8 (2007), ÛÛ. 119-131.* ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ¡¤· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ∞Ó¿Ï˘ÛË ÏfiÁÔ˘ *¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * °Ú·ÌÌ·ÙÈÛÌfi˜ * ∂ÈÎÔÈÓˆÓȷ΋ ÈηÓfiÙËÙ·

™∆∞ª√À ∞¡∞™∆∞™π∞ °., ¶∞ƒ∞™∫∂À√¶√À§√™ ™∆∂º∞¡√™, ««∏ ÎÚÈÙÈ΋ ›ÁÓˆÛË Ù˘ ÁÏÒÛ-Û·˜ ÙˆÓ ÂÚÈ‚·ÏÏÔÓÙÈÎÒÓ ÎÂÈ̤ӈÓ: ÔÈ ÂÈÏÔÁ¤˜ ·fi ÙË ‰È·ÚÔÛˆÈ΋ ÏÂÈÙÔ˘ÚÁ›· Ù˘ ÁÏÒÛÛ·˜»,∫ÚÈÙÈ΋: ∂ÈÛÙ‹ÌË Î·È ∂η›‰Â˘ÛË, Ù¯. 6 (2007), ÛÛ. 97-107.* °ÏˆÛÛÈΤ˜ ÂÈÛً̘ * ∫ÔÈÓˆÓÈÔÁψÛÛÔÏÔÁ›· * ∂ÈÎÔÈÓˆÓȷ΋ ÈηÓfiÙËÙ· * ¶ÂÚÈ‚¿ÏÏÔÓ * ∞Ó¿-Ï˘ÛË ÎÂÈ̤ÓÔ˘ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ In this article we study the selections made from the interprersonal function of language when

writing about environmental issues. The interpersonal function refers to the way we areinvolved in the utterance as text producers shaping social roles as well as to how we interact

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with the recipients of texts positioning them (in a relation of power, solidarity, and so on) interms of the social world constructed. Drawing upon examples from environmental textscoming from the media, as well as from the formal and informal environmental education, weshow how the scientific environmental information transmitted in the texts is rhetoricallyexploited through language (categorical assertive speech acts, evaluation), leading to thenaturalization of scientific “truth”.

∆™√§∞∫∏™ Ãπ™∆√™, «¢È‰·Ûηϛ· Ù˘ ¡ÂÔÂÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù·ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 128-136.* ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ¡¤· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ∂ÈÎÔÈÓˆÓ›· * °Ú·-Ù‹ ¤ÎÊÚ·ÛË * ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘

º√À¡∆√¶√À§√À ª∞ƒπ∞-∑ø∏, ««∆· Ó¤· Û¯ÔÏÈο ÂÁ¯ÂÈÚ›‰È· Ù˘ °ÏÒÛÛ·˜ ÙˆÓ Ù¿ÍÂˆÓ ∂’ ÎÎ·È ™Ù’¢¢ËÌÔÙÈÎÔ‡: ªÈ· ÎÚÈÙÈ΋ ÚÔÛ¤ÁÁÈÛË», ŒÚ¢ӷ Î·È ¶Ú¿ÍË, Ù¯. 20-21 (2007), ÛÛ. 74-79.* ª·ıËÙ‹˜ * µÈ‚Ï›Ô * ∞Ú¯·›· ∂ÏÏËÓÈο * ¶ÚÔÊÔÚÈ΋ ¤ÎÊÚ·ÛË * √ÌÈÏ›·

66.2 ∞¡£ƒø¶π™∆π∫∂™ ∂¶π™∆∏ª∂™

∞µ∞°π∞¡√À ∞ºƒ√¢π∆∏ ∞., «∏ ·Ú¯‹ Ù˘ ÂÔÙ›·˜ ÛÙË ‰È‰·Ûηϛ· Ù˘ ∞Ú¯·›·˜ ∂ÏÏËÓÈ΋˜°Ú·ÌÌ·Ù›·˜ ·fi ÌÂÙ¿ÊÚ·ÛË (√Ì‹ÚÔ˘, πÏÈ¿˜ ™, 468-616, ∞Û›˜ ∞¯ÈÏϤˆ˜)», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·:£¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 47-88.* °Ú·ÌÌ·Ù›·, ∞Ú¯·›· ÂÏÏËÓÈ΋ * ªÂÙ¿ÊÚ·ÛË * ¢È‰·ÎÙÈ΋ Ú·ÎÙÈ΋ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ *√ÙÈÎÔ·ÎÔ˘ÛÙÈο ̤۷ * ŸÌËÚÔ˜ (8Ô˜ ·È. .Ã.)

∞§∂•π√À Ãπ™∆√™, ««°ÎÔ‚fiÛÙ˘: ÌÈ· ÈÛÙÔÚ›· 80 ¯ÚfiÓˆÓ ·Á¿Ë˜ Î·È Ìfi¯ıÔ˘ ÁÈ· ÙÔ ‚ȂϛԻ, £¤-Ì·Ù· §ÔÁÔÙ¯ӛ·˜, Ù¯. 34 (2007), ÛÛ. 60-78.* µÈ‚Ï›· ÁÈ· ·Ó¿ÁÓˆÛË * ∫Ï·ÛÈ΋ ÏÔÁÔÙ¯ӛ· * ∂ΉfiÙ˜ Î·È ÂΉfiÛÂȘ - πÛÙÔÚ›· * §ÔÁÔÙ¯ӛ· - ªÂ-Ù·ÊÚ¿ÛÂȘ ÛÙ· ÂÏÏËÓÈο * ∞ÓıÚˆÈÛÌfi˜ Î·È ÛÔÛÈ·ÏÈÛÌfi˜ * √ÈÎÔÁ¤ÓÂÈ· - ∂›‰Ú·ÛË

∞§∂•√¶√À§√À ÃÀ™∞, ««∂˘ÚÈ›‰Ô˘ ∂ϤÓË», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡ÛÂ-ˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 89-100.* ∂ÏÏËÓÈÎfi ‰Ú¿Ì· (∆Ú·Áˆ‰›·) * ∂˘ÚÈ›‰Ë˜ (480-406) * ∂ϤÓË (∞Ú¯·›Ô ∂ÏÏËÓÈÎfi ¢Ú¿Ì·) * ¢È‰·-ÎÙÈÎfi ‚È‚Ï›Ô * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛË

∞§ª¶∞¡∏ µπƒ°π¡π∞, ««√ıˆÌ·ÓÈΤ˜ ÎÚ‹Ó˜ ÛÙËÓ ÕÓˆ ¶fiÏË ∫˘·ÚÈÛÛ›·˜», ∞Ú¯·ÈÔÏÔÁ›· Î·È ∆¤-¯Ó˜, Ù¯. 105 (2007), ÛÛ. 98-101.* ∞Ú¯ÈÙÂÎÙÔÓÈ΋, √ıˆÌ·ÓÈ΋ * µÚ‡Û˜ * ∫˘·ÚÈÛÛ›· (ªÂÛÛËÓ›·) * ¶ÂÚÈËÁËÙ¤˜ - 15Ô˜-19Ô˜ ·È. *∆Ô‡ÚÎÔÈñ In the old, upper town of Kyparissia (Arkadia in the Medieval period) four fountains have

survived. They belong to the most common and popular type of fountain, the so-called“Cesme”, which displays a monumental vaulted freestanding or walled structure or a plainwalled marble slab with a simple faucet and basin. Two of these fountains are located at PissoRouga, the third is the Stafidovrysi, and the fourth is walled in the Castle. The latter bears an

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Islamic inscription that dates the fountain in 1607-1608 and can be identified in EvligiaTselembi’s account in his work Travelling in Greece.

∞ªºπ§√Ãπ√À ∂º∏, ««¶Ò˜ Ë ·È‰È΋-Ó·ÓÈ΋ ÏÔÁÔÙ¯ӛ· Âȉڿ ÛÙË Û˘Ó·ÈÛıËÌ·ÙÈ΋ ÓÔËÌÔÛ‡-ÓË», ¢È·‰ÚÔ̤˜, Ù¯. 87 (2007), ÛÛ. 58-60.* ¶·È‰È΋ ÏÔÁÔÙ¯ӛ· * æ˘¯ÔÏÔÁ›· ÙÔ˘ ·È‰ÈÔ‡ * ™˘Ó·ÈÛıËÌ·ÙÈ΋ ·Ó¿Ù˘ÍË * ∆·‡ÙÈÛË * ◊ڈ˜ -µÈ‚Ï›· ÁÈ· ·È‰È¿ * ∞˘ÙÔÂÎÙ›ÌËÛË * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜

∞¡∞°¡ø™∆√¶√À§√À ™π∞, ««1919-1922: Ô ÂıÓ·Ú¯ÈÛÌfi˜ ÙÔ˘ √ÈÎÔ˘ÌÂÓÈÎÔ‡ ¶·ÙÚÈ·Ú¯Â›Ô˘ ÛÙÔÏ·›ÛÈÔ Ù˘ ªÂÁ¿Ï˘ π‰¤·˜», ∆· πÛÙÔÚÈο, Ù¯. 47 (2007), ÛÛ. 373-420.* ¶·ÙÚÈ·Ú¯Â›Ô ∫ˆÓÛÙ·ÓÙÈÓÔ˘fiψ˜ - πÛÙÔÚ›· - 19Ô˜-20fi˜ ·È. * ¶·ÙÚȷگ›· ∫ˆÓÛÙ·ÓÙÈÓÔ˘fiψ˜- ¢Èψ̷ÙÈΤ˜ Û¯¤ÛÂȘ * √ıˆÌ·ÓÈ΋ ∞˘ÙÔÎÚ·ÙÔÚ›· - ™¯¤ÛÂȘ * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ªÈÎÚ·ÛÈ·ÙÈ΋ÂÎÛÙÚ·Ù›· 1919-1922 * ªÈÎÚ·ÛÈ·ÙÈÎfi˜ ÂÏÏËÓÈÛÌfi˜ * πÛÙÔÚÈ΋ ¤Ú¢ӷ

∞¡∞¶§πø∆∏™ ∞¡∞ƒ°Àƒ√™, ««√ ÎÔÈÓˆÓÈÎfi˜ ‰È¿ÏÔÁÔ˜ Ì ÙËÓ ∂ÎÎÏËÛ›· ÁÈ· ÙËÓ Â˘ı·Ó·Û›· Î·È ËÓÔÌÈ΋ ÙÔ˘ ÛËÌ·Û›· ÛÙ· Ï·›ÛÈ· Ù˘ ÂÏÏËÓÈ΋˜ ¤ÓÓÔÌ˘ Ù¿Í˘», ∂ÎÎÏËÛ›·, Ù¯. 8 (2007), ÛÛ. 620-622.* ∂˘ı·Ó·Û›· * ∞ÓıÚˆÔÎÙÔÓ›· * π·ÙÚÈ΋ - ¢›Î·ÈÔ Î·È ÓÔÌÔıÂÛ›· * ∂ÎÎÏËÛÈ·ÛÙÈÎfi ‰›Î·ÈÔ * π·ÙÚÈ΋‰ÂÔÓÙÔÏÔÁ›· * µÈÔËıÈ΋

∞¡∆ø¡√¶√À§√À-∆ƒ∂ç∏ ∑ø∏, ««™Î¤„ÂȘ ÁÈ· ÙËÓ Ô˘ÙÔ›· (Ì ·ÊÔÚÌ‹ ÙÔ˘˜ “ŸÚÓÈı˜” ÙÔ˘∞ÚÈÛÙÔÊ¿ÓË)», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 50 (2007), ÛÛ. 249-263.* √˘Ùԛ˜ * ∞ÚÈÛÙÔÊ¿Ó˘ (444-388) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¶Ï¿ÙˆÓ (427-347) - ∂ÚÌËÓ›· ηÈÎÚÈÙÈ΋ * ¶ÔÏÈÙÈ΋ ÂÈÛÙ‹ÌË * ™ÔÛÈ·ÏÈÛÌfi˜ * æ˘¯·Ó¿Ï˘ÛË ñ ∏ ÔÈËÙÈ΋ Ô˘ÙÔ›· Ù˘ ¡ÂÊÂÏÔÎÔÎ΢Á›·˜ Î·È Ë ÊÈÏÔÛÔÊÈ΋ Ù˘ ∫·ÏÏ›ÔÏ˘ ¤¯Ô˘Ó ÎÔÈÓ‹ ·ÊÂ-

ÙËÚ›·, ÙË ‰˘Û·Ú¤ÛÎÂÈ· Ô˘ ÚÔηÏ› ÌÈ· ÂÓÔ¯ÏËÙÈ΋ Ú·ÁÌ·ÙÈÎfiÙËÙ·, Î·È ÎÔÈÓ‹ ηٿÏËÍË, ÙËÓÚ·ÎÙÈ΋ ·ÔÙ˘¯›·, ηıÒ˜ Ë Ô˘ÙÔ›· ̤ÓÂÈ ·ÁÈ‰Â˘Ì¤ÓË ÛÙȘ ϤÍÂȘ Ô˘ ÙËÓ Î·Ù·Û΢¿˙Ô˘Ó. √∞ÚÈÛÙÔÊ¿Ó˘ Î·È Ô ¶Ï¿ÙˆÓ ı· ‚ÚÔ˘Ó Û˘Ó¯ÈÛÙ¤˜. ∏ Ô˘ÙÔ›· ı· ·Ó·‚ÈÒÓÂÈ Û ‰È¿ÊÔÚ˜ ÂÔ¯¤˜Î·È ı· ÚÔÛʤÚÂÙ·È ˆ˜ ÔÏÈÙÈ΋ χÛË, ·ÏÏ¿ ‰ÂÓ ı· ·ÏÏ¿ÍÔ˘Ó ÔÈ ÚÔ¸Ôı¤ÛÂȘ Î·È Ù· ·ÔÙÂϤ-ÛÌ·Ù¿ Ù˘. ™ÙËÓ ·ÚÔ‡Û· ÂÚÁ·Û›· ηٷÁÚ¿ÊÔÓÙ·È ·˘Ù¤˜ ÔÈ ‰È·‰Ô¯ÈΤ˜ Ô˘ÙÔÈΤ˜ ·Ú·Ì˘ı›Â˜Î·È Á›ÓÂÙ·È ·fiÂÈÚ· Ó· ·ÔÙÈÌËı› Ë ÛËÌ·Û›· ÙÔ˘˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∞•πø∆∏™ ª∞∫∏™, ««√ ÏÂÛ‚È·Îfi˜ ŸÏ˘ÌÔ˜. ªÈ· ¿ÁÓˆÛÙË ·Ú¯·›· ÂÁηٿÛÙ·ÛË», ∞Ú¯·ÈÔÏÔÁ›·Î·È ∆¤¯Ó˜, Ù¯. 105 (2007), ÛÛ. 96-97.* ŸÏ˘ÌÔ˜ (§¤Û‚Ô˜) * º˘ÛÈ΋ ÁˆÁÚ·Ê›· * ∂ÏÏ¿‰· - ∞Ú¯·ÈfiÙËÙ˜ * √ÈÎÈÛÌÔ› * ¡ÂÔÏÈıÈ΋ ÂÚ›Ô-‰Ô˜ñ Dense vegetation and deep river ravines, ancient passes lying under the impressive calcareous

mountain peak, characterize the region of Lesbian Olympus. The ancient settlements that havebeen located in naturally fortified sites should have invigilated these frontier routes. Thebuilding foundations, precinct and earthenware that have been recently surveyed on theOlympus’ top probably belong to and observatory overlooking the entire island of Lesbos oreven to a peak sanctuary, like the one on Lepetymnos’ pinnacle, a question to be answered bythe future research.

∞ƒµ∞¡π∆∞∫∏™ ¢∏ª∏∆ƒ∏™, ««ŒÓ·˜ ͤÓÔ˜ ÛÙÔ πÙ·ÏÈÎfi ¶¿ÓıÂÔ: ÔÈ Ù‡¯Â˜ ÙÔ˘ ƒ‹Á· ÛÙËÓ πÙ·Ï›·Î·Ù¿ ÙÔÓ ‰¤Î·ÙÔ ¤Ó·ÙÔ ·ÈÒÓ·», ∆· πÛÙÔÚÈο, Ù¯. 47 (2007), ÛÛ. 317-350.

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* ƒ‹Á·˜ ºÂÚ·›Ô˜ (1757-1798) * ∂ÈÚÚÔ‹ * πÙ·Ï›· - ∂ΉfiÛÂȘ * πÙ·Ï›· - πÛÙÔÚ›· * ¢È·ÓÔÔ‡ÌÂÓÔÈ *ºÈÏÂÏÏËÓÈÛÌfi˜ - πÛÙÔÚ›·

∞ƒ°Àƒπ√À ∞™∆∂ƒπ√™, «¶ÚÔ‚Ï‹Ì·Ù· Û˘Ó¿ÓÙËÛ˘ Ù˘ √ÚıÔ‰ÔÍ›·˜ Î·È ÙÔ˘ πÛÏ¿Ì Ì ÙÔÓ Û‡Á¯ÚÔ-ÓÔ ÎfiÛÌÔ», ™‡Ó·ÍË, Ù¯. 104 (2007), ÛÛ. 72-81.* √Úıfi‰ÔÍË ∞Ó·ÙÔÏÈ΋ ∂ÎÎÏËÛ›· * πÛÏ·ÌÈÛÌfi˜ - ™¯¤ÛÂȘ - ÃÚÈÛÙÈ·ÓÈÛÌfi˜ * ∞͛˜, ∏ıÈΤ˜ * ¶ÔÏÈÙÈ-ÛÌfi˜, ™‡Á¯ÚÔÓÔ˜ * £ÚËÛΛ· Î·È ÂÈÛÙ‹ÌË * ∆¯ÓÔÏÔÁ›· Î·È ËıÈ΋

µ∞ƒµ√À¡∏™ ª.°., ««√ ¡ÂÔÌ¿ÚÙ˘Ú·˜ ÕÁÈÔ˜ °ÂÒÚÁÈÔ˜ Ô ÃÈÔÔÏ›Ù˘ (26 ¡ÔÂÌ‚Ú›Ô˘ 1807) Î·È ËÙÈÌ‹ Ù˘ ÌÓ‹Ì˘ ÙÔ˘ ÛÙÔÓ ÂÏÏËÓÈÎfi Ï·fi», ∂ÎÎÏËÛ›·, Ù¯. 11 (2007), ÛÛ. 922-925.* ÕÁÈÔ˜ °ÂÒÚÁÈÔ˜ Ô ÃÈÔÔÏ›Ù˘ (1785-1807) * ¡ÂÔÌ¿ÚÙ˘Ú˜ * ÕÁÈÔÈ - ™˘Ó·Í¿ÚÈ· * ∂ÏÏ¿‰· - πÛÙÔ-Ú›· - ∆Ô˘ÚÎÔÎÚ·Ù›· * ∞˚‚·Ï› * ¶ÈÙ˘Ô‡˜ (ÛԘ) * ∫fiÓÙÔÁÏÔ˘, ºÒÙ˘ (1895-1965)

µ∞ƒ¢∞∫∏ ∑ø∏, ««∆Ô ÙÚ·ÁÔ‡‰È ÛÙËÓ ∂ıÓÈ΋ ∞ÓÙ›ÛÙ·ÛË (1941-1944)», ¢ÔΛ ÌÔÈ, Ù¯. 9 (2007), ÛÛ.16-24.* ¶·ÁÎfiÛÌÈÔ˜ fiÏÂÌÔ˜, 1939-1945 - ∞ÓÙÈÛÙ·Ûȷο ÎÈÓ‹Ì·Ù· - ∂ÏÏ¿‰· * ∆Ú·ÁÔ‡‰È· * ¢ËÌÔÙÈÎfiÙÚ·ÁÔ‡‰È - ∂›‰Ú·ÛË * °˘Ó·›Î˜ - πÛÙÔÚ›· - 1941-1945 * ƒÂ̤ÙÈη ÙÚ·ÁÔ‡‰È· * ƒÂ̤Ù˜

µ∞ƒ√Àº∞∫∏™ °πøƒ°√™, ««∏ ·ÛÙÂÚ›ˆÛË ÛÙËÓ ·Ú¯·ÈfiÙËÙ·. ªÈÏ¿ Ô ∏Úfi‰ÔÙÔ˜, ¤Ó·˜ ¢·›ÛıËÙÔ˜ÔÈÎÔÏfiÁÔ˜ ÙÔ˘ 5Ô˘ ·ÈÒÓ· .Ã.», ∞Ú¯·ÈÔÏÔÁ›· Î·È ∆¤¯Ó˜, Ù¯. 105 (2007), ÛÛ. 63-64.* ÃËÌÈ΋ Ù¯ÓÔÏÔÁ›· * πÚ¿Ó, πÛÙÔÚ›·, ∞Ú¯·›· * ∂ÏÏ¿‰·, ∞Ú¯·›· * √ÈÎÔÏÔÁ›· * ∏Úfi‰ÔÙÔ˜ (484-410) * Pasteur, Louis (1822-1895)ñ The study of the ancient Greek literature provides very interesting information on the life and

organization of ancient societies. Thus, Herodotus accounts that in ancient Persia theregulations protecting the environment, the health and quality of life of the citizens of the vastempire were strict. More specifically, in Book A: 138 is mentioned that teh Persian kings, whenpreparing to leave for an expendition, had their drinking water be boiled first and then bedecanted in silver containers. This procedure of sterilizing water corresponds to the one thatwas applied centuries later by the great chemist and bacteriologist Louis Pasteur, in honor ofwhom it was named pasteurization. Herodotus also refers to another very interesting caseregarding the protection of the environment; a particularly strict law prevented any Persian orforeign visitor from contaminating waters and rivers. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

µ∞™π§∂π∞¢∏™ ¡π∫√§∞√™ ¶., ««∏ ÔÚıfi‰ÔÍË ıÂÔÏÔÁ›· Î·È ˙ˆ‹ Û’ ¤Ó· ÏÔ˘Ú·ÏÈÛÙÈÎfi ÎfiÛÌÔ: Ë·ÎÚ›‚ÂÈ· Ù˘ ›ÛÙˆ˜ Î·È Ù˘ ˙ˆ‹˜, Ë ıÂÔÏÔÁ›· Ù˘ ·Á¿Ë˜ Î·È ÙÔ ˙‹ÙËÌ· Ù˘ “‰È·ÎÔÈÓˆÓ›·˜”(intercommunio)», ∫ÔÈÓˆÓ›·, Ù¯. 3 (2007), ÛÛ. 229-238.* √Úıfi‰ÔÍË ∞Ó·ÙÔÏÈ΋ ∂ÎÎÏËÛ›· * £ÂÔÏÔÁÈΤ˜ ·ÚÂÙ¤˜ * ¶ÔÏÈÙÈÛÙÈÎfi˜ ÏÔ˘Ú·ÏÈÛÌfi˜ * ¶ÚÔÙÂÛÙ·-ÓÙÈÛÌfi˜ * ¶·ÈÛÌfi˜ * √˘Ó›·

µ∞™π§∂π√À ¶∞¡∞°πø∆∏™, ««ŒÓ·˜ ¯ÚÔÓÈÎfi˜ “·Ú·ÏÔÁÈÛÌfi˜” ÙˆÓ ·Ú·ÏÏ·ÁÒÓ ∆, ∞ Î·È ¶ ÙÔ˘“¢ÈÁÂÓ‹ ∞ÎÚ›ÙË”», ∂ÏÏËÓÈο, Ù¯. 57(2) (2007), ÛÛ. 395-399.* ¢ËÌÔÙÈο ÙÚ·ÁÔ‡‰È· - πÛÙÔÚÈο - ∞ÎÚÈÙÈο * ¢ËÌÔÙÈο ÙÚ·ÁÔ‡‰È· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ∞Ó¿-Ï˘ÛË ÎÂÈ̤ÓÔ˘

µ√°§∏™ ¶√§Àª∂ƒ∏™, ««∏ ‰ÂηÂÙ›· ÙÔ˘ 1940 ˆ˜ ·ÚÂÏıfiÓ: ÌÓ‹ÌË, Ì·ÚÙ˘Ú›·, Ù·˘ÙfiÙËÙ·», ∆·πÛÙÔÚÈο, Ù¯. 47 (2007), ÛÛ. 437-456.

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* ¶·ÁÎfiÛÌÈÔ˜ fiÏÂÌÔ˜, 1939-1945 - ∞ÓÙÈÛÙ·Ûȷο ÎÈÓ‹Ì·Ù· - ∂ÏÏ¿‰· * ∂ÏÏ¿‰· - πÛÙÔÚ›· -∂ÌʇÏÈÔ˜ fiÏÂÌÔ˜, 1944-1949 * ¶ËÁ‹ ÏËÚÔÊÔÚÈÒÓ * ªÓ‹ÌË * ¶ÔÏÈÙÈ΋ ȉÂÔÏÔÁ›· * πÛÙÔÚÈ΋¤Ú¢ӷ

µ√¡∆™∞ µ∞™π§π∫∏, «™˘Ó¿ÓÙËÛË ÔÏÈÙÈÛÌÒÓ. ªÈ· ÈÛÙÔÚÈ΋ ·Ó·‰ÚÔÌ‹ ÛÙȘ ÂÁηٷÛÙ¿ÛÂȘ ÂÏÏË-ÓÈÎÒÓ ÏËı˘ÛÌÒÓ ÛÙË ¡fiÙÈ· πÙ·Ï›· Î·È ™ÈÎÂÏ›· ·fi ÙÔÓ 8Ô .Ã. ¤ˆ˜ ÙÔÓ 8Ô Ì.Ã. ·ÈÒÓ·», ºÈÏfiÏÔ-ÁÔ˜, Ù¯. 129 (2007), ÛÛ. 359-369.* ∂ÏÏ¿‰·, ∞Ú¯·›· - ∞ÔÈ˘ * πÙ·Ï›· * ™ÈÎÂÏ›· * ∫ÔÈÓˆÓÈÎÔÔÈÎÔÓÔÌÈ΋ ηٿÛÙ·ÛË * ¶ÔÏÈÙÈÛÌfi˜,∂ÏÏËÓÈÎfi˜ - ∂›‰Ú·ÛË

µøƒ√™ º.∫., ««°È·Ù› Î·È Ò˜ ‰È‰¿ÛÎÔ˘Ì πÛÙÔÚ›· Î·È ·Ú¿ÏÏËÏË ‰ÈÂÚ‡ÓËÛË Û˘Ó·ÊÒÓ ˙ËÙËÌ¿-ÙˆÓ, ÒÛÙ ӷ Á›ÓÂÙ·È ÏËÚ¤ÛÙÂÚË Ë ·ÈÙÈÔÏfiÁËÛË ÙÔ˘ ÁÈ·Ù› Î·È ÙÔ˘ Ò˜», ∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86(2007), ÛÛ. 11-32.* πÛÙÔÚ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * πÛÙÔÚÈÎfi˜ * πÛÙÔÚÈ΋ ¤Ú¢ӷ * ∞Ï‹ıÂÈ· * ƒfiÏÔ˜ ÙÔ˘ ηıËÁË-Ù‹ * ∞ÈÙÈÔÏÔÁ›·

BLAGOJEVIC, GORDANA, ««∆Ô ÂÏÏËÓÈÎfi ÛÙÔÈ¯Â›Ô ÛÙÔ µÂÏÈÁÚ¿‰È Î·È ÛÙÔ ∑¤ÌÔ˘Ó ·fi ÙÔÓ 17Ô¤ˆ˜ ÙÔÓ 20fi ·ÈÒÓ·», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 49 (2007), ÛÛ. 25-35.* ™ÂÚ‚›· * ŒÏÏËÓ˜ - •¤Ó˜ ¯ÒÚ˜ * ∫Ô˘ÙÛfi‚Ï·¯ÔÈ * ŒÏÏËÓ˜ - ŸÓÔÌ· * ∂η›‰Â˘ÛË - πÛÙÔÚ›· *ªÔÓ·¯È΋ Î·È ıÚËÛ΢ÙÈ΋ ˙ˆ‹ * ∂·ÁÁÂÏÌ·ÙÈ΋ ÎÈÓËÙÈÎfiÙËÙ·ñ ∆Ô ı¤Ì· ·˘ÙÔ‡ ÙÔ˘ ¿ÚıÚÔ˘ Â›Ó·È «√È ŒÏÏËÓ˜ ÛÙÔ µÂÏÈÁÚ¿‰È Î·È ÛÙÔ ∑¤ÌÔ˘Ó ·fi ÙÔÓ 17Ô ·ÈÒ-

Ó· ̤¯ÚÈ ÙÔÓ 20fi». ∫¿Ùˆ ·fi ÙËÓ ÔÓÔÌ·Û›· «ŒÏÏËÓ·˜» ÔÏϤ˜ ÊÔÚ¤˜ ÎÚ‡‚ÔÓÙ·Ó Î·È ÔÏÏÔ›∞ÚˆÌÔ‡ÓÔÈ (ÔÈ ™¤Ú‚ÔÈ ÙÔ˘˜ ÔÓfiÌ·˙·Ó ∆ÛÈÓÙÛ¿ÚÔ˘˜). ∏ Û˘ÁÁڷʤ·˜ ÙÔ˘ ¿ÚıÚÔ˘ ·ÚÔ˘ÛÈ¿˙ÂÈÙÔ˘˜ ÚÔÁfiÓÔ˘˜, Ù· ·ÁÁ¤ÏÌ·Ù·, ÙË ıÚËÛ΢ÙÈ΋ ˙ˆ‹ Î·È ÙËÓ Âη›‰Â˘Û‹ ÙÔ˘˜.

BLANCHET, MARIE-HÉLENE, ««∏ ÈÛÙÔÚÈÔÁÚ·Ê›· ÙÔ˘ °ÂÓÓ¿‰ÈÔ˘ ™¯ÔÏ¿ÚÈÔ˘», ∆· πÛÙÔÚÈο, Ù¯. 47(2007), ÛÛ. 351-372.* °ÂÓÓ¿‰ÈÔ˜ Ô ™¯ÔÏ¿ÚÈÔ˜ * πÛÙÔÚÈÔÁÚ·Ê›· * ¶·ÙÚȿگ˜ Î·È ·ÙÚÈ·Ú¯›· - µÈÔÁÚ·Ê›· * ¶ÚÔÛˆÈ-ÎfiÙËÙ· * ∂ÏÏ¿‰· - πÛÙÔÚ›· 1453-1832 * πÛÙÔÚÈ΋ ¤Ú¢ӷ

°∞§∂¡π∞¡√™ ªπÃ∞∏§ µ., ««√ ¤ÌÊ˘ÙÔ˜ ËıÈÎfi˜ ÓfiÌÔ˜ ÛÙËÓ ÔÚıfi‰ÔÍË ¯ÚÈÛÙÈ·ÓÈ΋ ÁÚ·ÌÌ·Ù›·»,∫ÔÈÓˆÓ›·, Ù¯. 3 (2007), ÛÛ. 269-277.* ™˘Ó›‰ËÛË * ÃÚÈÛÙÈ·ÓÈ΋ ËıÈ΋ * ÃÚÈÛÙÈ·ÓÈ΋ ˙ˆ‹ - µÈ‚ÏÈ΋ ‰È‰·Ûηϛ· * ÃÚÈÛÙÈ·ÓÈ΋ ÏÔÁÔÙÂ-¯Ó›·, ¶ÚÒÈÌË * µ›‚ÏÔ˜. ∫.¢. ∂ÈÛÙÔϤ˜ ¶·‡ÏÔ˘ * ¶·Ù¤Ú˜ Ù˘ ∂ÎÎÏËÛ›·˜

°∞§§√™ £∂√¢øƒ√™ ¡., ««¶ÔÈÔÈ, Ò˜ Î·È ÁÈ·Ù› ÂȯÂÈÚÔ‡Ó ÙËÓ “·ÔÚıÔ‰ÔÍÔÔ›ËÛË ÙˆÓ ÔÚıfi-‰ÔÍˆÓ ¯ÚÈÛÙÈ·ÓÒÓ”; (™¯fiÏÈ· Î·È (ÂÈ)ÎÚ›ÛÂȘ › ÙˆÓ ‚È‚Ï›ˆÓ ÙˆÓ £ÚËÛ΢ÙÈÎÒÓ ÙÔ˘ °˘ÌÓ·Û›Ô˘)»,∫ÔÈÓˆÓ›·, Ù¯. 3 (2007), ÛÛ. 278-294.* £ÚËÛ΢ÙÈο - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ı-ÌÈ·˜ ∂η›‰Â˘Û˘ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * °ÓÒÌË

°∞™¶∞ƒ∞∫∏™ ª∞¡ø§∏™, ««¶ÂÚÈÛÎÔÒÓÙ·˜ ÙËÓ ÂÓfiÙËÙ· Ù˘ ÁÓÒÛ˘: ÂÈÛÙ‹ÌË Î·È ÏÔÁÔÙÂ-¯Ó›·», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148, 149, 150, 151 (2007), ÛÛ. 170-175, 132-137, 96-102,190-197.* °ÓÒÛË * §ÔÁÔÙ¯ӛ· * ∂ÈÛÙ‹ÌË * ∂ÈÛÙ‹ÌÔÓ˜ * ¢È·ÓÔÔ‡ÌÂÓÔÈ * ™˘ÁÁÚ·Ê›˜ * ⁄ÏË * ÕÂÈÚÔ

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°π∞¡¡∞∫√¶√À§√™ ¢.∫., «¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÙˆÓ ÚˆÙÔÙ‡ˆÓ ·Ú¯·ÈÔÂÏÏËÓÈÎÒÓ ÎÂÈ̤ӈÓÙÔ˘ °˘ÌÓ·Û›Ô˘ ˆ˜ ÈÛÙÔÚÈÎÒÓ ËÁÒÓ», ¶Ï¿ÙˆÓ. ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù.¯. 4,(2006-2007), ÛÛ. 207-216.* °Ú·ÌÌ·Ù›·, ∞Ú¯·›· ∂ÏÏËÓÈ΋ - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (ª¤ÛË) * πÛÙÔÚ›· - ¶ËÁ¤˜ * ¢È‰·ÎÙÈ΋ÚÔÛ¤ÁÁÈÛË * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ

°π∞¡¡∏™ ∂À™∆∞£π√™ ∫., ««∆Ô Ì¿ıËÌ· ÙˆÓ £ÚËÛ΢ÙÈÎÒÓ Î·È Ù· Ó¤· Û¯ÔÏÈο ÂÁ¯ÂÈÚ›‰È· °˘ÌÓ·-Û›Ô˘», ∫ÔÈÓˆÓ›·, Ù¯. 3 (2007), ÛÛ. 239-244.* £ÚËÛ΢ÙÈο - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ¢È‰·-ÎÙÈÎfi ‚È‚Ï›Ô * √Úıfi‰ÔÍË ∞Ó·ÙÔÏÈ΋ ∂ÎÎÏËÛ›· * ÃÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹ * °ÓÒÌË

°π∞¡¡π∫√Àƒ∏ ∞°°∂§π∫∏, ∑∂ƒµ∞∫∏ ºø∆∂π¡∏, ««∏ ·Ú¯·ÈÔÏÔÁÈ΋ Û˘ÏÏÔÁ‹ ∫¿ÛÔ˘», ∞Ú¯·ÈÔ-ÏÔÁ›· Î·È ∆¤¯Ó˜, Ù¯. 105 (2007), ÛÛ. 111-115.* ∞Ú¯·ÈÔÏÔÁÈο ÌÔ˘Û›· Î·È Û˘ÏÏÔÁ¤˜ * ∫Ù‹ÚÈÔ * ∫¿ÛÔ˜ - πÛÙÔÚ›·

°∫∞¡∞™ ∂À∞°°∂§√™, ««∏ ·Ó¿ÁÎË ÙÔ˘ Û‡Á¯ÚÔÓÔ˘ ·ÓıÚÒÔ˘ ÁÈ· ıÚËÛ΢ÙÈΤ˜ ÂÌÂÈڛ˜: ÌÈ·ÔÚıfi‰ÔÍË ÚÔÛ¤ÁÁÈÛË», ™‡Ó·ÍË, Ù.¯. 104, (2007), ÛÛ. 10-24.* æ˘¯ÔÏÔÁ›·, £ÚËÛ΢ÙÈ΋ * ºÈÏÔÛÔÊ›· Î·È ıÚËÛΛ· * ∂ÌÂÈÚ›· * ∞ÛÎËÙÈÛÌfi˜ - √Úıfi‰ÔÍË ∞Ó·-ÙÔÏÈ΋ ∂ÎÎÏËÛ›· * ¶ÓÂ˘Ì·ÙÈÎfiÙËÙ· - √Úıfi‰ÔÍË ∞Ó·ÙÔÏÈ΋ ∂ÎÎÏËÛ›· * ª˘ÛÙÈÎÈÛÌfi˜ * ¡¤· ∂Ô¯‹(∫›ÓËÌ·)

°∫∞∆∑∞¡™∫π ª∞ƒπ∆™∫π •∂¡π∞, ««∏ ÛÂÚ‚È΋ ÏÔÁÔÙ¯ӛ· ÙÔ˘ ÂÈÎÔÛÙÔ‡ ·ÈÒÓ·», £¤Ì·Ù· §ÔÁÔÙÂ-¯Ó›·˜, Ù¯. 36 (2007), ÛÛ. 147-157.* ™ÂÚ‚›· * §ÔÁÔÙ¯ӛ· - πÛÙÔÚ›· Î·È ÎÚÈÙÈ΋ - 20fi˜ ·È. * §ÔÁÔÙ¤¯Ó˜ * µÈÔÁÚ·Ê›· * §ÔÁÔÙ¯ӛ· -¶ÂÚÈÔ‰Èο * ƒˆÛ›· - ¶ÔÏÈÙÈÛÌfi˜ - ∂›‰Ú·ÛË

°∫√Àƒµ∂§√™ ¶∞¡∞°πø∆∏™ ¡., ««ÃÚÈÛÙÈ·ÓÈ΋ ÂÛ¯·ÙÔÏÔÁ›· Î·È ·ÔηٿÛÙ·ÛË ÙˆÓ ¿ÓÙˆÓ.(ÕÁÈÔ˜ ∞˘ÁÔ˘ÛÙ›ÓÔ˜ Î·È øÚÈÁ¤Ó˘)», ∫ÔÈÓˆÓ›·, Ù¯. 4 (2007), ÛÛ. 385-395.* £ÂÔÏÔÁ›·, ¢ÔÁÌ·ÙÈ΋ * ∂Û¯·ÙÔÏÔÁ›· * ∞˘ÁÔ˘ÛÙ›ÓÔ˜, ÕÁÈÔ˜, ∂›ÛÎÔÔ˜ πÒÓÔ˜ (354-430) -∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * øÚÈÁ¤Ó˘ (185-254) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * °ÓˆÛÙÈÎÈÛÌfi˜ * ∞Ì·ÚÙ›· *™ˆÙËÚ›·

°√°√§√™ £√¢øƒ∏™ °., ««∫ÔÈÓÔ› ÙfiÔÈ ÛÙ· ÔÈ‹Ì·Ù· Ù˘ “∆¤Ù·ÚÙ˘ ¢È¿ÛÙ·Û˘” ÙÔ˘ °È¿ÓÓË ƒ›-ÙÛÔ˘», ¡¤· ¶·È‰Â›·, Ù¯. 123 (2007), ÛÛ. 134-157.* ƒ›ÙÛÔ˜, °È¿ÓÓ˘ (1909-1990) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¶ÔÈËÙ¤˜, ŒÏÏËÓ˜ - 20fi˜ ·È. * ¶Ô›ËÛË -™˘ÏÏÔÁ¤˜ * §˘ÚÈ΋ Ô›ËÛË * ¶ÔÈËÙÈ΋ * §ÔÁÔÙ¯ӛ· Î·È ÎÔÈÓˆÓ›· * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

°√À¡∂§∞ §∏∆ø, ¢∏ª∏∆ƒπ∞¢√À ∂À§∞ª¶π∞, ««∞fi ÙËÓ ÂȉÈfiÚıˆÛË ÛÙËÓ ·ÈÛıËÙÈ΋ ·Ôη-Ù¿ÛÙ·ÛË ·Ú¯·›ˆÓ Î·È Û‡Á¯ÚÔÓˆÓ ÁÏ˘ÙÒÓ. πÛÙÔÚÈ΋ ·Ó·‰ÚÔÌ‹ Î·È Û‡Á¯ÚÔÓ˜ ·fi„ÂȘ», ∞Ú¯·ÈÔ-ÏÔÁ›· Î·È ∆¤¯Ó˜, Ù¯. 105 (2007), ÛÛ. 102-110.* ªÓËÌ›· - ™˘ÓÙ‹ÚËÛË Î·È ·ÔηٿÛÙ·ÛË * °Ï˘ÙÈ΋, ∞Ú¯·›· * °Ï˘ÙÈ΋, ∂˘Úˆ·˚΋ * °Ï˘ÙÈ΋,ƒˆÌ·˚΋ * °Ï˘ÙÈ΋, ™‡Á¯ÚÔÓËñ The aesthetic rehabilitation of the works of art is and has always been a serious concern of all

those engaged with their restoration. In spite of the great importance of the issue, it has notbeen thoroughly investigated and studied as yet due to the absence of documentation of earlierrehabilitation works. The lack of such an elucidating material is particularly serious in Greece,

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where the relevant documents go only as far back as the 1970’s and thus all earlier informationis lost. Nevertheless, the scarce reference to this subject in the Greek and foreign bibliographyvaguely sketches the general course of aesthetic rehabilitation. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

°ƒ∞ªª∞∆π∫√À ª∞ƒπ¡∞, «∆· ¯ÂÏȉfiÓÈ· ÙÔ˘ ÈÂÛÙËÚ›Ô˘: ÛÙÔȯ›· ÁÈ· ÙËÓ ÓÂ˘Ì·ÙÈ΋ ·ÓÙ›ÛÙ·ÛËÛÙÔÓ ËÌÂÚ‹ÛÈÔ Î·È ÂÚÈÔ‰ÈÎfi ∆‡Ô Ù˘ ∫·ÙÔ¯‹˜», ¢ÔΛ ÌÔÈ, Ù¯. 9 (2007), ÛÛ. 4-24.* ¶·ÁÎfiÛÌÈÔ˜ fiÏÂÌÔ˜, 1939-1945 - ∞ÓÙÈÛÙ·Ûȷο ÎÈÓ‹Ì·Ù· - ∂ÏÏ¿‰· * ∆‡Ô˜, ¶·Ú¿ÓÔÌÔ˜ *∂ÊËÌÂÚ›‰Â˜ * ¶ÂÚÈÔ‰Èο * ∂Ù·ÈÚ›· ∂ÏÏ‹ÓˆÓ §ÔÁÔÙ¯ÓÒÓ * ¢È·Ì·ÚÙ˘Ú›·

°ƒÀ¡∆∞∫∏™ °.ª., ««∆Ô ·ÚÔÛ‰fiÎËÙÔ Ù¤ÏÔ˜ ÚÔÛˆÈÎÔÙ‹ÙˆÓ ÛÙËÓ ∂ÏÏ¿‰·, ·fi ÙË Û˘Óı‹ÎË Ù˘§ˆ˙¿Ó˘ (1923) ̤¯ÚÈ ÙÔ “Û·ÚÎÔ‚fiÚÔ” ¤ÙÔ˜ 1936», ∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 33-41.* ∂ÏÏ¿‰· - πÛÙÔÚ›· - 1922-1936 * §ˆ˙¿ÓË, ™˘Óı‹ÎË Ù˘, 1923 * ¶ÔÏÈÙÈÎÔ› * ¢ÈÔ›ÎËÛË ÛÙÚ·ÙÂ˘Ì¿-ÙˆÓ * £¿Ó·ÙÔ˜ * ¢ËÌÔÎÚ·Ù›· * µ·ÛÈÏ›˜ Î·È Î˘‚ÂÚÓ‹ÛÂȘ

¢∏ª∏∆ƒπ∞¢∏™ ¡π∫. ¢., ««√ ÔÈËÙ‹˜ Â›Ó·È ¿ÓÙÔÙ ›ηÈÚÔ˜. ™ÔψÌfi˜ Î·È ÁÏÒÛÛ·: Ô “‰È¿ÏÔ-ÁÔ˜” Î·È ÙÔ ‚·ı‡ÙÂÚÔ ÓÔ‹Ì¿ ÙÔ˘», ∂ÏÏËÓÈ΋ ¢ÈÂıÓ‹˜ °ÏÒÛÛ·, Ù¯. 8/69 (2007), ÛÛ. 738-743.* ™ÔψÌfi˜, ¢ÈÔÓ‡ÛÈÔ˜ (1798-1857) * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ¡¤· * ¡ÂÔÂÏÏËÓÈÎfi˜ ¢È·ÊˆÙÈÛÌfi˜ - ∂›-‰Ú·ÛË * ∂ÚÁÔÁÚ·Ê›· * ∫ÚÈÙÈ΋ ÎÂÈ̤ÓÔ˘

— ««ƒ‹Á·˜ Ô ¶ÚˆÙÔÌ¿ÛÙÔÚ·˜: ÌÈ· ıÚ˘ÏÈ΋ ÌÔÚÊ‹ ·ÁˆÓÈÛÙÔ‡ Ô˘ ˙ÂÈ ·ÈÒÓÈ·Ø 250 ¯ÚfiÓÈ··fi ÙË Á¤ÓÓËÛ‹ ÙÔ˘», ∂ÏÏËÓÈ΋ ¢ÈÂıÓ‹˜ °ÏÒÛÛ·, Ù¯. 7/68 (2007), ÛÛ. 650-655.* ƒ‹Á·˜ ºÂÚ·›Ô˜ (1757-1798) * µÈÔÁÚ·Ê›· * µÈ‚Ï›· * °ÏÒÛÛ· * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∆Ô˘ÚÎÔÎÚ·Ù›·* £¿Ó·ÙÔ˜

¢∏ª∏∆ƒ√À§π∞ ∆π∆π∫∞, ««“ª·Ô˘Ù¯¿Ô˘˙ÂÓ”: ¤Ó· Âͤ¯ÔÓ ‰Â›ÁÌ· Ù˘ ·ÁÎfiÛÌÈ·˜ ÛÙÚ·ÙÔ‰È΋˜ÏÔÁÔÙ¯ӛ·˜. ªÈ· ÚÒÙË ÚÔÛ¤ÁÁÈÛË», ¡¤· ¶·È‰Â›·, Ù¯. 124 (2007), ÛÛ. 67-77.* ∫·Ì·Ó¤ÏÏ˘, π¿Îˆ‚Ô˜ ™Ù. (1922- ) * ¡ÂÔÂÏÏËÓÈ΋ Â˙ÔÁÚ·Ê›· - 20fi˜ ·È. * £Â·ÙÚÈο ¤ÚÁ· *¶·ÁÎfiÛÌÈÔ˜ fiÏÂÌÔ˜, 1939-1945 - ™ÙÚ·Ùfi‰· Û˘ÁΤÓÙÚˆÛ˘ * °ÂÚÌ·Ó›· - πÛÙÔÚ›· - 1933-1945* ¶ÔÏÈÙÈÎÔ› ÎÚ·ÙÔ‡ÌÂÓÔÈ * ™Ô‚ÈÂÙÈ΋ ŒÓˆÛË - πÛÙÔÚ›·

¢π∞µ∞∑ø (¶∂ƒπ√¢π∫√), ««∞ÊȤڈ̷: ∞ÓÙÒÓ˘ ™·Ì·Ú¿Î˘», ¢È·‚¿˙ˆ, Ù¯. 476 (2007), ÛÛ. 162-190.* ™·Ì·Ú¿Î˘, ∞ÓÙÒÓ˘ (1919-2003) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¡ÂÔÂÏÏËÓÈÎfi ‰È‹ÁËÌ· - ™˘ÏÏÔÁ¤˜ *¡ÂÔÂÏÏËÓÈÎfi Ì˘ıÈÛÙfiÚËÌ· * ¡ÂÔÂÏÏËÓÈ΋ Ô›ËÛË * ™ÔÓ¤ÙÔ * µÈÔÁÚ·Ê›· * ∂ÚÁÔÁÚ·Ê›· * ¶ÔÈËÙÈ-΋ * ∫ÈÓËÌ·ÙÔÁÚ·ÊÈΤ˜ Ù·Èӛ˜ * µÚ·‚›· * ™ÙÚ·ÙȈÙÈ΋ ˙ˆ‹ * ¶ÔÏÈÙÈ΋ Î·È ÏÔÁÔÙ¯ӛ· * ∫ÔÈÓˆÓÈ-ο ÚÔ‚Ï‹Ì·Ù· ÛÙË ÏÔÁÔÙ¯ӛ· * º‡ÛË ÛÙË ÏÔÁÔÙ¯ӛ· * ƒÔÌ·ÓÙÈÛÌfi˜ * ◊ڈ˜ ÛÙË ÏÔÁÔÙ¯ӛ· *÷ڷÎÙ‹Ú˜ Î·È ¯·Ú·ÎÙËÚÈÛÙÈο * ™˘Ì‚ÔÏÈÛÌfi˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * ∞ÛÙ˘ÓÔÌÈ-Τ˜ ÈÛÙÔڛ˜ Î·È ÈÛÙÔڛ˜ Ì˘ÛÙËÚ›Ô˘ * ™˘Ó¤‰ÚÈÔ * §ÔÁÔÙ¯ӛ· - §fiÁÔÈ, ‰ÔΛÌÈ·, ‰È·Ï¤ÍÂȘ * ∞Ú¯ÂÈ·-Îfi ˘ÏÈÎfi

— ««∞ÊȤڈ̷: Ã¿Ô˘·ÚÓÙ º›ÏȘ §¿‚ÎÚ·ÊÙ: ¤Ó· ÙÔÏÌËÚfi ‚ϤÌÌ· ÛÙÔ ÛÎÔÙ¿‰È Ù˘ ‡·Ú-͢», ¢È·‚¿˙ˆ, Ù¯. 477 (2007), ÛÛ. 118-142.* §¿‚ÎÚ·ÊÙ, Ã¿Ô˘·ÚÓÙ º›ÏȘ (1890-1937) * §ÔÁÔÙ¯ӛ·, ™‡Á¯ÚÔÓË - 20fi˜ ·È. * ™˘ÁÁÚ·Ê›˜,∞ÌÂÚÈηÓÔ› * ∞ÌÂÚÈηÓÈÎfi ‰È‹ÁËÌ· - ™˘ÏÏÔÁ¤˜ * ∞ÌÂÚÈηÓÈÎfi Ì˘ıÈÛÙfiÚËÌ· - 20fi˜ ·È. * µÈÔÁÚ·-Ê›· * ∂ÚÁÔÁÚ·Ê›· * ¶ÔÈËÙÈ΋ * √ÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ - ∂›‰Ú·ÛË * ™¯¤ÛË ÌËÙ¤Ú·˜ - ·È‰ÈÔ‡

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* º·ÓÙ·ÛÙÈ΋ ÏÔÁÔÙ¯ӛ· * πÛÙÔڛ˜ ÙÚfiÌÔ˘ * πÛÙÔڛ˜ Ê·ÓÙ·ÛÌ¿ÙˆÓ * √Ú¿Ì·Ù· * ÀÂÚÊ˘ÛÈÎfi ÛÙËÏÔÁÔÙ¯ӛ· * §ÔÁÔÙ¯ӛ· Î·È ‰È·ÓÔËÙÈΤ˜ ‰È·Ù·Ú·¯¤˜ * ∞ÛÙ˘ÓÔÌÈΤ˜ ÈÛÙÔڛ˜ Î·È ÈÛÙÔڛ˜ Ì˘ÛÙËÚ›-Ô˘ * ◊ڈ˜ ÛÙË ÏÔÁÔÙ¯ӛ· * §·ÔÁÚ·Ê›· * ¶·Ú·Ì‡ıÈ· * ª·ÓÙ›· * ª·Á›·, πÛÏ·ÌÈ΋ * ¡ÂÎÚÔ› -Ï·ÙÚ›· * §ÔÁÔÙ¯ӛ· - ªÂÙ·ÊÚ¿ÛÂȘ ÛÙ· ÂÏÏËÓÈο * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * ∫ÈÓËÌ·ÙÔÁÚ¿ÊÔ˜, º·-ÓÙ·ÛÙÈÎfi˜ * µÈ‚ÏÈÔÁÚ·Ê›·

— «∞ÊȤڈ̷: ¡. ∂ÁÁÔÓfiÔ˘ÏÔ˜. ™Î‡‚ÔÓÙ·˜ ̤۷ ÛÙÔÓ Î·ıÚ¤ÊÙË», ¢È·‚¿˙ˆ, Ù¯. 478(2007), ÛÛ. 82-116.* ∂ÁÁÔÓfiÔ˘ÏÔ˜, ¡›ÎÔ˜ (1907-1985) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¡ÂÔÂÏÏËÓÈ΋ Ô›ËÛË - 20fi˜ ·È. *™˘ÁÁÚ·Ê›˜, ŒÏÏËÓ˜ - µÈÔÁÚ·Ê›· * ∑ˆÁÚ¿ÊÔÈ, ŒÏÏËÓ˜ - 20fi˜ ·È. * ∂ÈÛÙ‹ÌÔÓ˜, ŒÏÏËÓ˜ *∂ıÓÈÎfi ªÂÙÛfi‚ÈÔ ¶ÔÏ˘Ù¯ÓÂ›Ô * ∂ÚÁÔÁÚ·Ê›· * ¶ÔÈËÙÈ΋ * ™Ô˘Ú·ÏÈÛÌfi˜ * ¶ÔÏÈÙÈ΋ Î·È ÏÔÁÔÙÂ-¯Ó›· * ∫ÔÌÌÔ˘ÓÈÛÌfi˜ Î·È ‰È·ÓÔÔ‡ÌÂÓÔÈ * §ÔÁÔÙ¯ӛ· Î·È ÈÛÙÔÚ›· * ∂ÏÏ¿‰· - πÛÙÔÚ›· - 1940-1944* ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∂ÌʇÏÈÔ˜ fiÏÂÌÔ˜, 1944-1949 * ∫ÔÌÌÔ˘ÓÈÛÙÈ΋ ÛÙÚ·ÙËÁÈ΋ * ∫ÔÈÓˆÓÈ΋·ÔÌfiÓˆÛË * ªÔÓ·ÍÈ¿ * ŒÚˆÙ·˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ¡ÔÛÙ·ÏÁ›· ÛÙË ÏÔÁÔÙ¯ӛ· * ™ËÌ›· Î·È Û‡Ì-‚ÔÏ· * Bolivar y Pulacios, Simon José (1783-1842) * ◊ڈ˜ ÛÙË ÏÔÁÔÙ¯ӛ· * Neruda, Pablo(1904-1973) * Chirico, Giorgio De (1888-1978) * ∂ÌÂÈÚ›ÎÔ˜, ∞Ó‰Ú¤·˜ (1901-1975) - ∂›‰Ú·ÛË* ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

— ««ª‹‰ÂÈ·», ¢È·‚¿˙ˆ, Ù¯. 479 (2007), ÛÛ. 104-144.* ∂ÏÏËÓÈ΋ ÏÔÁÔÙ¯ӛ·, ∞Ú¯·›· * ™˘ÁÁÚ·Ê›˜, ∞Ú¯·›ÔÈ ŒÏÏËÓ˜ * ∂˘ÚÈ›‰Ë˜ (480-406) - ∂ÚÌË-Ó›· Î·È ÎÚÈÙÈ΋ * ª‹‰ÂÈ· (ª˘ıÔÏÔÁ›·) ÛÙË ÏÔÁÔÙ¯ӛ· * ∂ÏÏ¿‰·, ∞Ú¯·›· - π‰ÈˆÙÈÎfi˜ ‚›Ô˜ * °˘Ó·›-Θ - ∫ÔÈÓˆÓÈΤ˜ Û˘Óı‹Î˜ * ÕÓ‰Ú·˜ Î·È Á˘Ó·›Î· - ™¯¤ÛÂȘ * π¿ÛˆÓ (ª˘ıÔÏÔÁ›·) ÛÙË ÏÔÁÔÙ¯ӛ·* °˘Ó·›Î˜ - ∂ÏÏ¿‰· - ∞ı‹Ó· * °˘Ó·›Î· - æ˘¯ÔÏÔÁ›· * ŒÚˆÙ·˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ∂Ή›ÎËÛË *∂ÁÎÏ‹Ì·Ù· ¿ıÔ˘˜ * °¿ÌÔ˜ - ∏ıÈΤ˜ Î·È ıÚËÛ΢ÙÈΤ˜ ·fi„ÂȘ * ª·Á›· * £ËÏ˘ÎfiÙËÙ· (æ˘¯ÔÏÔ-Á›·) * ™˘Ì‚ÔÏÈÛÌfi˜ ÛÙË Ì˘ıÔÏÔÁ›· * ∞Ú¯¤Ù˘· ÛÙË ÏÔÁÔÙ¯ӛ· * £¤·ÙÚÔ - ™ËÌÂȈÙÈ΋ * ÃÔÚÔÁÚ·-Ê›· * ∂ÏÏËÓÈÎfi ‰Ú¿Ì· (∆Ú·Áˆ‰›·) - ∂›‰Ú·ÛË * ™ÂӤη˜, §Â‡ÎÈÔ˜ (4 .Ã. - 65 Ì.Ã.) * Anouilh,Jean (1910-1987) * ∫ÈÓËÌ·ÙÔÁÚ·ÊÈΤ˜ Ù·Èӛ˜ - ∫ÚÈÙÈΤ˜ * Pasolini, Pier Paolo (1922-1975) *Dassin, Jules (1911-2008)

— ««∞ÊȤڈ̷: ∆Ô ¯ÈÔ‡ÌÔÚ ÛÙÔÓ ¡›ÎÔ ∫·˙·ÓÙ˙¿ÎË», ¢È·‚¿˙ˆ, Ù¯. 480 (2007), ÛÛ. 190-220.* ∫·˙·ÓÙ˙¿Î˘, ¡›ÎÔ˜ (1883-1957) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¡ÂÔÂÏÏËÓÈ΋ Â˙ÔÁÚ·Ê›· - 20fi˜ ·È. *¡ÂÔÂÏÏËÓÈÎfi Ì˘ıÈÛÙfiÚËÌ· * ∂ÚÁÔÁÚ·Ê›· * ¶Ó‡̷ Î·È ¯ÈÔ‡ÌÔÚ * °¤ÏÈÔ ÛÙË ÏÔÁÔÙ¯ӛ· * ∞Ó¤Î-‰ÔÙ· * ™¿ÙÈÚ· * ¶·Úˆ‰›· * ∂ÈÚˆÓ›· ÛÙË ÏÔÁÔÙ¯ӛ· * ∫Ú‹ÙË - ¶ÔÏÈÙÈÛÌfi˜ * §ÔÁÔÙ¯ӛ· Î·È Ï·Ô-ÁÚ·Ê›· * ¶·ÚÔÈ̛˜, ∂ÏÏËÓÈΤ˜ * ∫Ú‹ÙË - ∫ÔÈÓˆÓÈ΋ ˙ˆ‹ Î·È ¤ıÈÌ· * ÷ڷÎÙ‹Ú˜ Î·È ¯·Ú·ÎÙËÚÈ-ÛÙÈο * ¶ÚfiÊ˘Á˜, ªÈÎÚ·ÛÈ¿Ù˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ· - ∞Ó·ÁÓˆ-ÛÙÈο Î·È ¯ÚËÛÙÔÌ¿ıÂȘ * ¢ËÌÔÙÈÎfi Û¯ÔÏÂ›Ô * ¢ËÌÔÙÈÎÈÛÌfi˜ * ∫·˙·ÓÙ˙¿ÎË, °·Ï¿ÙÂÈ· (1886-1962)

∂∫∫§∏™π∞ (¶∂ƒπ√¢π∫√), ««∞ÊȤڈ̷: ÕÁÈÔ˜ πˆ¿ÓÓ˘ Ô ÃÚ˘ÛfiÛÙÔÌÔ˜: 1600 ¯ÚfiÓÈ· ·fi ÙËÓÎÔ›ÌËÛ‹ ÙÔ˘», ∂ÎÎÏËÛ›·, Ù¯. 10 (2007), ÛÛ. 764-841.* πˆ¿ÓÓ˘ Ô ÃÚ˘ÛfiÛÙÔÌÔ˜ (. 354-407) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ÕÁÈÔÈ - ™˘Ó·Í¿ÚÈ· * ∂ÈÛÙÔÏÔ-ÁÚ·Ê›· * ªÔÓ·¯È΋ Î·È ıÚËÛ΢ÙÈ΋ ˙ˆ‹ * ªËÙÚÔÔϛ٘ Î·È Â›ÛÎÔÔÈ * ƒ‹ÙÔÚ˜ * πÂÚ·fiÛÙÔÏÔÈ* ∂ÎÎÏËÛÈ·ÛÙÈ΋ ÈÛÙÔÚ›· - 4Ô˜ ·È. * ¡ËÙÈ΋ ÁÚ·ÌÌ·Ù›· * ∫ÔÈÓˆÓÈÔÏÔÁ›·, ÃÚÈÛÙÈ·ÓÈ΋ * ¢Ô˘Ï›·Î·È ∂ÎÎÏËÛ›· * ∞Á¿Ë - ∏ıÈΤ˜ Î·È ıÚËÛ΢ÙÈΤ˜ ·fi„ÂȘ - ÃÚÈÛÙÈ·ÓÈÛÌfi˜ * ∫˘Úȷ΋ ÚÔÛ¢¯‹ *¶ÚÔÛ¢¯‹ ÙÔ˘ πËÛÔ‡ * ¡ËÛÙ›· - √Úıfi‰ÔÍË ∞Ó·ÙÔÏÈ΋ ∂ÎÎÏËÛ›· * πÂÚÔÛ‡ÓË * ∫Ï‹ÚÔ˜, ∞Á·Ì›·ÙÔ˘ * °¿ÌÔ˜ - ∏ıÈΤ˜ Î·È ıÚËÛ΢ÙÈΤ˜ ·fi„ÂȘ - ÃÚÈÛÙÈ·ÓÈÛÌfi˜ * ŒÚˆÙ·˜ - £ÚËÛ΢ÙÈΤ˜ ·fi-

52

„ÂȘ - ÃÚÈÛÙÈ·ÓÈÛÌfi˜ * µ·Û›ÏÂÈÔ˜ Ô ª¤Á·˜ (330-378) * °ÚËÁfiÚÈÔ˜ Ô ¡·˙È·Ó˙ËÓfi˜ (328-391) * ¶ÔÈ-Ì·ÓÙÈ΋ ıÂÔÏÔÁ›· * √Ï˘ÌÈ¿‰·, ‰È·ÎfiÓÈÛÛ· * πËÛÔ‡˜ ÃÚÈÛÙfi˜ - £ÂfiÙËÙ· * ∂Ó·ÓıÚÒËÛË * ∞ÈÚ¤-ÛÂȘ Î·È ·ÈÚÂÙÈÎÔ› - ÃÚÈÛÙÈ·ÓÈΤ˜ * £ÂÔÏÔÁ›·, ¢ÔÁÌ·ÙÈ΋ * ∆ÚÈ·‰ÈÎfi˜ £Âfi˜ * ∞ı·Ó¿ÛÈÔ˜ Ô ª¤Á·˜(295-373) * ª·Ú›·, £ÂÔÙfiÎÔ˜ * £Â›· §ÂÈÙÔ˘ÚÁ›· * ª˘ÛÙ‹ÚÈ·, ıÚËÛ΢ÙÈο * ∂ΉfiÙ˜ Î·È ÂΉfi-ÛÂȘ - µÈ‚ÏÈÔÁÚ·Ê›·

∂¶π™∆∏ª∂™ ∞°ø°∏™ (¶∂ƒπ√¢π∫√), «∞ÊȤڈ̷: ¡ÂÔÂÏÏËÓÈ΋ ¢È·ÛÔÚ¿. Ÿ„ÂȘ Ù˘ ÈÛÙÔÚ›·˜Ù˘ Î·È Ù˘ Âη›‰Â˘Û‹˜ Ù˘», ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜, Ù¯. 3 (2007), ÛÛ. 9-273.* ŒÏÏËÓ˜ Ù˘ ‰È·ÛÔÚ¿˜ * ŒÏÏËÓ˜ Ù˘ ‰È·ÛÔÚ¿˜ - πÛÙÔÚ›· - 1821 * ¶·ÚÔÈ˘, ∂ÏÏËÓÈΤ˜ *ŒÏÏËÓ˜ - ∂η›‰Â˘ÛË - •¤Ó˜ ¯ÒÚ˜ * ∂ıÓÈÎfiÙËÙ· * ∫ÔÈÓˆÓÈ΋ ·ÏÏËÏ›‰Ú·ÛË * πÛÙÔÚÈÔÁÚ·Ê›·* øηӛ· * ∞ÌÂÚÈ΋ * ∞Ô‰ËÌ›· Î·È ÂÔ›ÎËÛË - µÈ‚ÏÈÔÁÚ·Ê›· * ƒˆÛ›· - πÛÙÔÚ›· - 1855-1914 *ƒˆÛ›· - πÛÙÔÚ›· - 20fi˜ ·È. * ∞ÊÚÈ΋ * ªÂÛfiÁÂÈÔ˜, ¶ÂÚÈÔ¯‹ Ù˘ * ∂ȯÂÈÚË̷ٛ˜ * ∂˘ÂÚÁ¤Ù˜ *∫ÚÈÌ·›· * °ÂˆÚÁ›· (¢ËÌÔÎÚ·Ù›·) * µ¤ÏÁÈÔ * °ÂÚÌ·Ó›· * ∂ÏÏËÓÈΤ˜ ÎÔÈÓfiÙËÙ˜

£∂ª∞∆∞ §√°√∆∂áπ∞™ (¶∂ƒπ√¢π∫√), ««∞ÊȤڈ̷: √ ºÈÔÓÙfiÚ ¡ÙÔÛÙÔÁȤ‚ÛÎÈ ·fi ÂÔ¯‹ ÛÂÂÔ¯‹», £¤Ì·Ù· §ÔÁÔÙ¯ӛ·˜, Ù¯. 34 (2007), ÛÛ. 11-60, 132-177.* Dostoevskii, Fedor Mikhailovich (1821-1881) * §ÔÁÔÙ¤¯Ó˜, ƒÒÛÔÈ * ƒˆÛÈÎfi ‰È‹ÁËÌ· * ƒˆÛÈÎfiÌ˘ıÈÛÙfiÚËÌ· * ªÂÙ¿ÊÚ·ÛË Î·È ÂÚÌËÓ›· * §ÔÁÔÙ¯ӛ· - ™ËÌÂÈÔÏÔÁ›· * ƒˆÛ›· - °ÂˆÁÚ·Ê›·, πÛÙÔ-ÚÈ΋ * ¶fiÏÂȘ Î·È ÎˆÌÔfiÏÂȘ ÛÙË ÏÔÁÔÙ¯ӛ· * §¤ÓÈÁÎÚ·ÓÙ * ∞Ó·ÙÔÏ‹ Î·È ¢‡ÛË * ¶ÔÏÈÙÈÛÌfi˜,™Ï·‚ÈÎfi˜ * ∂˘ÚÒË - ¶ÔÏÈÙÈÛÌfi˜ * ∞ÌÂÚÈ΋ * ™˘ÁÁÚ·Ê›˜ Î·È ·Ó·ÁÓÒÛÙ˜ * ¢ËÌÈÔ˘ÚÁÈÎfi ÁÚ¿„È-ÌÔ * ∞Ó¿ÁÓˆÛË - æ˘¯ÔÏÔÁ›· * ¶·‚ÏfiÊ, π‚¿Ó ¶¤ÙÚÔ‚ÈÙ˜ (1849-1936) * ◊ڈ˜ ÛÙË ÏÔÁÔÙ¯ӛ· *÷ڷÎÙ‹Ú˜ Î·È ¯·Ú·ÎÙËÚÈÛÙÈο * ∞ÓıÚˆÔÏÔÁ›· ÛÙË ÏÔÁÔÙ¯ӛ· * ƒÂ·ÏÈÛÌfi˜ ÛÙË ÏÔÁÔÙ¯ӛ· *∂ıÓÔ„˘¯ÔÏÔÁ›· * æ˘¯·Ó¿Ï˘ÛË Î·È ÏÔÁÔÙ¯ӛ· * £Âfi˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ∆ÔÏÛÙfiÈ, §¤ˆÓ (1828-1910) ∆Ô˘ÚÁΤÓÈÂÊ, π‚¿Ó ™ÂÚÁΤÁ‚ÈÙ˜ (1818-1883) * Balzac, Honoré De (1799-1850) * Dickens,Charles (1812-1870) * §ÔÁÔÙ¯ӛ· - ªÂÙ·ÊÚ¿ÛÂȘ ÛÙ· ÂÏÏËÓÈο * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

— ««∞ÊȤڈ̷: ™fiÓÈ· πÏ›ÓÛηÁÈ·», £¤Ì·Ù· §ÔÁÔÙ¯ӛ·˜, Ù¯. 34 (2007), ÛÛ. 194-214.* Ilinskaya, Sonia (1938- ) * ™˘ÁÁÚ·Ê›˜, ƒÒÛÔÈ - 20fi˜ ·È. * ∂ÚÁÔÁÚ·Ê›· * °˘Ó·›Î˜ ÂÈÛÙ‹ÌÔÓ˜* ¶·ÓÂÈÛÙ‹ÌÈÔ πˆ·ÓÓ›ÓˆÓ - ¢È‰·ÎÙÈÎfi ÚÔÛˆÈÎfi * ∫·ÈÓÔÙÔÌ›· * ¢ÔΛÌÈ· * ™‡Á¯ÚÔÓË ¤Ú¢ӷ *§ÔÁÔÙ¯ӛ· - πÛÙÔÚ›· Î·È ÎÚÈÙÈ΋ * ƒˆÛ›· - ¶ÔÏÈÙÈÛÌfi˜ * ∞Ô‰ËÌ›· Î·È ÂÔ›ÎËÛË * ƒˆÛ›· - ™¯¤ÛÂȘ- ∂ÏÏ¿‰· * ∞ÏÂÍ·Ó‰ÚfiÔ˘ÏÔ˜, ª‹ÙÛÔ˜ (1924- ) * §ÔÁÔÙ¯ӛ· - ªÂÙ·ÊÚ¿ÛÂȘ ÛÙ· ÂÏÏËÓÈο * ∞Ó¿-Ï˘ÛË ÂÚȯÔ̤ÓÔ˘

— ««∞ÊȤڈ̷: £ÂÚ‚¿ÓÙ˜», £¤Ì·Ù· §ÔÁÔÙ¯ӛ·˜, Ù¯. 35 (2007), ÛÛ. 5-123.* Cervantes, Don Miguel (1547-1616) * µÈÔÁÚ·Ê›· * ∂ÚÁÔÁÚ·Ê›· * πÛ·Ó›· * ª˘ıÈÛÙfiÚËÌ· * ∞˘-ÙÔ‚ÈÔÁÚ·Ê›· * ¶ÔÈËÙÈ΋ * ◊ڈ˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ¢ÔÓ ∫ȯÒÙ˘ * πfiÙ˜ Î·È ÈÔÛ‡ÓË - ∂›‰Ú·-ÛË * ª˘ıÔÏÔÁ›·, ∂ÏÏËÓÈ΋ ÛÙË ÏÔÁÔÙ¯ӛ· * ∑Ò· ÛÙË ÏÔÁÔÙ¯ӛ· * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * °˘Ó·›Î·ÛÙË ÏÔÁÔÙ¯ӛ· * ∞ÏÏËÁÔÚ›· * º·ÓÙ·Û›· * ¶·Úˆ‰›· * ∞Ú¯¤Ù˘· ÛÙË ÏÔÁÔÙ¯ӛ· * ™˘Ì‚ÔÏÈÛÌfi˜ÛÙË ÏÔÁÔÙ¯ӛ· * £Â·ÙÚÈο ¤ÚÁ· * ∂ÚÌËÓ¢ÙÈ΋ * §ÔÁÔÙ¯ӛ· - ™ËÌÂÈÔÏÔÁ›· * §ÔÁÔÙ¯ӛ· - ªÂÙ·-ÊÚ¿ÛÂȘ ÛÙ· ÂÏÏËÓÈο * ∫·˙·ÓÙ˙¿Î˘, ¡›ÎÔ˜ (1883-1957) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ™˘ÁÎÚÈÙÈ΋·Ó¿Ï˘ÛË

— ««∞ÊȤڈ̷: ¡›ÎÔ˜ ∫·˙·ÓÙ˙¿Î˘», £¤Ì·Ù· §ÔÁÔÙ¯ӛ·˜, Ù¯. 35 (2007), ÛÛ. 124-192.* ∫·˙·ÓÙ˙¿Î˘, ¡›ÎÔ˜ (1883-1957) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¡ÂÔÂÏÏËÓÈ΋ Ô›ËÛË - 20fi˜ * √‰‡Û-ÛÂÈ· * ¡ÂÔÂÏÏËÓÈÎfi Ì˘ıÈÛÙfiÚËÌ· * ∂ÚÁÔÁÚ·Ê›· * ¶ÔÈËÙÈ΋ * °ÏÒÛÛ· * ∞͛˜, ∏ıÈΤ˜ * ◊ڈ˜ÛÙË ÏÔÁÔÙ¯ӛ· * ª˘ıÔÏÔÁ›·, ∂ÏÏËÓÈ΋ ÛÙË ÏÔÁÔÙ¯ӛ· * ∂Ï¢ıÂÚ›· * ¶·ÙÚȈÙÈÛÌfi˜ * £¿Ó·ÙÔ˜

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ÛÙË ÏÔÁÔÙ¯ӛ· * °ÚËÁfiÚÈÔ˜ Ô ¡‡ÛÛ˘ (.335-.394) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * £ÂÔÏÔÁ›· - ∂›‰Ú·-ÛË * ™˘Ì‚ÔÏÈÛÌfi˜ ÛÙË ÏÔÁÔÙ¯ӛ· * æ˘¯·Ó¿Ï˘ÛË ÛÙË ÏÔÁÔÙ¯ӛ· * Dante, Alighieri (1265-1321) *Tennyson, Alfred (1809-1892) * ¶·Ï·Ì¿˜, ∫ˆÛÙ‹˜ (1859-1943) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * Joyce,James (1882-1941) - ∂›‰Ú·ÛË * Unamuno, Miguel de (1864-1936) * Beckett, Samuel (1906-1989) * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË

πø∞¡¡π¢√À ∞§∂•∞¡¢ƒ∞, «∏ ·fiÚÚÈ„Ë Ù˘ ı·Ó·ÙÈ΋˜ ÔÈÓ‹˜ ÛÙÔ ¤ÚÁÔ ÙÔ˘ ¡ÙÔÛÙÔÁȤÊÛÎÈ»,™‡Á¯ÚÔÓ· £¤Ì·Ù·, Ù¯. 96 (2007), ÛÛ. 69-76.* ƒˆÛ›· * ¶ÔÈÓ‹ ı·Ó¿ÙÔ˘ * πÛÙÔÚÈ΋ ¤Ú¢ӷ * Dostoevskii, Fedor Mikheilovich (1821-1881) *∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * £¿Ó·ÙÔ˜ - ºÈÏÔÛÔÊ›· * £¿Ó·ÙÔ˜ ÛÙË ÏÔÁÔÙ¯ӛ·

∫∞§∂™π√¶√À§√À µ∞™π§π∫∏, ««∏ ÂÛˆÙÂÚÈ΋ ‰È·ÎfiÛÌËÛË ÙˆÓ Ì˘ÎËÓ·˚ÎÒÓ ÌÂÁ¿ÚˆÓ», ∞Ú¯·ÈÔ-ÏÔÁ›· Î·È ∆¤¯Ó˜, Ù¯. 105 (2007), ÛÛ. 88-95.* ∂ÏÏ¿‰· - ∞Ú¯·ÈfiÙËÙ˜ * ∆¤¯ÓË, ª˘ÎËÓ·˚΋ * ∞Ó¿ÎÙÔÚ· * ∂ÛˆÙÂÚÈ΋ ‰È·ÎfiÛÌËÛË * ª˘Î‹Ó˜ *¶‡ÏÔ˜ ñ The megara in the three major Myceneaen sites in the Peloponnese follow the same model of

architecture and decoration. They consist of three internally communicating areas, the floor ofwhich was divided in rectangles painted with geometric and marine or abstract motives as theremaining traces of coloring indicate. A circular hearth, embellished with flame-like or otherdecorative schemes, occupied the center of the throne chamber. The walls were adorned withimpressive paintings displaying hunting or procession scenes or with alabaster cornices, like theimposing one preserved in Tiryns, while the ceilings should have also been decorated, althoughno such remmants have survived. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫∞ª¶√Àƒ∏-ª∞™∞√À∆∏ ∞¡∞™∆∞™π∞, ««∂ÈÛÙÔÏÈÎÔ› Ù‡ÔÈ ÙÔ˘ ∂ÏÏËÓÔڈ̷˚ÎÔ‡ ÎfiÛÌÔ˘ ηȷÓÙÈÚÔÛˆÂ˘ÙÈο ΛÌÂÓ· ¶ÚˆÙÔ‚˘˙·ÓÙÈÓ‹˜ ÂÚÈfi‰Ô˘», ¢ÔΛ ÌÔÈ, Ù¯. 9, (2007), ÛÛ. 62-70.* ∂ÈÛÙÔÏÔÁÚ·Ê›·, ∂ÏÏËÓÈ΋ * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∂ÏÏËÓÈÛÙÈÎÔ› ¯ÚfiÓÔÈ, 336-30 * ƒˆÌ·˚΋ ∞˘ÙÔ-ÎÚ·ÙÔÚ›· - πÛÙÔÚ›· * µ˘˙·ÓÙÈÓ‹ ∞˘ÙÔÎÚ·ÙÔÚ›· - πÛÙÔÚ›· - ª¤¯ÚÈ ÙÔ 527 * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

∫∞¶¶√™ π., °∂ƒ√°π∞¡¡∏™ ∫., ««∏ ηٷÁÚ·Ê‹ fi„ÂˆÓ Ù˘ ÎÔÈÓˆÓÈ΋˜ Ú·ÁÌ·ÙÈÎfiÙËÙ·˜ ÙÔ˘ ªÂ-ÛÔÔϤÌÔ˘ ÛÙ· ÏÔÁÔÙ¯ÓÈο ΛÌÂÓ·. ∏ ÂÚ›ÙˆÛË ÙÔ˘ ¢ËÌÔÛı¤ÓË µÔ˘Ù˘Ú¿», ∆· ∂Î·È‰Â˘ÙÈο,Ù¯. 85-86 (2007), ÛÛ. 56-68.* §ÔÁÔÙ¯ӛ· Î·È ÎÔÈÓˆÓ›· * µÔ˘Ù˘Ú¿˜, ¢ËÌÔÛı¤Ó˘ (1871-1958) * ¢È‹ÁËÌ· * ƒÂ·ÏÈÛÌfi˜ ÛÙË ÏÔ-ÁÔÙ¯ӛ· * ÀÔÎÂÈÌÂÓÈÎfiÙËÙ· * ∫ÔÈÓˆÓÈ΋ ‰ÈηÈÔÛ‡ÓË

∫∞ƒ∞∫π∆™π√™ ∞¡¢ƒ∂∞™, ∫ø∆√¶√À§√™ ∆ƒπ∞¡∆∞ºÀ§§√™ ∏., º§øƒ∞ ∞ºƒ√¢π∆∏,««∂ÓÙÔÈÛÌfi˜ Î·È Î·Ù·ÁÚ·Ê‹ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ·ÊËÁËÌ·ÙÈÎÒÓ Ù‡ˆÓ ÛÙÔ ¯ÒÚÔ Ù˘ ·È‰È΋˜ ÌÈÎÚÔ·-Ê‹ÁËÛ˘», ºÈÏfiÏÔÁÔ˜, Ù¯. 129 (2007), ÛÛ. 423-437.* ¶·È‰È΋ ÏÔÁÔÙ¯ӛ· * ¶Â˙ÔÁÚ·Ê›· * ∞ÊËÁËÌ·ÙÈ΋ Ù¤¯ÓË * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ∆ÚÈÙÔ‚¿ıÌÈ·∂η›‰Â˘ÛË * ª¤ıÔ‰Ô˜ ¤Ú¢ӷ˜ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

∫∞ƒ∞¡∞∆™∏™ ∫ø¡™∆∞¡∆π¡√™, ««∆Ô ÔÈÎÔÓÔÌÈÎfi ÚÔÊ›Ï ÂÓfi˜ ¢·ÙÚ›‰Ë», ∆· πÛÙÔÚÈο, Ù¯. 47(2007), ÛÛ. 421-436.* ∂ÏÏ¿‰· - πÛÙÔÚ›· - 17Ô˜-19Ô˜ ·È. * πˆ¿ÓÓÈÓ· - ∫ÔÈÓˆÓÈΤ˜ Û˘Óı‹Î˜ * √ÈÎÔÓÔÌ›· * ∂ȯÂÈÚËÌ·-ٛ˜ - µÈÔÁÚ·Ê›· * ∞Ú¯ÂȷΤ˜ ËÁ¤˜ * πÛÙÔÚÈ΋ ¤Ú¢ӷ

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∫∞ƒ∞¶π¢∞∫∏™ ¡.∂., «∫·Ù¿ıÏÈ„Ë Î·È ÌÂÏ·Á¯ÔÏ›·: Ù· “∂ÚˆÙ‹Ì·Ù· Î·È ∞ÔÎÚ›ÛÂȘ •¤ÓÔ˘ ηÈ∞ÏËı›·˜” ÙÔ˘ §ÂÔÓ¿Ú‰Ô˘ ¡ÙÂÏÏ·fiÚÙ·», ∆· πÛÙÔÚÈο, Ù¯. 47 (2007), ÛÛ. 275-316.* ¡ÙÂÏÏ·fiÚÙ·˜, §ÂÔÓ¿Ú‰Ô˜ (1330-.1419) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * æ˘¯ÔÏÔÁ›· ÛÙË ÏÔÁÔÙ¯ӛ· *¶Ô›ËÛË * ∫Ú·ÙÔ‡ÌÂÓÔÈ * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * ∫Ú‹ÙË - πÛÙÔÚ›· - 1204-1669

∫∞ƒ∞™∞µµπ¢√À ∂§∂¡∏, ««§ÔÁÔÙ¯ÓÈΤ˜ ηٷÁڷʤ˜ Ù˘ ·ÓÙ›Ï˄˘ ÙÔ˘ ÂıÓÔÙÈο “¿ÏÏÔ˘”, ÁÈ·ÙËÓ ·ÏÈ¿ Î·È Ó¤· ·ÙÚ›‰·. ªÈ· ·È‰·ÁˆÁÈ΋-‰È·ÔÏÈÙÈÛÌÈ΋ ÚÔÛ¤ÁÁÈÛË», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË,Ù¯. 149 (2007), ÛÛ. 76-94.* ∂ÏÏËÓÈ΋ ÏÔÁÔÙ¯ӛ· * ¢È·ÔÏÈÙÈÛÌÈ΋ ÚÔÛ¤ÁÁÈÛË * ∂ÏÏ¿‰· - ∫ÔÈÓˆÓÈΤ˜ Û˘Óı‹Î˜ 20fi˜ ·È. *ªÂÙ·Ó¿ÛÙ˜ * §ÔÁÔÙ¤¯Ó˜, ŒÏÏËÓ˜ * ∞Ï‚·ÓÔ› * §ÔÁÔÙ¯ÓÈ΋ ÎÚÈÙÈ΋

∫∞∆™πƒ∞™ §∂ø¡π¢∞™, ««∏ ÚÔÛˆÈÎfiÙËÙ· ÙÔ˘ ª. µ·ÛÈÏ›Ԣ › ÙË ‚¿ÛÂÈ ÙˆÓ ‰‡Ô ÂÈÙ·Ê›ˆÓ Ïfi-ÁˆÓ ÙÔ˘ ∞Á›Ô˘ °ÚËÁÔÚ›Ô˘ ¡‡ÛÛ˘ Î·È ÙÔ˘ ∞Á›Ô˘ °ÚËÁÔÚ›Ô˘ ¡·˙È·Ó˙ËÓÔ‡», ∫ÔÈÓˆÓ›·, Ù¯. 4 (2007),ÛÛ. 371-384.* µ·Û›ÏÂÈÔ˜ Ô ª¤Á·˜ (330-378) * ÕÁÈÔÈ - ™˘Ó·Í¿ÚÈ· * °ÚËÁfiÚÈÔ˜ Ô ¡·˙È·Ó˙ËÓfi˜ (328-391) * °ÚË-ÁfiÚÈÔ˜ Ô ¡‡ÛÛ˘ (. 335 - . 394) * ÃÚÈÛÙÈ·ÓÈ΋ ÏÔÁÔÙ¯ӛ·, ÚÒÈÌË * √ÌÈϛ˜, ÏfiÁÔÈ Î.Ï.

— ««√È ¤ÓÓÔȘ ÙÔ˘ ÈÛÏ·ÌÈÎÔ‡ ÈÂÚÔ‡ ÔϤÌÔ˘ (Ù˙ȯ¿ÓÙ) Û‡Ìʈӷ Ì ٷ ·ÓÂÈÛÙËÌȷοÂÁ¯ÂÈÚ›‰È· ÙˆÓ £ÂÔÏÔÁÈÎÒÓ ™¯ÔÏÒÓ Ù˘ ∂ÏÏ¿‰·˜», ™‡Ó·ÍË, Ù¯. 104 (2007), ÛÛ. 82-87.* ∆˙ȯ¿ÓÙ * ™¯ËÌ·ÙÈÛÌfi˜ ÂÓÓÔÈÒÓ * ∆ÚÈÙÔ‚¿ıÌÈ· Eη›‰Â˘ÛË * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂ıÓÈÎfi Î·È ∫·-Ô‰ÈÛÙÚÈ·Îfi ¶·ÓÂÈÛÙ‹ÌÈÔ ∞ıËÓÒÓ. £ÂÔÏÔÁÈ΋ ™¯ÔÏ‹ * ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔÓ›-΢ - £ÂÔÏÔÁÈ΋ ™¯ÔÏ‹

∫∞æøª∂¡√À-∆ƒπ∞¡∆√À πºπ°∂¡∂π∞, ««∏ Û¯¤ÛË ·Ó¿ÌÂÛ· ÛÙÔÓ “∞ÓÒÓ˘ÌÔ ÙÔ˘ 1789” Î·È ÙË“°˘Ó·›Î· Ù˘ ∑¿Î˘ıÔ˜” ÙÔ˘ ¢ÈÔÓ˘Û›Ô˘ ™ÔψÌÔ‡», £¤Ì·Ù· §ÔÁÔÙ¯ӛ·˜, Ù¯. 36 (2007), ÛÛ. 99-117.* ™ÔψÌfi˜, ¢ÈÔÓ‡ÛÈÔ˜ (1798-1857) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ∞ÓÒÓ˘ÌÔ˜ ŒÏÏËÓ·˜ * ¡ÂÔÂÏÏËÓÈ΋ԛËÛË * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∆Ô˘ÚÎÔÎÚ·Ù›· - ¶ÓÂ˘Ì·ÙÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ * §ÔÁÔÙ¯ӛ· Î·È ÈÛÙÔ-Ú›· * °˘Ó·›Î· ÛÙË ÏÔÁÔÙ¯ӛ· * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË

∫√§π∞ ∂ƒøºπ§∏, °∫∞¢√§√À ∞¡∞™∆∞™π∞, ««¡·fi˜ °ÂˆÌÂÙÚÈÎÒÓ ¯ÚfiÓˆÓ ÛÙËÓ ÂÚÈÔ¯‹ Ù˘∞Ú¯·›·˜ ∂Ï›Î˘», ∞Ú¯·ÈÔÏÔÁ›· Î·È ∆¤¯Ó˜, Ù¯. 104 (2007), ÛÛ. 71-73.* ∞Ó·Ûηʤ˜ (∞Ú¯·ÈÔÏÔÁ›·) * ¡·Ô›, ∞Ú¯·›ÔÈ * ∞Ú¯·ÈfiÙËÙ˜ * ∂ÏÏ¿‰· - πÛÙÔÚ›· - °ÂˆÌÂÙÚÈ΋ Â-Ú›Ô‰Ô˜ . 900-700 * ∂Ï›ÎË, ∞Ú¯·›· * ∞¯·˝·ñ In a private building site in the area of ancient Eliki, in the present Municipality of Diakopto, a

part of a large Geometric temple was revealed. It exhibits two building phases of the LateGeometric years as well as traces of worship from an even earlier period, from which, however,no building remnants have survived. Besides a number of metallic finds, iron and bronze, thetemple has yielded a considerable amount of Geometric ceramics, representing the threecommon in Aegialia groups of pottery: painted Achean, painted Thapsos type and embossedearthenware. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫√Àª∞ƒ√¶√À§√™ ™∆∂º∞¡√™ Ã., ««∏ ·ÍÈÔÔ›ËÛË ÛÙË ‰È·Ô›Ì·ÓÛË ·ÔÙÂÏÂÛÌ¿ÙˆÓ ÙˆÓÂÌÂÈÚÈÎÒÓ ÂÚ¢ÓÒÓ», ∂ÎÎÏËÛ›·, Ù¯. 9 (2007), ÛÛ. 700-710.* ¶ÔÈÌ·ÓÙÈ΋ ıÂÔÏÔÁ›· * ŒÚ¢ӷ - π‰Ú‡Ì·Ù· * æ˘¯ÔÏÔÁ›·, ∂Ê·ÚÌÔṲ̂ÓË * ™˘Ì‚Ô˘Ï¢ÙÈ΋ * ¡Â-ÔÏ·›· - £ÚËÛ΢ÙÈ΋ ˙ˆ‹ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

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∫√Àº√µ∞™π§∏™ ¢∏ª∏∆ƒ∏™, «∂Ï¢ıÂÚ›· ÛÙÔÓ ∂›ÎÔ˘ÚÔ», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯.84 (2007), ÛÛ. 71-73.* ºÈÏÔÛÔÊ›·, ∞Ú¯·›· ÂÏÏËÓÈ΋ * ∂›ÎÔ˘ÚÔ˜ (341-270) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¢ËÌfiÎÚÈÙÔ˜ (5Ô˜·È. .Ã.) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË * ∂χıÂÚË ı¤ÏËÛË Î·È ·ÈÙÈÔÎÚ·Ù›· * ∂˘Ù˘-¯›·∫ƒπ∫ø¡∏™ Ãπ™∆√™ £., ««™›Ï·˜ ‹ ™ÈÏ¿˜ ‹ ™ÈÏÔ˘·Ófi˜: Ì·ıËÙ‹˜ Î·È Û˘ÓÂÚÁ¿Ù˘ ÙÔ˘ ∞ÔÛÙfiÏÔ˘¶·‡ÏÔ˘», ∂ÎÎÏËÛ›·, Ù¯. 7 (2007), ÛÛ. 540-543.* ™ÈÏÔ˘·Ófi˜ * ¶·‡ÏÔ˜, ∞fiÛÙÔÏÔ˜ * ÕÁÈÔÈ - ™˘Ó·Í¿ÚÈ· * ∂ÎÎÏËÛÈ·ÛÙÈ΋ ÈÛÙÔÚ›· - ¶ÚÒÈÌË ∂ÎÎÏË-Û›·, . 30-60 * µ›‚ÏÔ˜. ¶.¢. ¶Ú¿ÍÂȘ ÙˆÓ ∞ÔÛÙfiÏˆÓ * º›ÏÈÔÈ (∫·‚¿Ï·)

∫Àƒπ∆™∏™ ¢∏ª∏∆ƒ∏™, ««∏ ı¤ÛË ÙÔ˘ Ì·ı‹Ì·ÙÔ˜ Ù˘ ºÈÏÔÛÔÊ›·˜ ÛÙÔ Ï·›ÛÈÔ Ù˘ ·ÓıÚˆÈÛÙÈ-΋˜ ·È‰Â›·˜», ¡¤· ¶·È‰Â›·, Ù¯. 124 (2007), ÛÛ. 98-112.* ºÈÏÔÛÔÊ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (ª¤ÛË) * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ∞ÓıÚˆÈÛÙÈΤ˜ ÂÈÛÙ‹-̘ * £ÂÙÈΤ˜ ÂÈÛً̘ * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜

∫ø¡™∆∞¡∆π¡√¶√À§√™ µ.§., ««¢ÂÈÁÌ·ÙÈ΋ ‰È‰·Ûηϛ· ÛÙÔÓ “∂ÈÙ¿ÊÈÔ” ÙÔ˘ ¶ÂÚÈÎÏ¤Ô˘˜», ¶Ï¿-ÙˆÓ. ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 18-26.* ¶ÂÚÈÎÏ‹˜ (490-429) * §fiÁÔ˜, ¢ËÌfiÛÈÔ˜ * °Ú·ÌÌ·Ù›·, ∞Ú¯·›· ÂÏÏËÓÈ΋ - ™Ô˘‰‹ Î·È ‰È‰·Ûη-Ï›· (ª¤ÛË) * £Ô˘Î˘‰›‰Ë˜ (470-394) - ¶ÔÏÈÙÈΤ˜ Î·È ÎÔÈÓˆÓÈΤ˜ ·fi„ÂȘ * ¶ÚfiÙ˘Ô ‰È‰·Ûηϛ·˜

KORAKI, ANASTASIA, ««Jean-Pierre Vernant: Une nouvelle approche des mythes grecs»,Contact+, Ù¯. 39 (2007), ÛÛ. 26-27.* Vernant, Jean-Pierre (1914-2007) * ºÈÏÔÛÔÊ›· - πÛÙÔÚ›· * ∂ÏÏ¿‰·, ∞Ú¯·›· * ª‡ıÔÈ, ∂ÏÏËÓÈÎÔ›* ∂ÏÏËÓÈÎfi ‰Ú¿Ì· (∆Ú·Áˆ‰›·)

§π§∏™ πø∞¡¡∏™ ¡., ««∏ ¤ÓÓÔÈ· ÙˆÓ “ÔÚ›ˆÓ” Î·È Ù˘ “Û¯ÂÙÈÎfiÙËÙ·˜” ÛÙ· ΛÌÂÓ· ÙÔ˘ ‚˘˙·ÓÙÈÓÔ‡ÔÏÈÙÈÛÌÔ‡», ™‡Ó·ÍË, Ù¯. 104 (2007), ÛÛ. 45-51.* ™¯ÂÙÈÎfiÙËÙ· * £Âfi˜ - µÈ‚ÏÈ΋ ‰È‰·Ûηϛ· * ÕÓıÚˆÔ˜ (£ÂÔÏÔÁ›·) * ¢ËÌÈÔ˘ÚÁ›· * πˆ¿ÓÓ˘ Ô¢·Ì·ÛÎËÓfi˜ (. 650 - . 750) * °ÚËÁfiÚÈÔ˜ Ô ¶·Ï·Ì¿˜, ÕÁÈÔ˜ (1296-1359) * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

§À∫π∞ƒ¢√¶√À§√À-∫√¡∆∞ƒ∞ ™∆∞Àƒ√À§∞, ««√È ·È‰·ÁˆÁÈΤ˜ ȉ¤Â˜ ÙÔ˘ ¶ÏÔ‡Ù·Ú¯Ô˘», ¶·È-‰·ÁˆÁÈÎfi µ‹Ì· ∞ÈÁ·›Ô˘, Ù¯. 66 (2007), ÛÛ. 74-91.* ¶ÏÔ‡Ù·Ú¯Ô˜ (. 46 - 120) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ºÈÏÔÛÔÊ›· Ù˘ ∞ÁˆÁ‹˜ * πÛÙÔÚ›· - ºÈÏÔÛÔÊ›·* ƒfiÏÔ˜ * ¶Ô›ËÛË

ª∞°ƒπ¶§∏™ ¢∏ª∏∆ƒ∏™, ««√ ÎfiÛÌÔ˜ ˆ˜ ÚÔ˚fiÓ Î·È Ô ıÚËÛ΢ÙÈÎfi˜ Ê·Ó·ÙÈÛÌfi˜: ÛËÌ›· Û‡Á-ÎÚÔ˘Û˘ ÙˆÓ ‰‡Ô ȉÂÔÏÔÁÈÒÓ», ™‡Ó·ÍË, Ù¯. 104 (2007), ÛÛ. 37-44.* ¶·ÁÎÔÛÌÈÔÔ›ËÛË * º·Ó·ÙÈÛÌfi˜ * ∂ÙÂÚfiÙËÙ· * ∫ÂÊ·Ï·ÈÔÎÚ·Ù›· - ∂›‰Ú·ÛË * ¶ÔÏÈÙÈ΋ ȉÂÔÏÔ-Á›· * ∫ÔÈÓˆÓÈ΋ Û˘ÌÂÚÈÊÔÚ¿

ª∞∫ƒπ¢∏™ °π∞¡¡∏™, ««∏ Âη›‰Â˘ÛË ·Ì¤Ûˆ˜ ÌÂÙ¿ ÙÔÓ √ÎÙÒ‚ÚË. 90 ¯ÚfiÓÈ· ·fi ÙËÓ √ÎÙˆ‚ÚÈ·-Ó‹ ∂·Ó¿ÛÙ·ÛË», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 83 (2007), ÛÛ. 20-29.* ™Ô‚ÈÂÙÈ΋ ŒÓˆÛË - πÛÙÔÚ›· - ∂·Ó¿ÛÙ·ÛË, 1917-1921 * ¶ÚÔÏÂÙ·ÚÈ¿ÙÔ, ¢ÈÎÙ·ÙÔÚ›· ÙÔ˘ * Lenin,Vladimir Ilich Ulvanov (1870-1924) * ¶¿ÏË ÙˆÓ Ù¿ÍÂˆÓ * ∂η›‰Â˘ÛË Î·È ÎÔÈÓˆÓ›· * ∫ÔÌÌÔ˘ÓÈ-ÛÌfi˜ Î·È ÓÂ˘Ì·ÙÈ΋ ηÏÏȤÚÁÂÈ·

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ª∞¡∆∞™ ∫ø™∆∞™, «°¿Ï· Î·È ¯Ú‹Ì·: Ë ÈÛÙÔÚ›· ÙÔ˘ ıÂÙÔ‡ ıËÏ·ÛÌÔ‡», ∞Ú¯·ÈÔÏÔÁ›· Î·È ∆¤¯Ó˜,Ù¯. 105 (2007), ÛÛ. 65-71.* £ËÏ·ÛÌfi˜ * ∆ÚÔÊÔ› * ∞Ú¯·ÈfiÙËÙ· * ªÂÛ·›ˆÓ·˜ * °·ÏÏ›· - πÛÙÔÚ›· * ∂ÈÛÎfiËÛË Ù˘ ηٿÛÙ·-Û˘ ÂÓfi˜ ı¤Ì·ÙÔ˜ñ The article deals with the phenomenon of wet-nursing through the ages. Beginning with ancient

Greece and Rome, it follows its course in Byzantium and Medieval Europe and concludes withthe examination of the circumstances that impressively boosted wet-nursing in the eighteenth-century France. In the framework and limitations of an article, we have also attempted toidentify and stress all the parameters of the phenomenon.

ª∞ƒπ¡√¶√À§√À ∞π∫∞∆∂ƒπ¡∏, ««∂ÁÎÏ‹Ì·Ù· Î·È Î·Ù·ÛÙÚÔʤ˜ ÙˆÓ Î·Ù·ÎÙËÙÒÓ ÛÙËÓ ∂ÏÏ¿‰· η-Ù¿ ÙËÓ ÂÚ›Ô‰Ô Ù˘ ∞ÓÙ›ÛÙ·Û˘ 1941-1944», ¢ÔΛ ÌÔÈ, Ù¯. 9 (2007), ÛÛ. 25-33.* ¶·ÁÎfiÛÌÈÔ˜ fiÏÂÌÔ˜, 1939-1945 - ∞ÓÙÈÛÙ·Ûȷο ÎÈÓ‹Ì·Ù· - ∂ÏÏ¿‰· * ∂ÁÎÏ‹Ì·Ù· ÔϤÌÔ˘ * ∞È-ÁÈ¿ÏÂÈ· - πÛÙÔÚ›· - 1943-1944 * ∂ıÓÈÎfi˜ §·˚Îfi˜ ∞ÂÏ¢ıÂÚˆÙÈÎfi˜ ™ÙÚ·Ùfi˜ * ∂ıÓÈÎfi˜ ¢ËÌÔÎÚ·ÙÈ-Îfi˜ ∂ÏÏËÓÈÎfi˜ ™‡Ó‰ÂÛÌÔ˜ * ∂ıÓÈÎfi ∞ÂÏ¢ıÂÚˆÙÈÎfi ª¤ÙˆÔ * ∂ÓÈ·›· ¶·ÓÂÏÏ·‰È΋ √ÚÁ¿ÓˆÛË¡¤ˆÓ

ª∞ƒ∫√¶√À§√™ £∞¡∞™∏™ ∂., ««™ÂÓ·ÚȷΤ˜ ÚÔÛÂÁÁ›ÛÂȘ ÏÔÁÔÙ¯ÓÈÎÒÓ ÎÂÈ̤ӈÓ: ª·Ú›·˜∫¤ÓÙÚÔ˘-∞Á·ıÔÔ‡ÏÔ˘ “√ ÌÔÙÔÛÈÎÏÂÙÈÛÙ‹˜” (∫¡¢ °’ §§˘Î›Ԣ)», ºÈÏfiÏÔÁÔ˜, Ù¯. 130 (2007), ÛÛ.569-583.* ¡ÂÔÂÏÏËÓÈ΋ ÏÔÁÔÙ¯ӛ· * ∫¤ÓÙÚÔ˘-∞Á·ıÔÔ‡ÏÔ˘ ª·Ú›· £. (1930- ) * ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂ-ÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

ªπÃ∞§∏-ºƒ∞¡∆∑∂™∫√À ™∆∞Àƒπ∆™∞ ¡., ««∂ÈÛً̘ Î·È ÂıÓÈ΋ ȉÂÔÏÔÁ›·: Ë ÂÚ›ÙˆÛË Ù˘ ÂÏ-ÏËÓÈ΋˜ Ï·ÔÁÚ·Ê›·˜», ¶·È‰·ÁˆÁÈÎfi µ‹Ì· ∞ÈÁ·›Ô˘, Ù¯. 66 (2007), ÛÛ. 14-26.* ∂ÈÛÙ‹ÌË * §·ÔÁÚ·Ê›· - ∂ÏÏ¿‰· * ∂ıÓÈÎfiÙËÙ· * §·˚Îfi˜ ÔÏÈÙÈÛÌfi˜ * ¶ÔÏ›Ù˘, ¡ÈÎfiÏ·Ô˜ °.(1852-1921) * ∫˘ÚȷΛ‰Ë˜ ™Ù›ÏˆÓ ¶. (1887-1964) * ¶ÔÏÈÙÈÛÙÈ΋ Î·È ÔÏÈÙÈÛÌÈ΋ ÎÏËÚÔÓÔÌÈ¿

ª¶∞∫√™ ∏§π∞™ ¢., ««√ ÕÁÈÔ˜ ™˘Ú›‰ˆÓ Î·È Ë ÂÚȤÙÂÈ· ÙÔ˘ ÈÂÚÔ‡ ÙÔ˘ ÏÂÈ„¿ÓÔ˘. ∞fi ÙËÓ ∆ÚÈ-Ì˘ıÔ‡ÓÙ· Ù˘ ∫‡ÚÔ˘ ÛÙËÓ ∫ˆÓÛÙ·ÓÙÈÓÔ‡ÔÏË Î·È ·fi ÂΛ ÛÙËÓ ∫¤Ú΢ڷ», ∫ÔÈÓˆÓ›·, Ù¯. 3(2007), ÛÛ. 295-302.* ™˘Ú›‰ˆÓ, ÕÁÈÔ˜ (270-348) * ÕÁÈÔÈ - ™˘Ó·Í¿ÚÈ· * ∫‡ÚÔ˜ - ∂ÎÎÏËÛÈ·ÛÙÈ΋ ÈÛÙÔÚ›· * ∫¤Ú΢ڷ -∂ÎÎÏËÛÈ·ÛÙÈ΋ ÈÛÙÔÚ›· * £·‡Ì·Ù· * ⁄ÌÓÔÈ

ª¶∂§∂∑√™ ∫ø¡™∆∞¡∆π¡√™ π., ««πˆ¿ÓÓ˘ Ô ÃÚ˘ÛfiÛÙÔÌÔ˜. ∞Ú¯¤˜ Ù˘ µÈ‚ÏÈ΋˜ ÙÔ˘ ∂ÚÌËÓ¢ÙÈ-΋˜», ∂ÎÎÏËÛ›·, Ù¯. 11 (2007), ÛÛ. 926-932.* πˆ¿ÓÓ˘ Ô ÃÚ˘ÛfiÛÙÔÌÔ˜ (. 354 - 407) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * µ›‚ÏÔ˜ - ∂ÚÌËÓ¢ÙÈ΋ * πËÛÔ‡˜ÃÚÈÛÙfi˜ - πÛÙÔÚÈÎfiÙËÙ· * µ›‚ÏÔ˜ - ª·ÚÙ˘Ú›Â˜, ·˘ıÂÓٛ˜ ÎÏ. * £Â›· √ÈÎÔÓÔÌ›· * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

ª¶∂§√°π∞¡¡∏ ª∞ƒπ∞ ¶., ««√È Ê˘Ï·Î¤˜ ÙÔ˘ ¶·Ï·Ìˉ›Ô˘ ÛÙË §ÔÁÔÙ¯ӛ·: ÂÓ‰ÂÈÎÙÈΤ˜ ·Ó·ÊÔ-Ú¤˜ ÛÙ· Ï·›ÛÈ· ‰È‰·ÎÙÈ΋˜ ÚÔÛ¤ÁÁÈÛ˘ ÙˆÓ “ªÔÈÚ·›ˆÓ”», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 151(2007), ÛÛ. 161-168.* ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * §ÔÁÔÙ¯ӛ· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (ª¤ÛË)* µ¿ÚÓ·Ï˘, ∫ÒÛÙ·˜ (1883-1974) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¶·Ï·Ì‹‰È - πÛÙÔÚ›· * º˘Ï·Î¤˜ - πÛÙÔ-Ú›· * §ÔÁÔÙ¯ӛ·

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ª¶∂¡∂∫√™ ¢∏ª∏∆ƒπ√™, «∏ ·È‰È΋ ÌÂÙ·Ó·ÛÙ¢ÙÈ΋ ÏÔÁÔÙ¯ӛ· ÛÙË °ÂÚÌ·Ó›·: Û˘Ó¿ÓÙËÛË Ô-ÏÈÙÈÛÌÒÓ Î·È Âı›ÌˆÓ», ¢È·‰ÚÔ̤˜, Ù¯. 87 (2007), ÛÛ. 49-56.* ¶·È‰È΋ ÏÔÁÔÙ¯ӛ· * ™˘ÁÁڷʤ·˜ * ªÂÙ·Ó¿ÛÙ˘ * °ÂÚÌ·Ó›· * §·˚Îfi˜ ÔÏÈÙÈÛÌfi˜ * ¢È·ÔÏÈÙÈ-ÛÌÈ΋ ÚÔÛ¤ÁÁÈÛË * ∫ÔÈÓˆÓÈÎÔÔ›ËÛË (ÕÓıÚˆÔ˜)

ª¶§∂™π√™ ∞£∞¡∞™π√™ °., ««“∏ ™Ù¤ÏÏ· Ì ٷ ÎfiÎÎÈÓ· Á¿ÓÙÈ·” ÙÔ˘ π¿Îˆ‚Ô˘ ∫·Ì·Ó¤ÏÏË: Ë ‰Ë-ÌÈÔ˘ÚÁÈ΋ ‰Ú·Ì·ÙÔ˘ÚÁÈ΋ ·Ó·Û‡ÓıÂÛË Î·È ÏÂÈÙÔ˘ÚÁ›· ‰Â‰ÔÌ¤ÓˆÓ Ù˘ ·Ú¿‰ÔÛ˘ Û ·ÛÙÈÎfi ÂÚÈ-‚¿ÏÏÔÓ Î·È Ô ‰È¿ÏÔÁfi˜ Ù˘ Ì ÙÔ ÌÔÓÙÂÚÓÈÛÌfi. ∏ Û¯¤ÛË ÙÔ˘ ¤ÚÁÔ˘ Ì ÙËÓ ÎÈÓËÌ·ÙÔÁÚ·ÊÈ΋ “™Ù¤Ï-Ï·” Î·È ÙÔ “ª·ÙˆÌ¤ÓÔ Á¿ÌÔ” ÙÔ˘ Federico Garcia Lorca», £¤Ì·Ù· §ÔÁÔÙ¯ӛ·˜, Ù¯. 36 (2007), ÛÛ.131-146.* ∫·Ì·Ó¤ÏÏ˘, π¿Îˆ‚Ô˜ ™Ù. (1922- ) * £Â·ÙÚÈο ¤ÚÁ· * ∫ÈÓËÌ·ÙÔÁÚ·ÊÈΤ˜ Ù·Èӛ˜ * ™ËÌ›· ηÈۇ̂ÔÏ· * ÷ڷÎÙ‹Ú˜ Î·È ¯·Ú·ÎÙËÚÈÛÙÈο * ∫ÔÈÓˆÓÈÔÏÔÁ›·, ∞ÛÙÈ΋ * Lorca, Federico Garcia(1898-1936)

ª¶√À°∞∆™√™ πø∞¡¡∏™, ««¶·È‰·ÁˆÁÈη› ·ÚÂÙ·› ÙÔ˘ ∫ˆÓÛÙ·ÓÙ›ÓÔ˘ √ÈÎÔÓfiÌÔ˘ ÙÔ˘ ÂÍ √ÈÎÔÓfi-̈ӻ, ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 546 (2007), ÛÛ. 305-310.* √ÈÎÔÓfiÌÔ˜ Ô ÂÍ √ÈÎÔÓfïÓ, ∫ˆÓÛÙ·ÓÙ›ÓÔ˜ (1780-1857) * µÈÔÁÚ·Ê›· * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∆Ô˘Ú-ÎÔÎÚ·Ù›· - ¶ÓÂ˘Ì·ÙÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ * ¢¿ÛηÏÔÈ ÙÔ˘ °¤ÓÔ˘˜ * ∞ÔÊı¤ÁÌ·Ù·

ª¶√Àª∏™ ¶∞¡∞°πø∆∏™ π., ««∫·ÓÔÓÔÌ¿¯ÔÈ Î·È Î·ÓÔÓÔÏ¿ÙÚ˜. (∂ÎÎÏËÛÈ·ÛÙÈÎfi Úfi‚ÏËÌ· ‹ ÂÎ-ÎÏËÛÈÔÏÔÁÈ΋ ·›ÚÂÛË;)», ∂ÎÎÏËÛ›·, Ù¯. 11 (2007), ÛÛ. 915-919.* £ÂÔÏÔÁ›·, ¢ÔÁÌ·ÙÈ΋ * ∫·ÓÔÓÈÎfi ‰›Î·ÈÔ - √Úıfi‰ÔÍÔ ∞Ó·ÙÔÏÈÎfi * ∞ÈÚ¤ÛÂȘ Î·È ·ÈÚÂÙÈÎÔ› * ™‡ÓÔ-‰ÔÈ, √ÈÎÔ˘ÌÂÓÈΤ˜, ¶ÂÓı¤ÎÙË * ™‡ÓÔ‰ÔÈ, √ÈÎÔ˘ÌÂÓÈΤ˜, 7Ë * £Â›· √ÈÎÔÓÔÌ›·

ª¶√À™π√À Ã∞´¢ø, ««√È ·‰È¤Íԉ˜ ÂÚÈÏ·Ó‹ÛÂȘ ÙÔ˘ ∞ÏÎÈ‚È¿‰Ë», ∞Ú¯·ÈÔÏÔÁ›· Î·È ∆¤¯Ó˜, Ù¯.104 (2007), ÛÛ. 63-70.* ∞ÏÎÈ‚È¿‰Ë˜ (448-404) * ÷ڷÎÙ‹Ú˜ Î·È ¯·Ú·ÎÙËÚÈÛÙÈο * ™ˆÎÚ¿Ù˘ (469-399) * ∞ı‹Ó·,∞Ú¯·›· - ¶ÔÏÈÙÈ΋ Î·È ‰È·Î˘‚¤ÚÓËÛË * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ¶ÂÏÔÔÓÓËÛÈ·Îfi˜ fiÏÂÌÔ˜, 431-404 *£ÂˆÚËÙÈ΋ ¤Ú¢ӷñ Alcibiades was a controversial personality. An exceptional charismatic and at the same time

excessively ambitious individual, he betrayed his country and led it to its utter distruction.However, his ambition does not in itself suffice to interpret such a behavior. In Alcibiades’ heartand mind his love and hatred for Athens are interrelated. In all his actions his inferior instictsfight against the noblest part of his soul. The tragic character of his existence results from thisinner struggle.

ªÀ∞ƒ∏™ °πøƒ°√™ ∫., ««“°Ï˘Îfi ÙÔ˘ ÎÔ˘Ù·ÏÈÔ‡” Î·È ›ÎÚ· Ù˘ ·ÚÂÚÌËÓ›·˜: ∫.¡.§. µ’ °°˘ÌÓ·Û›-Ô˘, ÛÛ. 141-143», ¡¤· ¶·È‰Â›·, Ù¯. 124 (2007), ÛÛ. 78-84.* ÷ڷϷ̛‰Ë˜ ∫˘ÚÈ¿ÎÔ˜ (1940- ) * ∫˘Úȷ΋ Ô›ËÛË - ™˘ÏÏÔÁ¤˜ * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ-‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∫‡ÚÔ˜ - πÛÙÔÚ›· - ∂ÈÛ‚ÔÏ‹ ÙÔ˘ 1974 * ¢È‰·ÎÙÈ΋ Úfi-Ù·ÛË

¡∂∞ ∂™∆π∞ (¶∂ƒπ√¢π∫√), ««∞ÊȤڈ̷ ÛÙÔÓ £·Ó¿ÛË µ·ÏÙÈÓfi», ¡¤· ∂ÛÙ›·, Ù¯. 1802 (2007), ÛÛ.29-226.µ·ÏÙÈÓfi˜, £·Ó¿Û˘ (1932- ) * ¡ÂÔÂÏÏËÓÈ΋ ÏÔÁÔÙ¯ӛ· - 20fi˜ ·È. - πÛÙÔÚ›· Î·È ÎÚÈÙÈ΋ * µÈÔÁÚ·-Ê›· * ∂ÚÁÔÁÚ·Ê›· * ¶ÔÈËÙÈ΋ * ¡ÂÔÂÏÏËÓÈÎfi ‰È‹ÁËÌ· - ™˘ÏÏÔÁ¤˜ * ¡ÂÔÂÏÏËÓÈÎfi Ì˘ıÈÛÙfiÚËÌ· *

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§ÔÁÔÙ¯ӛ· Î·È ÈÛÙÔÚ›· * ∂ÏÏ¿‰· - πÛÙÔÚ›· - 1912-1922. ¶ÚÔÛˆÈΤ˜ ·ÊËÁ‹ÛÂȘ * ¶ÚfiÛÊ˘Á˜,ªÈÎÚ·ÛÈ¿Ù˜ * ¶fiÏÂÌÔ˜ Î·È ÏÔÁÔÙ¯ӛ· * ∂ÏÏ¿‰· - πÛÙÔÚ›· - 1939-1950 - ¶ÚÔÛˆÈΤ˜ ·ÊËÁ‹-ÛÂȘ * ¢ÂÍÈ¿ Î·È ·ÚÈÛÙÂÚ¿ (¶ÔÏÈÙÈ΋ ∂ÈÛÙ‹ÌË) * ¶ÔÏÈÙÈ΋ Î·È ÏÔÁÔÙ¯ӛ· * ∞ÌÂÚÈ΋ * ∞Ô‰ËÌ›·Î·È ÂÔ›ÎËÛË * ªÂÙ·Ó¿ÛÙ¢ÛË ÂÛˆÙÂÚÈ΋ * §ÔÁÔÙ¯ӛ· Î·È ÎÔÈÓˆÓ›· * ŒÊË‚ÔÈ * °˘Ó·›Î· ÛÙË ÏÔ-ÁÔÙ¯ӛ· * ◊ڈ˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ÷ڷÎÙ‹Ú˜ Î·È ¯·Ú·ÎÙËÚÈÛÙÈο * §ÔÁÔÙ¯ӛ· Î·È ·ÓıÚˆÔ-ÏÔÁ›· * £¿Ó·ÙÔ˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ∞ÏÏËÁÔÚ›· * ™˘Ì‚ÔÏÈÛÌfi˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ∆Ú·ÁÈÎfi ÛÙÔȯ›ÔÛÙÔ ı¤·ÙÚÔ * ™ÂÓ¿ÚÈ· - ∆¯ÓÈ΋ - ∂›‰Ú·ÛË * ∂ÏÏ¿‰· - πÛÙÔÚ›· - 1967-1974 * ∞Ú¯ÂÈ·Îfi ˘ÏÈÎfi *§ÔÁÔÙ¯ÓÈο ËÌÂÚÔÏfiÁÈ· * ∫fiÓÙÔÁÏÔ˘, ºÒÙ˘ (1895-1965) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ™˘ÁÎÚÈÙÈ΋·Ó¿Ï˘ÛË

— «∞ÊȤڈ̷ ÛÙÔÓ √˘›ÏÏÈ·Ì ª¿ÙÏÂÚ °¤ËÙ˜», ¡¤· ∂ÛÙ›·, Ù¯. 1803 (2007), ÛÛ. 293-491.* Yeats, William Batler (1865-1939) * ¶Ô›ËÛË, ™‡Á¯ÚÔÓË - 20fi˜ ·È. - ™˘ÏÏÔÁ¤˜ * ™˘ÁÁÚ·Ê›˜,πÚÏ·Ó‰Ô› * ∞˘ÙÔ‚ÈÔÁÚ·Ê›· * ∂ÚÁÔÁÚ·Ê›· * ¶ÔÈËÙÈ΋ * πÚÏ·Ó‰›· - πÛÙÔÚ›· * ¶ÔÏÈÙÈ΋ Î·È ÏÔÁÔÙÂ-¯Ó›· * §ÔÁÔÙ¯ӛ· Î·È ÎÔÈÓˆÓ›· * ¶fiÏÂÌÔ˜ ÛÙË ÏÔÁÔÙ¯ӛ· * µ˘˙¿ÓÙÈÔ - ∂›‰Ú·ÛË * ¢ËÌÔÙÈο ÙÚ·-ÁÔ‡‰È· * ª˘ıÔÏÔÁ›·, ∫ÂÏÙÈ΋ * ◊ڈ˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ÷ڷÎÙ‹Ú˜ Î·È ¯·Ú·ÎÙËÚÈÛÙÈο * §˘ÚÈ-΋ Ô›ËÛË * ªÂÙ¿ÊÚ·ÛË Î·È ÂÚÌËÓ›· * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * £¤·ÙÚÔ, ∞ÁÁÏÈÎfi * µÚ·‚›· ¡fiÌÂÏ* Pound, Ezra (1885-1972) * Eliot, Thomas (1888-1965) * Auden, Wystan Hugh (1907-1973) *¶·Ï·Ì¿˜, ∫ˆÛÙ‹˜ (1859-1943) * ∫·‚¿Ê˘, ∫ˆÓÛÙ·ÓÙ›ÓÔ˜ ¶. (1863-1933) * ™ÂʤÚ˘, °ÈÒÚÁÔ˜(1900-1971) * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË

— ««∞ÊȤڈ̷ ÛÙÔ ¡›ÎÔ ∂ÁÁÔÓfiÔ˘ÏÔ (1907-1985). ∂ηÙfi ¯ÚfiÓÈ· ·fi ÙË Á¤ÓÓËÛ‹ ÙÔ˘»,¡¤· ∂ÛÙ›·, Ù¯. 1804 (2007), ÛÛ. 555-727.* ∂ÁÁÔÓfiÔ˘ÏÔ˜, ¡›ÎÔ˜ (1907-1985) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¡ÂÔÂÏÏËÓÈ΋ Ô›ËÛË - 20fi˜ ·È. *¶ÔÈËÙÈ΋ * ™˘ÁÁÚ·Ê›˜, ŒÏÏËÓ˜ - µÈÔÁÚ·Ê›· * ∂ÚÁÔÁÚ·Ê›· * ∑ˆÁÚ¿ÊÔÈ, ŒÏÏËÓ˜ - 20fi˜ ·È. *™Ô˘Ú·ÏÈÛÌfi˜ * ∂ÈÛÙ‹ÌÔÓ˜, ŒÏÏËÓ˜ * ∂ıÓÈÎfi ªÂÙÛfi‚ÈÔ ¶ÔÏ˘Ù¯ÓÂ›Ô * §ÔÁÔÙ¯ÓÈο ‚Ú·‚›· *§·ÙÈÓÈ΋ ∞ÌÂÚÈ΋ - πÛÙÔÚ›· * Bolivar y Pulacios, Simon José Antonio (1783-1842) * ∂·Ó¿ÛÙ·ÛËÙÔ˘ 1821 ÛÙËÓ Ù¤¯ÓË - ∂›‰Ú·ÛË * ∞Ó‰ÚÔ‡ÙÛÔ˜, √‰˘ÛÛ¤·˜ (1788-1825) * ∆‡Ô˜ ∂ÏÏËÓÈÎfi˜ -πÛÙÔÚ›· - 19Ô˜ ·È. * µ·ÏηÓÈ΋ ÃÂÚÛfiÓËÛÔ˜ * πÏÏ˘Ú›· * ∞Ï‚·ÓÈ΋ ÏÔÁÔÙ¯ӛ· * ∞Ó·ÙÔÏ‹ Î·È ¢‡ÛË* ª˘ıÔÏÔÁ›·, ∂ÏÏËÓÈ΋ ÛÙË ÏÔÁÔÙ¯ӛ· * ŒÚˆÙ·˜ ÛÙË ÏÔÁÔÙ¯ӛ· * °·ÏÏ›· - πÛÙÔÚ›· - 16Ô˜ ·È. *§ÔÁÔÙ¯ӛ· Î·È ÎÔÈÓˆÓ›· * ¶ÔÏÈÙÈ΋ Î·È ÏÔÁÔÙ¯ӛ· * ª·ÚÍÈÛÙÈ΋ ÎÚÈÙÈ΋ * ¡ÂˆÙÂÚÈÎfiÙËÙ· * ¶ÚÔ-ۈ›· * ™ÔψÌfi˜, ¢ÈÔÓ‡ÛÈÔ˜ (1798-1857) - ¶Ô›ËÛË * ∞Ó·ÁÓˆÛÙ¿Î˘, ª·ÓÒÏ˘ (1925-2005) *∂ÏÏ¿‰· - πÛÙÔÚ›· - ∂ÌʇÏÈÔ˜ fiÏÂÌÔ˜, 1944-1949 * ∂‚Ú·˚Îfi ÔÏÔη‡ÙˆÌ· (1939-1945) ÛÙË ÏÔÁÔ-Ù¯ӛ· * §ÔÁÔÙ¯ӛ· Î·È ÈÛÙÔÚ›· * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

— ««∞ÊȤڈ̷ ÛÙÔÓ ∆¿ÎË ™ÈÓfiÔ˘ÏÔ», ¡¤· ∂ÛÙ›·, Ù¯. 1805 (2007), ÛÛ. 808-977.* ™ÈÓfiÔ˘ÏÔ˜, ∆¿Î˘ (1917-1981) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¡ÂÔÂÏÏËÓÈ΋ Ô›ËÛË - 20fi˜ ·È. * ¢Ô-ΛÌÈÔ * ∂ÚÁÔÁÚ·Ê›· * ¶ÔÈËÙÈ΋ * ∂ÈÛÙ‹ÌÔÓ˜, ŒÏÏËÓ˜ - µÈÔÁÚ·Ê›· * π·ÙÚÈ΋, ÕÛÎËÛ‹ Ù˘ * π·-ÙÚÔ› ˆ˜ ηÏÏÈÙ¤¯Ó˜ * °·ÏÏÈ΋ Ô›ËÛË - ªÂÙ·ÊÚ¿ÛÂȘ ÛÙ· ÂÏÏËÓÈο * ™Ô˘Ú·ÏÈÛÌfi˜ (§ÔÁÔÙ¯ӛ·)* ¶fiÏÂÌÔ˜ Î·È ÏÔÁÔÙ¯ӛ· * ¶·ÁÎfiÛÌÈÔ˜ fiÏÂÌÔ˜, 1939-1945 - ∞ÓÙÈÛÙ·Ûȷο ÎÈÓ‹Ì·Ù· - ∂ÏÏ¿‰·* ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∂ÌʇÏÈÔ˜ fiÏÂÌÔ˜, 1944-1949 * ŒÚˆÙ·˜ ÛÙË ÏÔÁÔÙ¯ӛ· * £¿Ó·ÙÔ˜ ÛÙË ÏÔ-ÁÔÙ¯ӛ· * ∂ÊÈ¿ÏÙ˜ * ÃÒÚÔ˜ Î·È ¯ÚfiÓÔ˜ * ™ËÌ›· Î·È Û‡Ì‚ÔÏ· * ™˘Ì‚ÔÏÈÛÌfi˜ ÛÙË ÏÔÁÔÙ¯ӛ· *∫ÔÌÌÔ˘ÓÈÛÌfi˜ Î·È ÏÔÁÔÙ¯ӛ· * ª·ÚÍÈÛÙÈ΋ ÎÚÈÙÈ΋ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ * ™ÂʤÚ˘, °ÈÒÚÁÔ˜(1900-1971) - ∂›‰Ú·ÛË * ¶·˘ÏfiÔ˘ÏÔ˜, °ÈÒÚÁÔ˜ (1924- ) * Camus, Albert (1913-1960) * ™˘-ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË * Char, René (1907-1988) * Artaud, Antoine (1896-1948) * ŸÓÂÈÚ· ÛÙË ÏÔÁÔÙÂ-¯Ó›· * §ÔÁÔÙ¯ӛ· Î·È ·ÓıÚˆÔÏÔÁ›· * µÈ‚ÏÈÔÁÚ·Ê›·

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— «∞ÊȤڈ̷ ÛÙÔ ¡›ÎÔ ∫·˙·ÓÙ˙¿ÎË», ¡¤· ∂ÛÙ›·, Ù¯. 1806 (2007), ÛÛ. 1044-1211.* ∫·˙·ÓÙ˙¿Î˘, ¡›ÎÔ˜ (1883-1957) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¡ÂÔÂÏÏËÓÈ΋ Â˙ÔÁÚ·Ê›· - 20fi˜ ·È. *¢ÔΛÌÈÔ * £Â·ÙÚÈο ¤ÚÁ· * ∂ÚÁÔÁÚ·Ê›· * ¶ÔÈËÙÈ΋ * §ÔÁÔÙ¯ӛ· - ¶ÂÚÈÔ‰Èο * ∂Ê˂›· - µÈ‚Ï›·ÁÈ· ·È‰È¿ * §ÔÁÔÙ¯ÓÈο ËÌÂÚÔÏfiÁÈ· * ∆·ÍȉȈÙÈΤ˜ ÂÓÙ˘ÒÛÂȘ - ™˘ÏÏÔÁ¤˜ * ∞˘ÙÔ‚ÈÔÁÚ·Ê›· *∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * §ÔÁÔÙ¤¯Ó˜, ŒÏÏËÓ˜ - ∞ÏÏËÏÔÁÚ·Ê›· * §ÔÁÔÙ¤¯Ó˜, πÙ·ÏÔ› * Dante,Alighieri (1265-1321) * ªÂÙ¿ÊÚ·ÛË Î·È ÂÚÌËÓ›· * ∫Ú‹ÙË - ¶ÔÏÈÙÈÛÌfi˜ * ŸÌËÚÔ˜ (8Ô˜ ·È. .Ã.) -∂›‰Ú·ÛË * ¶Ï¿ÙˆÓ (427-347) * ÕÁÈÔ˜ ºÚ·ÁΛÛÎÔ˜ Ù˘ ∞Û›˙˘ (1186-1226) * ™˘Ì‚ÔÏÈÛÌfi˜ ÛÙËÏÔÁÔÙ¯ӛ· * Makiabeli, Nikolo (1469-1527) * °·ÏÏÈ΋ ÏÔÁÔÙ¯ӛ· - 19Ô˜ - 20fi˜ ·È. * Bergson -Henri (1859-1941) * ºÈÏÔÛÔÊÈ΋ ·ÓıÚˆÔÏÔÁ›· * Nietzsche, Friedrich Wilhelm (1844-1900) *Shakespeare, William (1564-1616) - ∂›‰Ú·ÛË * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË * µÈÔÏÔÁ›· - ºÈÏÔÛÔÊ›· *¢·Ú‚›ÓÔ˜, ∫¿ÚÔÏÔ˜ (1809-1882) * ∆·Í›‰È· Î·È ÂÚÈËÁ‹ÛÂȘ * ÕÁÈÔ ŸÚÔ˜

¡∆∞µ∞ƒπ¡√™ ¶∞¡∞°πø∆∏™ π., ««§Ô˘ÎÈ·ÓÔ‡, “¶Ò˜ ‰ÂÈ πÛÙÔÚ›·Ó Û˘ÁÁÚ¿ÊÂÈÓ”. ™‡ÓÙÔÌË ıÂÒÚË-ÛË ÙˆÓ Û¯ÔÏÈÎÒÓ ‚È‚Ï›ˆÓ ÈÛÙÔÚ›·˜ ˘fi ÙËÓ ¿Ô„Ë Ù˘ ¡ÂÔıÂÙÈÎÈÛÙÈ΋˜ πÛÙÔÚÈÔÁÚ·Ê›·˜», ¶Ï¿ÙˆÓ.¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 269-281.* πÛÙÔÚÈÔÁÚ·Ê›· - πÛÙÔÚ›· * §Ô˘ÎÈ·Ófi˜ Ô ™·ÌÔÛ·Ù‡˜ (. 120-200) * £ÂˆÚ›· * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô *¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ·

¡∆√∫∞ ∞¡∆π°√¡∏-∞§∂•∞¡¢ƒ∞, ««∏ ψÙÈÓÈ΋ “ı¤·ÛË” ÛÙȘ ·Ú¯¤˜ ÙÔ˘ 21Ô˘ ·ÈÒÓ·», ¶·È‰·-ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 153-173.* ¶ÏˆÙ›ÓÔ˜ (204-269) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ∏ıÈ΋ * §ÔÁÈ΋ * ªÂÙ·Ê˘ÛÈ΋ * ¡ÂÔÏ·ÙˆÓÈÛÌfi˜ñ Ziel der vorliegenden ist es, den Aufriss der dem plotinischen Denken inhärenten

Transzendenzvorstellung aufsuzeigen. Die Dynamik des plotinischen philosophischen Systemskommt sowohl auf der Ebene der Akzeptanz der mystischen Schau, der unio mystica, zumVorschein, wie auch auf der Ebene einer zukünftigen zeitgemassen wissenschaftlichenBezogenheit der transzedentalen Bestimmungen. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

•∏ƒ√™ £∞¡√™, «««∏ ∫·ÙÔ¯‹, Ë ∞ÓÙ›ÛÙ·ÛË Î·È Ô ∂ÌʇÏÈÔ˜ ÛÙÔÓ ÂÏÏËÓÈÎfi ÎÈÓËÌ·ÙÔÁÚ¿ÊÔ», ¢Ô-Λ ÌÔÈ, Ù¯. 9 (2007), ÛÛ. 40-46.* ¶·ÁÎfiÛÌÈÔ˜ fiÏÂÌÔ˜, 1939-1945 - ∞ÓÙÈÛÙ·Ûȷο ÎÈÓ‹Ì·Ù· - ∂ÏÏ¿‰· * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∂Ìʇ-ÏÈÔ˜ fiÏÂÌÔ˜, 1944-1949 * ∫ÈÓËÌ·ÙÔÁÚ¿ÊÔ˜, ÔÏÈÙÈÎfi˜ * ƒÂ·ÏÈÛÌfi˜ ÛÙÔÓ ÎÈÓËÌ·ÙÔÁÚ¿ÊÔ * ∫ÈÓË-Ì·ÙÔÁÚ·ÊÈΤ˜ Ù·Èӛ˜ - ∫·Ù¿ÏÔÁÔÈ * ∞ÁÁÂÏfiÔ˘ÏÔ˜, £fi‰ˆÚÔ˜ ™. (1936- )

√ƒº∞¡√™ ª∞ƒ∫√™ ∞., ««√ ¶·Ó·ÁÈÒÙ˘ ¡. ∆ÚÂ̤Ϸ˜ ˆ˜ ·ÙÂÚÈÎfi˜ ıÂÔÏfiÁÔ˜», ∫ÔÈÓˆÓ›·, Ù¯.4 (2007), ÛÛ. 348-353.* ∆ÚÂ̤Ϸ˜, ¶·Ó·ÁÈÒÙ˘ ¡. (1886-1977) * ∂ÈÛÙ‹ÌÔÓ˜, ŒÏÏËÓ˜ - µÈÔÁÚ·Ê›· * ∂ÚÁÔÁÚ·Ê›· *∂ıÓÈÎfi Î·È ∫·Ô‰ÈÛÙÚÈ·Îfi ¶·ÓÂÈÛÙ‹ÌÈÔ ∞ıËÓÒÓ. £ÂÔÏÔÁÈ΋ ™¯ÔÏ‹ * µ›‚ÏÔ˜ - ∫ÚÈÙÈ΋, ÂÚÌËÓ›·ÎÏ. * °ÓÒÌË

¶∞§√À∫∞™ ¶∞À§√™ ∞£., ««¢È·¯ÚÔÓÈο Î·È ‚·Ú˘Û‹Ì·ÓÙ· ÌËӇ̷ٷ, Ô˘ ÂΤÌÂÈ ÙÔ ËÚˆÈÎfi¤Ô˜ ÙÔ˘ 1940-41», ∫ÔÈÓˆÓ›·, Ù¯. 3 (2007), ÛÛ. 253-259.* 28Ë √ÎÙˆ‚Ú›Ô˘ 1940 - ∂¤ÙÂÈÔÈ ÎÏ. * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∂ÏÏËÓÔ˚Ù·ÏÈÎfi˜ fiÏÂÌÔ˜, 1940-1941 *∂ÏÏ¿‰· - πÛÙÔÚ›· - §fiÁÔÈ, ‰ÔΛÌÈ·, ‰È·Ï¤ÍÂȘ * ∂ÏÏËÓÈÛÌfi˜ Î·È ÃÚÈÛÙÈ·ÓÈÛÌfi˜ * ∞͛˜, ∏ıÈΤ˜

¶∞¡∆∞∑∏™ µ∞°°∂§∏™, ¶∞¡∆∞∑∏ ∂§π™∞µ∂∆, ««ŒË Î·È ÂÈÎfiÓ˜», ∞Ú¯·ÈÔÏÔÁ›· Î·È ∆¤¯Ó˜,Ù¯. 104 (2007), ÛÛ. 74-79.

60

* ∆¤¯ÓË Î·È ÏÔÁÔÙ¯ӛ· * ∆¤¯ÓË Î·È Ì˘ıÔÏÔÁ›· * ∂È΋ Ô›ËÛË * ∞ÁÁÂÈÔÁÚ·Ê›·, ∂ÏÏËÓÈ΋ * ∞ÊË-ÁËÌ·ÙÈ΋ Ù¤¯ÓË * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ The comparison of the Homeric narrations to the relevant vase painting depictions continues to be

led by the conviction that each of the developmental stages of the epics was directly reflected on thevase representations of the period. According to this reasoning, a scrutiny of the epic repertoire onpottery would give a reliable answer to the issue of crystallization of the Homeric poems. However,the research carried on so far has denied this expectation and has, on the contrary, proved that: a.the vase paintings picturing Homeric episodes represent only a small percentage of the extantscenes decorating pottery, and b. this percentage is diminishing rather than increasing, the closerwe approach the era in which the epic text takes its final form. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¶∞¶∞¢∞∆√™-∞¡∞°¡ø™∆√¶√À§√™ ¢∏ª√™£∂¡∏™, «∆Ô Ì¿ıËÌ· Ù˘ πÛÙÔÚ›·˜ ÛÙÔ Ï·›ÛÈÔÙ˘ Â˘Úˆ·˚΋˜ ÔÏÔÎÏ‹ÚˆÛ˘: ÂıÓÈ΋ Î·È Â˘Úˆ·˚΋ Ù·˘ÙfiÙËÙ· ÛÙË ÛÙÔȯÂÈÔıÂÛ›· Î·È Ù· ‰È‰·ÎÙÈ-ο ÂÁ¯ÂÈÚ›‰È· ÁÈ· ÙË ª¤ÛË ∂η›‰Â˘ÛË (1991-2002)», £¤ÛÂȘ, Ù¯. 101 (2007), ÛÛ. 69-96.* ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * πÛÙÔÚ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ™Ùfi¯ÔÈ Ù˘∂η›‰Â˘Û˘ * ∂ÏÏ¿‰· - ∂ıÓÈΤ˜ Û¯¤ÛÂȘ * ∂˘ÚÒË

¶∞¶∞¢√¶√À§√™ ªπÃ∞∏§ ∏., ««∏ ÎÈÓËÌ·ÙÔÁÚ·ÊÈ΋ Ù·ÈÓ›· ˆ˜ ÂÔÙÈÎfi ̤ÛÔ Î·Ù¿ ÙË ‰È‰·Ûη-Ï›· ÂÓfi˜ Ì·ı‹Ì·ÙÔ˜ πÛÙÔÚ›·˜», £¤Ì·Ù· ¶·È‰Â›·˜, Ù¯. 30 (2007), ÛÛ. 130-136.* πÛÙÔÚ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¢È‰·ÎÙÈο ‚ÔËı‹Ì·Ù· * ∫ÈÓËÌ·ÙÔÁÚ·ÊÈΤ˜ Ù·Èӛ˜ * ¶Úfi-ÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË

¶∞¶∞£∞¡∞™√¶√À§√™ ¢∏ª., ««¢È·Î‡‚¢ÛȘ ÈÛÙÔÚÈ΋˜ ·È‰Â›·˜ Î·È ÈÛÙÔÚÈ΋ ·Ï‹ıÂÈ·», ∂ÏÏË-ÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 544 (2007), ÛÛ. 230-234.* πÛÙÔÚ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂Î·È‰Â˘ÙÈÎfi¤ÏÏÂÈÌÌ· * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛË * °ÓÒÌË

¶∞¶∞£øª∞™ °ƒ∏°√ƒπ√™ ¢., ««“∂ıÓÈ΋ ∂ÎÎÏËÛ›·” Î·È “·ÔÚÚfiÊËÛË ∂ÎÎÏËÛ›·˜”: ‰‡Ô ·Ô-ÎÏ›ÛÂȘ. ∏ ÂÚ›ÙˆÛË ÙˆÓ µ·ÏÙÈÎÒÓ ¯ˆÚÒÓ», ™‡Ó·ÍË, Ù¯. 104 (2007), ÛÛ. 25-36.* ∂ÓfiÙËÙ· Ù˘ ∂ÎÎÏËÛ›·˜ * ∞˘ÙԉȿıÂÛË ÂıÓÈ΋ * ÷ÏÎˉfiÓ· (∫ˆÓÛÙ·ÓÙÈÓÔ‡ÔÏË) - ∂ÎÎÏËÛÈ·ÛÙÈ-΋ ∂ÎÎÏËÛ›· * ™‡ÓÔ‰ÔÈ, √ÈÎÔ˘ÌÂÓÈΤ˜ * ¶·ÙÚȿگ˜ Î·È ·ÙÚÈ·Ú¯›· * ÃÒÚ˜ Ù˘ µ·ÏÙÈ΋˜ * ∫·-ÓÔÓÈÎfi ‰›Î·ÈÔ, √Úıfi‰ÔÍÔ ·Ó·ÙÔÏÈÎfi - °ÓˆÌÔ‰ÔÙ‹ÛÂȘ

¶∞¶∞´ø∞¡¡√À ∫ø¡/¡√™, ««√ ∆˙ˆÓ ™ÙÈÔ‡·ÚÙ ªÈÏ Î·È Ë ÊÈÏÂχıÂÚË ·ÁˆÁ‹», ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ-΋ ∞ÁˆÁ‹, Ù¯. 543 (2007), ÛÛ. 216-219.* Mill, John Stuart (1806-1873) * ºÈÏÂÏ¢ıÂÚÈÛÌfi˜ * ∂η›‰Â˘ÛË - ºÈÏÔÛÔÊ›· * ∂η›‰Â˘ÛË,∞ÓÒÙ·ÙË - ∂›‰Ú·ÛË * ∏ıÈ΋ ·ÁˆÁ‹ * £ÚËÛ΢ÙÈ΋ ·ÁˆÁ‹ * ∞ÈÛıËÙÈ΋ ·ÁˆÁ‹

¶∞¶∞∆∞•π∞ƒÃ∏™ ∂À£Àªπ√™, ««ªÈ· ÏËı˘ÓÙÈ΋ ÛÙÈÁÌ‹. ∏ ÂÏÏËÓÈ΋ ∂ıÓÔÁÚ·Ê›· ÛÙÔ Á‡ÚÈÛÌ·ÙÔ˘ ·ÈÒÓ·», ™‡Á¯ÚÔÓ· £¤Ì·Ù·, Ù¯. 98 (2007), ÛÛ. 29-42.* ∞ÓıÚˆÔÏÔÁ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (∞ÓÒÙ·ÙË) * ∂ÏÏ¿‰· * ∂ıÓÔÏÔÁ›· * ŒÚ¢ӷ * ∂Ú¢ÓË-Ù‹˜ * ∞ÓıÚˆÔÏfiÁÔÈ

¶∞∆∂§∏™ ¢∏ª∏∆ƒ∏™ ™., ««¢È‰¿ÁÌ·Ù· Ù˘ πÛÙÔÚ›·˜. √ÎÙˆ‚ÚÈ·Ó‹ ∂·Ó¿ÛÙ·ÛË: ÔÈ ·ÓÙÈÊ¿ÛÂȘÙÔ˘ ÚÒÈÌÔ˘ ÛÔÛÈ·ÏÈÛÌÔ‡ Î·È ÔÈ ÚÔÔÙÈΤ˜ Ù˘ ·ÓıÚˆfiÙËÙ·˜», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 151(2007), ÛÛ. 66-78.

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* ƒˆÛ›· - πÛÙÔÚ›· - ∂·Ó¿ÛÙ·ÛË ÙÔ˘ 1917 * ¶ÔÏÈÙÈ΋ ÂÈÛÙ‹ÌË * ™ÔÛÈ·ÏÈÛÌfi˜ - πÛÙÔÚ›· * ∂ÍÂÁ¤Ú-ÛÂȘ * ÕÓıÚˆÔ˜ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

¶∞À§π¢∏™ ¶∂ƒπ∫§∏™, «∑ËÙ‹Ì·Ù· ËıÈ΋˜ ·ÁˆÁ‹˜ ÛÙË ÛÔÛÈ·ÏÈÛÙÈ΋ ·È‰Â›·», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘∂η›‰Â˘Û˘, Ù¯. 80, 82 (2007), ÛÛ. 49-57, 59-73.* ™ÔÛÈ·ÏÈÛÌfi˜ Î·È ‰È·ÓÔÔ‡ÌÂÓÔÈ * ∞ÁˆÁ‹ - ºÈÏÔÛÔÊ›· * ∫·ı‹ÎÔÓ * Kant, Immanuel (1724-1804)* Makarenko, Anton Semenovich (1888-1939) * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË

¶∞À§π¢√À ∫∞∆∂ƒπ¡∞, ««∆Ô˘ ÌÈÎÚÔ‡ µÏ·¯fiÔ˘ÏÔ˘ (·ÎÚÈÙÈÎfi ÙÚ·ÁÔ‡‰È)», ºÈÏfiÏÔÁÔ˜, Ù¯. 130(2007), ÛÛ. 585-596.* ¢ËÌÔÙÈο ÙÚ·ÁÔ‡‰È· - πÛÙÔÚÈο - ∞ÎÚÈÙÈο * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ¢È-‰·ÎÙÈ΋ ÚfiÙ·ÛË * ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ¡ÂÔÂÏÏËÓÈ΋ ÏÔÁÔÙ¯ӛ·

¶∞À§√À ¡π∫√™, ««∏ ¯Ú‹ÛË ÙˆÓ ËÁÒÓ ÛÙÔ Ì¿ıËÌ· ÙˆÓ £ÚËÛ΢ÙÈÎÒÓ», ¡¤· ¶·È‰Â›·, Ù¯. 124(2007), ÛÛ. 113-123.* £ÚËÛ΢ÙÈο - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ * ¶ËÁ‹ ÏË-ÚÔÊÔÚÈÒÓ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛË

¶∂ƒ∞∫∏™ ª∞¡ø§∏™ µ., ««√È ÂÏ¿¯ÈÛÙ˜ ÔÓÙfiÙËÙ˜ ÛÙÔ ¤ÚÁÔ ÙÔ˘ Wittgenstein “Tractatus” ηÈÛÙËÓ ·Ú¯·›· ÊÈÏÔÛÔÊ›·», ∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 141-146.* ºÈÏÔÛÔÊ›· * ∞˘ÛÙÚ›· * ºÈÏÔÛÔÊ›·, ∞Ú¯·›· ÂÏÏËÓÈ΋ * √ÓÙÔÏÔÁ›· * ∞Ó¿Ï˘ÛË (ºÈÏÔÛÔÊ›·) * √˘-Û›· (ºÈÏÔÛÔÊ›·)

¶∂∆ƒ√µπ∆™-∞¡¢ƒ√À∆™√¶√À§√À §√∆∏, ««√ ı¿Ó·ÙÔ˜ Ù˘ ·Óıڈȿ˜ Î·È Ô ÂÍ·ÓıÚˆÈÛÌfi˜ÙÔ˘ ı·Ó¿ÙÔ˘: Ë Û˘ÁÁÚ·Ê‹ ·È‰ÈÎÒÓ/Ó·ÓÈÎÒÓ ‚È‚Ï›ˆÓ ÁÈ· ÙÔ Ú·ÙÛÈÛÌfi Î·È ÙÔ ı¿Ó·ÙÔ», ¢È·‰ÚÔ̤˜,Ù¯. 87 (2007), ÛÛ. 61-65.* ¶·È‰È΋ ÏÔÁÔÙ¯ӛ· * ¶·È‰ÈÎfi ‚È‚Ï›Ô * ™˘ÁÁÚ·Ê‹ * ƒ·ÙÛÈÛÌfi˜ * £¿Ó·ÙÔ˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ÀÏÈ-Îfi ·Ó·ÊÔÚ¿˜

¶√§∞∆øº Ã∏™∆√™ ¡., ««¶ÂÚ› ¶Ï¿ÙˆÓÔ˜ Î·È Ù˘ £ÂˆÚ›·˜ ÙˆÓ π‰ÂÒÓ», ¶Ï¿ÙˆÓ. ¶·Ú¿ÚÙËÌ·:£¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 217-224.* ºÈÏÔÛÔÊ›·, ∞Ú¯·›· ÂÏÏËÓÈ΋ * ¶Ï¿ÙˆÓ (427-347) * π‰¤· (ºÈÏÔÛÔÊ›·) * ¶ÚÔÛˆÎÚ·ÙÈÎÔ› - ∂›-‰Ú·ÛË * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘

¶√§∫∞™ §∞ª¶ƒ√™, ««Ã·ÚÙÔÁÚ¿ÊËÛË ·Ú¯·ÈÔÂÏÏËÓÈÎÔ‡ ÎÂÈ̤ÓÔ˘ Ì ÙÔÓ ˘ÔÏÔÁÈÛÙ‹», ºÈÏfiÏÔ-ÁÔ˜, Ù¯. 130 (2007), ÛÛ. 555-568.* ∏ÏÂÎÙÚÔÓÈÎfi˜ ˘ÔÏÔÁÈÛÙ‹˜ * °Ú·ÌÌ·Ù›·, ∞Ú¯·›· ÂÏÏËÓÈ΋ * ŒÓÓÔÈ· * ÿÚÙ˘ * ™˘ÓÂÚÁ·ÙÈ΋̿ıËÛË * ∂Ê·ÚÌÔÁ‹

PAYNE DANIEL P. (ªÙÊÚ. °ÈÒÚÁÔ˜ µÏ·ÓÙ‹˜), ««∏ ¤ÓÓÔÈ· Ù˘ ∂ÎÎÏËÛ›·˜ ÛÙÔÓ ª·ÚÙ Î·È ÙÔӺψÚfiÊÛ΢», ™‡Ó·ÍË, Ù¯. 104 (2007), ÛÛ. 52-71.* ∂ÎÎÏËÛ›· * Bart, Karl (1886-1968) * ºÏˆÚfiÊÛ΢, °ÂÒÚÁÈÔ˜ (1893-1979) * ∂ÈÛÙ‹ÌÔÓ˜ - µÈÔ-ÁÚ·Ê›· * ÃÚÈÛÙÈ·ÓÈÛÌfi˜ - ºÈÏÔÛÔÊ›· * ¶·Ú¿‰ÔÛË (£ÂÔÏÔÁ›·) * ¡ÂÔÊÈÏÂÏ¢ıÂÚÈÛÌfi˜ - ∂›‰Ú·ÛË

ƒ∞¶∆∏™ ¶∞¡∞°πø∆∏™, ««∏ ÔÈËÙÈ΋ ·ÈÛÈÔÊÚÔÛ‡ÓË ÙÔ˘ ∑·¯·Ú›· ¶··ÓÙˆÓ›Ô˘ - ¶ÂÚȉȷ‚¿˙Ô-ÓÙ·˜ ÛÙËÓ ÔÈËÙÈ΋ ÙÔ˘ Û˘ÏÏÔÁ‹ “∆· ÃÂÏȉfiÓÈ·”», ¢È·‰ÚÔ̤˜, Ù¯. 88 (2007), ÛÛ. 52-58.

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* ¶··ÓÙˆÓ›Ô˘, ∑·¯·Ú›·˜ §. (1877-1940) * ¶·È‰È΋ ÏÔÁÔÙ¯ӛ· * ¶Ô›ËÛË - ™˘ÏÏÔÁ¤˜ * ∞ÈÛÈÔ‰Ô-Í›· * ∑ˆ‹ * º‡ÛË ÛÙËÓ Ô›ËÛË

ƒ∏°∞∆√À ¡∆π¡∞, «¢ÂÈÁÌ·ÙÈ΋ ‰È‰·Ûηϛ· ÛÙ· §·ÙÈÓÈο», ¶Ï¿ÙˆÓ. ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 225-236.* §·ÙÈÓÈ΋ ÁÏÒÛÛ· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (ª¤ÛË) * ¶ÚfiÙ˘Ô ‰È‰·Ûηϛ·˜ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘-‰ÒÓ * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘

ƒπ∑√™ ∞., ««°‡Úˆ ·fi ÙÔ˘˜ ÂÈÛÎfiÔ˘˜ §·Ú›Û˘ ™Ù¤Ê·ÓÔ Î·È ∞¯›ÏÏÈÔ», ∆· πÛÙÔÚÈο, Ù¯. 47(2007), ÛÛ. 474-489.* £ÂÛÛ·Ï›· * ∂ÎÎÏËÛÈ·ÛÙÈ΋ ÈÛÙÔÚ›· * πÛÙÔÚ›·, ∆ÔÈ΋ * ∞¯›ÏÏÈÔ˜, ÕÁÈÔ˜ * πÛÙÔÚÈ΋ ¤Ú¢ӷ

ƒøª∞™ Ãπ™∆√™ °., ««™ÔÊÔÎÏ¤Ô˘˜ “∞ÓÙÈÁfiÓË” (ÛÙ. 999-1018)», ¶Ï¿ÙˆÓ. ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù·ª¤Û˘ ∂ηȉ‡Ûˆ˜, Ù¯. 4 (2006-2007), ÛÛ. 27-33.* ∂ÏÏËÓÈÎfi ‰Ú¿Ì· (∆Ú·Áˆ‰›·) * ™ÔÊÔÎÏ‹˜ (496-406) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¢È‰·ÎÙÈ΋ ÚÔÛ¤Á-ÁÈÛË * ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘

ƒø∆∞ ª∞ƒπ∞, ««“£¤Ì·Ù· §ÔÁÔÙ¯ӛ·˜”: ¤Ó· Û‡Á¯ÚÔÓÔ ÂÚÈÔ‰ÈÎfi Ô˘ Û˘Ó¯›˙ÂÈ ÌÈ· ·Ú¿‰ÔÛ˷ڤ̂·Û˘ ÛÙËÓ ÓÂ˘Ì·ÙÈ΋ ˙ˆ‹», £¤Ì·Ù· §ÔÁÔÙ¯ӛ·˜, Ù¯. 34 (2007), ÛÛ. 79-84.* §ÔÁÔÙ¯ӛ· - ¶ÂÚÈÔ‰Èο * ∂ΉfiÙ˜ Î·È ÂΉfiÛÂȘ - πÛÙÔÚ›· * ŒÓÙ˘·, ∂ÏÏËÓÈο * ∂ÏÏ¿‰· - ∂Ήfi-ÛÂȘ * ∞ÓıÚˆÈÛÌfi˜ * §ÔÁÔÙ¯ӛ· Î·È ÎÔÈÓˆÓ›·

™∞¡√À¢∞∫∏™-™∞¡√À¢√™ ∞¡∆ø¡∏™, ««“∏ Á˘Ó·›Î· Ù˘ ∑¿Î˘ıÔ˜” ÙÔ˘ ™ÔψÌÔ‡ Î·È “∏ Á˘-Ó·›Î· Ù˘ ı¿Ï·ÛÛ·˜” ÙÔ˘ ¶Ú·ÙÈοÎË», ºÈÏÔÏÔÁÈ΋, Ù¯. 101 (2007), ÛÛ. 74-77.* ¶ÔÈËÙ¤˜, ŒÏÏËÓ˜ - 20fi˜ ·È. * ™ÔψÌfi˜, ¢ÈÔÓ‡ÛÈÔ˜ (1798-1857) - ¶Ô›ËÛË - ∂›‰Ú·ÛË * ¶Ú·ÙÈ-ο΢, ª·ÓfiÏ˘ (1943- ) * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË * °˘Ó·›Î· ÛÙË ÏÔÁÔÙ¯ӛ· * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

™∏º∞∫∏ ∂À°∂¡π∞, ««Œ¯ÂÈ Ê‡ÏÔ Ë §ÔÁÔÙ¯ӛ·; ∆Ô ·Ú¿‰ÂÈÁÌ· ÙÔ˘ ÈÚÏ·Ó‰ÈÎÔ‡ “National Tale”Î·È Ë Sydney Owenson, Lady Morgan (1776-1859)», ™‡Á¯ÚÔÓ· £¤Ì·Ù·, Ù¯. 97 (2007), ÛÛ. 22-30.* ∂˘Úˆ·˚΋ ÏÔÁÔÙ¯ӛ· - πÛÙÔÚ›· Î·È ÎÚÈÙÈ΋ * °˘Ó·›Î˜ Û˘ÁÁÚ·Ê›˜ * ™˘ÁÁÚ·Ê›˜, πÚÏ·Ó‰Ô› *Owenson, Sydney, Lady Morgan (1776-1859) * ª˘ıÈÛÙfiÚËÌ· * ¶ÔÏÈÙÈ΋ Î·È ÏÔÁÔÙ¯ӛ·

™¶Àƒ√¶√À§√™ ™¶Àƒ√™ ∏., ««“ÃÈÏÈ¿ÓÔÈ” ‹ “ÃËÏÈ¿ÓÔÈ”; ∂Ӊ¯fiÌÂÓË ‰ÈfiÚıˆÛË ÛÙÔ Ô›ËÌ·“£ÂÛÛ·ÏÔÓ›ÎË” ÙÔ˘ ¡. ∫·‚‚·‰›·», ∂ÏÏËÓÈο, Ù¯. 57(2) (2007), ÛÛ. 403-410.* ∫·‚‚·‰›·˜ ¡›ÎÔ˜ (1910-1975) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * §¤ÍË * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * ¶Ô›ËÛË -™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (ª¤ÛË)

™¶Àƒ√¶√À§√À ∞°°∂§π∫∏, ««¡ÂˆÙÂÚÈÎfi˜ ÔÏÈÙÈÛÌfi˜, ÊÈÏÔÛÔÊ›· Ù˘ πÛÙÔÚ›·˜ Î·È ∆¤¯ÓË ÛÙÔ‡ÛÙÂÚÔ ¤ÚÁÔ ÙÔ˘ µ¿ÏÙÂÚ ª¤ÓÁÈ·ÌÈÓ», ™‡Á¯ÚÔÓ· £¤Ì·Ù·, Ù¯. 96 (2007), ÛÛ. 59-68.* Benjamin Walter (1892-1940) * ¶ÔÏÈÙÈÛÌfi˜ * ¡ÂˆÙÂÚÈÎfiÙËÙ· * πÛÙÔÚ›· - ºÈÏÔÛÔÊ›· * ∆¤¯ÓË

™¶Àƒ√¶√À§√À ª∞ƒπ∞, ««∆Ô ı¤·ÙÚÔ ÛÙËÓ ∂ıÓÈ΋ ∞ÓÙ›ÛÙ·ÛË», ¢ÔΛ ÌÔÈ, Ù¯. 9 (2007), ÛÛ. 34-39.* ¶·ÁÎfiÛÌÈÔ˜ fiÏÂÌÔ˜, 1939-1945 - ∞ÓÙÈÛÙ·Ûȷο ÎÈÓ‹Ì·Ù· - ∂ÏÏ¿‰· * £¤·ÙÚÔ - 1941-1944 *™˘ÁÁÚ·Ê›˜, ŒÏÏËÓ˜ - 20fi˜ ·È. * £Â·ÙÚÈο ¤ÚÁ· * £¤·ÙÚÔ - ¶ÔÏÈÙÈΤ˜ ·fi„ÂȘ - 20fi˜ ·È. * ∞ÓÙ›-ÛÙ·ÛË ÛÙË ÏÔÁÔÙ¯ӛ· * ¶ÚÔÛˆÈΤ˜ ·ÊËÁ‹ÛÂȘ

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™¶Àƒ√À§π∞ ª∞ƒπ∞¡¡∞ ¢∏ª., «ªÔÚʤ˜ ÂÏ¢ıÂÚ›·˜ ÛÙÔ ¤ÚÁÔ ÙÔ˘ ¢ÈÔÓ˘Û›Ô˘ ™ÔψÌÔ‡», ¢ÔΛÌÔÈ, Ù¯. 8, 9 (2007), ÛÛ. 17-26, 47-57.* ™ÔψÌfi˜, ¢ÈÔÓ‡ÛÈÔ˜ (1798-1857) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¡ÂÔÂÏÏËÓÈ΋ Ô›ËÛË * ∂Ï¢ıÂÚ›· *∂ÏÏ¿‰· - πÛÙÔÚ›· - ∂·Ó¿ÛÙ·ÛË ÙÔ˘ 1821 * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ· * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

™∆∞Àƒ√¶√À§√™ ∞§∂•∞¡¢ƒ√™ ª., ««∏ ˘Á›· ˘fi ÙÔ Ú›ÛÌ· Ù˘ √Úıfi‰Ô͢ ÃÚÈÛÙÈ·ÓÈ΋˜ £Â-ÔÏÔÁ›·˜», ∂ÎÎÏËÛ›·, Ù¯. 7 (2007), ÛÛ. 544-548.* ÀÁ›· - §fiÁÔÈ, ‰ÔΛÌÈ·, ‰È·Ï¤ÍÂȘ * ÕÓıÚˆÔ˜ (£ÂÔÏÔÁ›·) * πËÛÔ‡˜ ÃÚÈÛÙfi˜ - £·‡Ì·Ù· * ∞ÛıÂ-Ó›˜ * π·ÙÚÈ΋, æ˘¯Ôۈ̷ÙÈ΋ * ¶ÚÔÛ¢¯‹ - √Úıfi‰ÔÍË ∞Ó·ÙÔÏÈ΋ ∂ÎÎÏËÛ›·

™À°Ãƒ√¡∞ £∂ª∞∆∞ (¶∂ƒπ√¢π∫√), ««∞ÊȤڈ̷: ªÂÙ¿ÊÚ·ÛË Î·È ºÈÏÔÛÔÊ›·», ™‡Á¯ÚÔÓ· £¤-Ì·Ù·, Ù¯. 96, 97 (2007), ÛÛ. 25-46, 61-79.* ºÈÏÔÛÔÊ›· * §ÔÁÔÙ¯ӛ· * ªÂÙ¿ÊÚ·ÛË * ¶Ó‡̷ * °Ú·Ê‹ * Heidegger, Martin (1889-1976) *°ÏÒÛÛ· Î·È ÁÏÒÛÛ˜ - ºÈÏÔÛÔÊ›· * Benjamin Walter (1892-1940) * ¶Ï¿ÙˆÓ (427-47) - ∂ÚÌËÓ›·Î·È ÎÚÈÙÈ΋ * Gracian, Bartasar (1601-1658) * °·ÏÏÈ΋ ÁÏÒÛÛ· * Hegel, Georg Wilhelm Friedrich(1770-1831) * √ÚÔÏÔÁ›· * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ· * ¶·ÚÌÂÓ›‰Ë˜ Ô ∂Ï¿Ù˘ (5Ô˜ ·È. .Ã.) - ∂ÚÌËÓ›·Î·È ÎÚÈÙÈ΋ * Lacan, Jacques (1901-1981) * ªÂÙ¿ÊÚ·ÛË Î·È ÂÚÌËÓ›· * ™˘Ì‚ÔÏÈÛÌfi˜ ÛÙË ÏÔÁÔÙÂ-¯Ó›· * ªÂÙ·ÊÚ·ÛÙ¤˜ * ™˘ÁÁÚ·Ê›˜ Î·È ·Ó·ÁÓÒÛÙ˜ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

™À¡∞•∏ (¶∂ƒπ√¢π∫√), ««∞ÊȤڈ̷: ªÂÙ·¯ÚÈÛÙÈ·ÓÈ΋ ∂˘ÚÒË», ™‡Ó·ÍË, Ù¯. 103 (2007), ÛÛ. 5-76,* ∂˘ÚÒË, ¢˘ÙÈ΋ * ¶ÔÏÈÙÈÛÌfi˜, ¢˘ÙÈÎfi˜ - ºÈÏÔÛÔÊ›· * ∂˘ÚÒË - ∫ÔÈÓˆÓÈΤ˜ Û˘Óı‹Î˜ - 20fi˜ ·È. *ªÔÓ·¯È΋ Î·È ıÚËÛ΢ÙÈ΋ ˙ˆ‹ * °·ÏÏ›· - ∫ÔÈÓˆÓÈ΋ ˙ˆ‹ Î·È ¤ıÈÌ· * ¶ÔÏÈÙÈÛÙÈÎfi˜ ÏÔ˘Ú·ÏÈÛÌfi˜ *∫·ıÔÏÈ΋ ∂ÎÎÏËÛ›· * ¶ÚÔÙÂÛÙ·ÓÙÈÛÌfi˜ * ¶›ÛÙË Î·È ·ÌÊÈ‚ÔÏ›· * ¶ÚÔÛ¢¯‹ - ÃÚÈÛÙÈ·ÓÈÛÌfi˜ * ª˘-ÛÙ‹ÚÈ· - £ÚËÛ΢ÙÈο * ™˘Ó›‰ËÛË, ∂Ï¢ıÂÚ›· Ù˘ * ¶fiÏÂÌÔ˜ - £ÚËÛ΢ÙÈΤ˜ ·fi„ÂȘ * §›‚·ÓÔ˜ -∂ÎÎÏËÛÈ·ÛÙÈ΋ ÈÛÙÔÚ›· * ∂ÎÎÏËÛ›· Î·È ÎÚ¿ÙÔ˜ * ¡ÂˆÙÂÚÈÎfiÙËÙ· * ∂˘ÚÒË - ¶ÓÂ˘Ì·ÙÈΤ˜ ‰Ú·ÛÙË-ÚÈfiÙËÙ˜ * £¤·ÙÚÔ - £ÚËÛ΢ÙÈΤ˜ ·fi„ÂȘ - ÃÚÈÛÙÈ·ÓÈÛÌfi˜ * £¤·ÙÚÔ - ™ËÌÂȈÙÈ΋ * ¶·Ú¿ÏÔÁÔ ÛÙËÏÔÁÔÙ¯ӛ· * Bectett, Samuel Barclay (1906-1989) * Kane, Sarah (1971-1999) * Levinas,Emmanuel (1906-1995) * ¡¤· ∂Ô¯‹ (∫›ÓËÌ·) * ÃÚÈÛÙÈ·ÓÈÛÌfi˜ Î·È ·fiÎÚ˘Ê˜ ÂÈÛً̘ * ª˘ÛÙÈ-ÎÈÛÌfi˜ * ∞ı½· * ∞ÁÈfiÙËÙ· * ∞Ó·Ù˘ÛÛfiÌÂÓË ¯ÒÚ· * ª·Á›· - ∏ıÈΤ˜ Î·È ıÚËÛ΢ÙÈΤ˜ ·fi„ÂȘ -ÃÚÈÛÙÈ·ÓÈÛÌfi˜ * πÂÚ·ÔÛÙÔϤ˜ * µÈ‚ÏÈÔÁÚ·Ê›· * ∂ÈÛÎfiËÛË Ù˘ ηٿÛÙ·Û˘ ÂÓfi˜ ı¤Ì·ÙÔ˜

™º∂∆∞™ ™¶Àƒπ¢ø¡, ««∫·Ù¢ı‡ÓÛÂȘ Ù˘ Û‡Á¯ÚÔÓ˘ ™Ï·‚Ô̷ΉÔÓÈ΋˜ πÛÙÔÚÈÔÁÚ·Ê›·˜», ºÈÏfi-ÏÔÁÔ˜, Ù¯. 130 (2007), ÛÛ. 613-632.* πÛÙÔÚÈÔÁÚ·Ê›· * ™Ï·‚ÈΤ˜ ¯ÒÚ˜ * ª·Î‰ÔÓÈÎfi ˙‹ÙËÌ· * ™‡Á¯ÚÔÓË ¤Ú¢ӷ

SAUNIER, GUY, ««ªÂÚÈΤ˜ ·Ú·ÙËÚ‹ÛÂȘ ÁÈ· ÙÔ ‰ËÌÔÙÈÎfi ÙÚ·ÁÔ‡‰È “∆Ô˘ ÓÂÎÚÔ‡ ·‰ÂÚÊÔ‡”»,∂ÏÏËÓÈο, Ù¯. 57(2) (2007), ÛÛ. 349-369.* ¢ËÌÔÙÈο ÙÚ·ÁÔ‡‰È· - ¶·Ú·ÏÔÁ¤˜ * ¢ËÌÔÙÈο ÙÚ·ÁÔ‡‰È· - πÛÙÔÚ›· Î·È ÎÚÈÙÈ΋ * ∞Ó¿Ï˘ÛË ÎÂÈ̤-ÓÔ˘ * ∂ÏÏ¿‰· - ∂ΉfiÛÂȘ * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË

— ««√ Û˘Ì‚ÔÏÈÛÌfi˜ ÙˆÓ ·ÚÈıÌÒÓ ÛÙÔ “°Ï·‡ÎÔ˜ £Ú·Û¿Î˘” ÙÔ˘ µ·Û›ÏË µ·ÛÈÏÈÎÔ‡», £¤-Ì·Ù· §ÔÁÔÙ¯ӛ·˜, Ù¯. 36 (2007), ÛÛ. 118-130.* µ·ÛÈÏÈÎfi˜, µ·Û›Ï˘ (1934- ) * ¡ÂÔÂÏÏËÓÈÎfi Ì˘ıÈÛÙfiÚËÌ· * ∞˘ÙÔ‚ÈÔÁÚ·Ê›· * ™˘Ì‚ÔÏÈÛÌfi˜ ÙˆÓ·ÚÈıÌÒÓ * ™ËÌÂȈÙÈ΋ * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

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SEBASTANI, BRENO BATTISTIN, «√ ÔÚÈÛÌfi˜ ÙÔ˘ ڈ̷˚ÎÔ‡ ÈÌÂÚÈ·ÏÈÛÌÔ‡ ÛÙÔ ¤ÚÁÔ ÙÔ˘ ¶Ôχ-‚ÈÔ˘», £¤ÛÂȘ, Ù¯. 99 (2007), ÛÛ. 161-171.* ¶Ôχ‚ÈÔ˜ (200-120) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ƒˆÌ·˚΋ ∞˘ÙÔÎÚ·ÙÔÚ›· - πÛÙÔÚ›· * πÌÂÚÈ·ÏÈÛÌfi˜ *£ÂˆÚËÙÈ΋ ¤Ú¢ӷ

SHEEMAN, HELENA [ªÙÊÚ.: ∞ÚÈÛÙÔÙ¤Ï˘ °ÎÈfiÏÌ·˜], ««∏ ›‰Ú·ÛË ÙÔ˘ ª·ÚÍÈÛÌÔ‡ ÛÙȘ ™Ô˘‰¤˜ÛÙËÓ ∂ÈÛÙ‹ÌË: ÙÔ 1931 Î·È ÙÔ Û‹ÌÂÚ·», ∫ÚÈÙÈ΋: ∂ÈÛÙ‹ÌË Î·È ∂η›‰Â˘ÛË, Ù¯. 6 (2007), ÛÛ. 3-18.* ª·ÚÍÈÛÙÈ΋ ÊÈÏÔÛÔÊ›· * ∂ÈÚÚÔ‹ * ∂ÈÛÙËÌÔÓÈΤ˜ ÛÔ˘‰¤˜ * ∂ÈÛÎfiËÛË Ù˘ ηٿÛÙ·Û˘ ÂÓfi˜ı¤Ì·ÙÔ˜ * ºÈÏÔÛÔÊ›· - ™˘Ó¤‰ÚÈ· * ∂˘ÚÒËñ How to appraise the reverberations set off by the impact of the soviet delegation at the 1931

international history of science congress? How far-reaching, how profound have been theresonances of this interaction? How were such tragic fates connected to being so fired up bysuch ideas? How did later soviet delegations fare at international congresses? What didsubsequent generations make of this connection of Marxism with science? How have differenttrends within science studies related to Marxism? How has Marxism influenced science studies?What remains? (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

STOPPIE, KAREN, ««Sophianos on Participles and Relative Pronouns: Between Tradition andModernity», ∂ÏÏËÓÈο, Ù¯. 57(2) (2007), ÛÛ. 319-334.* ™ÔÊÈ·Ófi˜ ¡ÈÎfiÏ·Ô˜ (16Ô˜ ·È.) * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ· - °Ú·ÌÌ·ÙÈ΋ * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ· - ¢ËÌÔÙÈ΋* ŒÏÏËÓ˜ * §fiÁÈÔÈ * πÙ·Ï›· * ∞ÓıÚˆÈÛÌfi˜

∆∂ƒ∑∞∫∏™ ºø∆∏™, ««∏ ‰È·Ú΋˜ ÁÔÓÈÌfiÙËÙ· Ù˘ ÛΤ„˘ ÙÔ˘ ªÈ¯·‹Ï ª·¯Ù›Ó», ¢È·‚¿˙ˆ, Ù¯. 478(2007), ÛÛ. 118-124.* Bakhtine, Mikhail (1895-1975) * ¢È·ÓÔÔ‡ÌÂÓÔÈ * ƒˆÛ›· - ¶ÔÏÈÙÈÛÌfi˜ * ∫ÔÌÌÔ˘ÓÈÛÌfi˜ Î·È Ó¢-Ì·ÙÈ΋ ηÏÏȤÚÁÂÈ· * ¢È·ÏÂÎÙÈÎfi˜ ˘ÏÈÛÌfi˜ * ª·ÚÍÈÛÙÈ΋ ÊÈÏÔÛÔÊ›· * ™˘Ó¤‰ÚÈÔ

∆ƒ∂ª¶∂§∞™ ¶∞¡∞°πø∆∏™ ¡., ««“Oî ÔÏÏÔ› ≤Ó ÛáÌ· âṲ̂Ó, ï ‰¤ ηı’ Âx˜ àÏÏ‹ÏˆÓ Ì¤ÏË””.∏ ı¤ÛȘ ÙÔ˘ ÎÏ‹ÚÔ˘ ÂÓ ÙË ∂ÎÎÏËÛ›·. √È Ï·˚ÎÔ› ÂÓ ÙË ∂ÎÎÏËÛ›·», ∫ÔÈÓˆÓ›·, Ù¯. 4 (2007), ÛÛ. 342-347.* ∫Ï‹ÚÔ˜ - πÛÙÔÚ›· * πÂÚÔÛ‡ÓË * √Úıfi‰ÔÍË ∞Ó·ÙÔÏÈ΋ ∂ÎÎÏËÛ›· * ¶·‡ÏÔ˜, ∞fiÛÙÔÏÔ˜ - ∂ÚÌË-Ó›· Î·È ÎÚÈÙÈ΋ * πˆ¿ÓÓ˘ Ô ÃÚ˘ÛfiÛÙÔÌÔ˜ (. 354-407) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

∆™∞°∫∞™ πø∞¡¡∏™ µ., ««√ πˆ¿ÓÓ˘ Ô ÃÚ˘ÛfiÛÙÔÌÔ˜ ˆ˜ ·È‰·ÁˆÁfi˜ (347-407 Ì.Ã.)», ∫ÔÈÓˆÓ›·,Ù¯. 3 (2007), ÛÛ. 245-252.* πˆ¿ÓÓ˘ Ô ÃÚ˘ÛfiÛÙÔÌÔ˜ (. 354-407) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ∂ÚÁÔÁÚ·Ê›· * ¶·È‰·ÁˆÁÔ› * ¶·-Ù¤Ú˜ Ù˘ ∂ÎÎÏËÛ›·˜ - ∞ÔÛ¿ÛÌ·Ù·, ¯ˆÚ›· Î.Ï. * ÃÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹ * ƒfiÏÔ˜ ÙÔ˘ ÁÔÓÈÔ‡

— ««∏ ·Í›· Î·È Ô ÛÎÔfi˜ Ù˘ ·ÁˆÁ‹˜ Î·È ÙÔ˘ ·Ú·‰Â›ÁÌ·ÙÔ˜ (ÚÔÙ‡ˆÓ) ηٿ ÙÔÓ πˆ¿ÓÓËÃÚ˘ÛfiÛÙÔÌÔ», ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 544 (2007), ÛÛ. 240-246.* πˆ¿ÓÓ˘ Ô ÃÚ˘ÛfiÛÙÔÌÔ˜ (. 354-407) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¶·È‰·ÁˆÁÈ΋ ·ÓıÚˆÔÏÔÁ›· *∞ÁˆÁ‹ - ∏ıÈΤ˜ Î·È ıÚËÛ΢ÙÈΤ˜ ·fi„ÂȘ * ¶ÚfiÙ˘Ô - ∂›‰Ú·ÛË * ÃÚÈÛÙÈ·ÓÈ΋ Âη›‰Â˘ÛË ÙˆÓ·È‰ÈÒÓ * ¶ÓÂ˘Ì·ÙÈ΋ ηÏÏȤÚÁÂÈ·

∆™πƒπ°ø∆∏™ £∞¡∞™∏™, ««40 ¯ÚfiÓÈ· ·fi ÙË ‰ÔÏÔÊÔÓ›· ÙÔ˘ ∂ÚÓ¤ÛÙÔ ∆Û °Î‚¿Ú·: ÙÔ ÌÂÙ¤ˆÚÔ‚‹Ì· ÂÓfi˜ ·ӷÛÙ¿ÙË», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 83 (2007), ÛÛ. 62-65.

65

* Guevara, Ernesto Che (1928-1967) * ∂·Ó·Ûٿ٘ * µÈÔÁÚ·Ê›· * ∫Ô‡‚· - πÛÙÔÚ›· * ¶·ÁÎfi-ÛÌÈÔ˜ fiÏÂÌÔ˜, 1939-1945 - ™Ô‚ÈÂÙÈ΋ ŒÓˆÛË - ∂›‰Ú·ÛË * §·ÙÈÓÈ΋ ∞ÌÂÚÈ΋ - πÛÙÔÚ›· - 1948-1980 * ∫ÔÌÌÔ˘ÓÈÛÙÈ΋ ÛÙÚ·ÙËÁÈ΋

ºπ§√§√°π∫∏ (¶∂ƒπ√¢π∫√), «∞ÊȤڈ̷: √ÌËÚÈ΋ ºÈÏÔÏÔÁ›·», ºÈÏÔÏÔÁÈ΋, Ù¯. 100 (2007), ÛÛ.19-59.* ŸÌËÚÔ˜ (8Ô˜ ·È. .Ã.) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ∂ÏÏËÓÈ΋ ÏÔÁÔÙ¯ӛ·, ∞Ú¯·›· * √‰‡ÛÛÂÈ· *¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ™¯¤‰ÈÔ ÂÚÁ·Û›·˜ * ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ª¤ıÔ-‰Ô˜ Project (∂η›‰Â˘ÛË) * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛË * √‰˘ÛÛ‡˜ (ª˘ıÔÏÔÁ›·) * ◊ڈ˜ ÛÙË ÏÔÁÔÙÂ-¯Ó›· * ªÔÓÔÌ¿¯ÔÈ * ∞¯ÈÏχ˜ (ª˘ıÔÏÔÁ›·) * ŒÎÙˆÚ (ª˘ıÔÏÔÁ›·) * ¶fiÏÂÌÔ˜ ÛÙË ÏÔÁÔÙ¯ӛ· *£¿Ó·ÙÔ˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ¡ÂÎÚÔ› - §·ÙÚ›· - ∂ÏÏ¿‰·, ∞Ú¯·›· * ¡ÂÎÚÒÛÈ̘ ÙÂÏÂÙ¤˜, ∞Ú¯·›Â˜ *™ÒÌ·, ∞ÓıÚÒÈÓÔ - ËıÈΤ˜ Î·È ıÚËÛ΢ÙÈΤ˜ ·fi„ÂȘ * £ÂÔ›, ∂ÏÏËÓÈÎÔ› ÛÙË ÏÔÁÔÙ¯ӛ· * ÕÓıÚˆ-ÔÈ * ÷ڷÎÙ‹Ú˜ Î·È ¯·Ú·ÎÙËÚÈÛÙÈο * ∞͛˜, ∏ıÈΤ˜ * ∆¤¯ÓË Î·È ÏÔÁÔÙ¯ӛ· * ∂ÏÏËÓÈÎfi ‰Ú¿Ì·(∆Ú·Áˆ‰›·) * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

— ««∞ÊȤڈ̷: Pierre Vidal - Naquet, Jean - Rierre Vernant», ºÈÏÔÏÔÁÈ΋, Ù¯. 100(2007), ÛÛ. 61-77.* Vidal - Nacqet, Pierre Emmanuel (1930-2006) * Vernant, Jean Pierre (1914-2007) * ™˘ÁÁÚ·-Ê›˜, °¿ÏÏÔÈ, * ¢È·ÓÔÔ‡ÌÂÓÔÈ * πÛÙÔÚÈÎÔ› * ∂ÈÛÙ‹ÌÔÓ˜, µÈÔÁÚ·Ê›· * ∂ÚÁÔÁÚ·Ê›· * ¶·ÁÎfiÛÌÈÔ˜fiÏÂÌÔ˜, 1939-1945 - ∞ÓÙÈÛÙ·Ûȷο ∫ÈÓ‹Ì·Ù· * ∞ÁˆÓÈÛÙ¤˜ Ù˘ ∞ÓÙ›ÛÙ·Û˘ * ∞ÏÁÂÚ›· - πÛÙÔÚ›· -1945-1962 * ∂ÏÏ¿‰·, ∞Ú¯·›· - §fiÁÔÈ, ‰ÔΛÌÈ·, ‰È·Ï¤ÍÂȘ * ª·ÚÍÈÛÙÈ΋ ÊÈÏÔÛÔÊ›· - ∂›‰Ú·ÛË *∂ÏÏ¿‰·, ∞Ú¯·›· - πÛÙÔÚÈÔÁÚ·Ê›· * ∂ÏÏ¿‰·, ∞Ú¯·›· - ∫ÔÈÓˆÓÈΤ˜ Û˘Óı‹Î˜ * ∂ÏÏËÓÈÎfi ‰Ú¿Ì·(∆Ú·Áˆ‰›·) * ª‡ıÔ˜ - πÛÙÔÚ›· * ∞ÓıÚˆÔÏÔÁ›· * ∂ÊË‚È΋ „˘¯ÔÏÔÁ›· * ∫Ï·ÛÈ΋ ÊÈÏÔÏÔÁ›· *∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘

— ««∞ÊȤڈ̷: ¡›ÎÔ˜ ∂ÁÁÔÓfiÔ˘ÏÔ˜», ºÈÏÔÏÔÁÈ΋, Ù¯. 101 (2007), ÛÛ. 3-65.* ∂ÁÁÔÓfiÔ˘ÏÔ˜, ¡›ÎÔ˜ (1907-1985) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¡ÂÔÂÏÏËÓÈ΋ Ô›ËÛË - 20fi˜ ·È. *∑ˆÁÚ¿ÊÔÈ, ŒÏÏËÓ˜ 20fi˜ ·È. * ∂ÈÛÙ‹ÌÔÓ˜, ŒÏÏËÓ˜ * ∂ıÓÈÎfi ªÂÙÛfi‚ÈÔ ¶ÔÏ˘Ù¯Ó›Ô. ™¯ÔÏ‹∞Ú¯ÈÙÂÎÙfiÓˆÓ * ™˘ÁÁÚ·Ê›˜, ŒÏÏËÓ˜ - µÈÔÁÚ·Ê›· * ∂ÚÁÔÁÚ·Ê›· * ™Ô˘Ú·ÏÈÛÌfi˜ * ∞Ú¯¤Ù˘·ÛÙË ÏÔÁÔÙ¯ӛ· * ◊ڈ˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ¶ÔÏÈÙÈ΋ Î·È ÏÔÁÔÙ¯ӛ· * Bolivar y Pylacios, SimonJosé (1783-1842) * ∞Ó‰ÚÔ‡ÙÛÔ˜, √‰˘ÛÛ¤·˜ (1788-1825) * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË * ¶ÔÈËÙÈ΋ *∂ÌÂÈÚ›ÎÔ˜, ∞Ó‰Ú¤·˜ (1901-1975) - ∂›‰Ú·ÛË * ∑ˆÁÚ·ÊÈ΋ - ∆¯ÓÈ΋ * ÃÚÒÌ· ÛÙËÓ Ù¤¯ÓË * ™Ô-ÛÈ·ÏÈÛÙÈÎfi˜ Ú·ÏÈÛÌfi˜ ÛÙËÓ Ù¤¯ÓË * ªÔÚÊ‹ (∞ÈÛıËÙÈ΋) * ™˘Ì‚ÔÏÈÛÌfi˜ ÛÙËÓ Ù¤¯ÓË * Chirico,Giorgio de (1888-1978) * ∫fiÓÙÔÁÏÔ˘, ºÒÙ˘ (1895-1965) * ¶·Úı¤Ó˘, ∫ˆÓÛÙ·ÓÙ›ÓÔ˜ (1878-1967) * °˘Ó·›Î· ÛÙË ÏÔÁÔÙ¯ӛ· * ŒÚˆÙ·˜ ÛÙË ÏÔÁÔÙ¯ӛ· * ∫ÔÛÌÔÏÔÁ›·, √ÚÊÈ΋ * ª˘ıÔÏÔÁ›·,∂ÏÏËÓÈ΋ ÛÙË ÏÔÁÔÙ¯ӛ· * Eluard, Paul (1895-1952) * Breton, André (1896-1966) * §ÔÁÔÙ¯ӛ· -¶ÂÚÈÔ‰Èο * §ÔÁÔÙ¯ÓÈο ‚Ú·‚›· * µÈ‚ÏÈÔÁÚ·Ê›·

º√À¡∆√À§∞∫∏™ °∂øƒ°π√™ ™ø∆., ««∆Ô Î¿ÏÏÔ˜ ÙÔ˘ ÓÔ˘ ÛÙÔÓ ¶ÏˆÙ›ÓÔ», ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋∞ÁˆÁ‹, Ù¯. 543 (2007), ÛÛ. 206-208.* ¶ÏˆÙ›ÓÔ˜ (204-269) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ºÈÏfiÛÔÊÔÈ - µÈÔÁÚ·Ê›· * ¶ÔÚʇÚÈÔ˜ Ô ∆‡ÚÈÔ˜ (232-304) * ¡ÂÔÏ·ÙˆÓÈÛÌfi˜ * æ˘¯‹ - ºÈÏÔÛÔÊ›· * √Úıfi‰ÔÍË ∞Ó·ÙÔÏÈ΋ ∂ÎÎÏËÛ›· Î·È ÊÈÏÔÛÔÊ›·

ºƒ∂ƒ∏™ °πøƒ°√™, ««√ ÔÈËÙ‹˜ ∆¿Î˘ µ·Ú‚ÈÙÛÈÒÙ˘», ºÈÏfiÏÔÁÔ˜, Ù¯. 130 (2007), ÛÛ. 541-553.* µ·Ú‚ÈÙÛÈÒÙ˘, ∆¿Î˘ (1916- ) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋ * ¶ÔÈËÙ¤˜, ŒÏÏËÓ˜ - 20fi˜ ·È. * ¶Ô›ËÛË -™˘ÏÏÔÁ¤˜ * ∂˘Úˆ·˚΋ ÏÔÁÔÙ¯ӛ· * ªÂÙ¿ÊÚ·ÛË * ¶Ô›ËÛË - ∫ÔÈÓˆÓÈΤ˜ ·fi„ÂȘ

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Ã∞™∞¶∏-Ãπ™∆√¢√À§√À ∂À™∂µπ∞, «¢È·ıÂÌ·ÙÈÎfi ∂ÓÈ·›Ô ¶Ï·›ÛÈÔ ¶ÚÔÁÚ¿ÌÌ·ÙÔ˜ ™Ô˘‰ÒÓ¡ÂÔÂÏÏËÓÈ΋˜ §ÔÁÔÙ¯ӛ·˜ ÁÈ· ÙÔ °˘ÌÓ¿ÛÈÔ», ºÈÏfiÏÔÁÔ˜, Ù¯. 129 (2007), ÛÛ. 401-421.* ¡ÂÔÂÏÏËÓÈ΋ ÏÔÁÔÙ¯ӛ· * ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ª¤ıÔ‰Ô˜ Project (∂η›‰Â˘ÛË) * ¶Úfi-ÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ¶ÚfiÙ˘Ô‰È‰·Ûηϛ·˜

æÀ§§∏™ µ∞™π§∏™, ««∏ ∂ÎÎÏËÛ›· Û·Ó Û˘Ó›‰ËÛË Î·È Û·Ó ‚›·», ™‡Ó·ÍË, Ù¯. 104 (2007), ÛÛ. 4-9.* ∂ÓfiÙËÙ· Ù˘ ∂ÎÎÏËÛ›·˜ * ∂ÍÔ˘Û›· (ÃÚÈÛÙÈ·ÓÈ΋ £ÂÔÏÔÁ›·) * µ›· - ∏ıÈΤ˜ Î·È ıÚËÛ΢ÙÈΤ˜ ·fi-„ÂȘ - ÃÚÈÛÙÈ·ÓÈÛÌfi˜ * πËÛÔ‡˜ ÃÚÈÛÙfi˜ * ∂Ó·ÓıÚÒËÛË * ÕÓıÚˆÔ˜ (£ÂÔÏÔÁ›·)

66.3 ª∞£∏ª∞∆π∫∞

∞ª¶ƒ∞∑∏™ ™∆À§π∞¡√™, «¶ÚfiÙ·ÛË-¶ÚÔÛ¤ÁÁÈÛË ‰È‰·Ûηϛ·˜ Ù˘ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ™˘Ó¿ÚÙË-Û˘ f(x)=·x2+‚x+Á, ·≠00 ÁÈ· ÙÔ˘˜ Ì·ıËÙ¤˜ Ù˘ ∞’ §§˘Î›Ԣ», ∂˘ÎÏ›‰Ë˜ °’, Ù¯. 67 (2007), ÛÛ. 42-59.* ¢È‰·Ûηϛ· * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * §ÔÁÈÛÌÈÎfi * ¶·È‰·ÁˆÁÈ΋ * ¢Â˘ÙÂÚÔ‚¿ıÌÈ·∂η›‰Â˘ÛË

°∫∞§ª¶∂ƒπ¡ ¶.°., °∫∂√ƒ°∫π∂º §.™., (ªÙÊÚ. ª. ªÈ¯·‹Ï), ««∏ ‰È·ÌfiÚʈÛË ÙˆÓ ÛÙÔȯÂȈ‰ÒÓÌ·ıËÌ·ÙÈÎÒÓ ÂÓÓÔÈÒÓ», £¤Ì·Ù· ¶·È‰Â›·˜, Ù¯. 30 (2007), ÛÛ. 66-82.* ∞ÚÈıÌËÙÈ΋ - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (™ÙÔȯÂÈ҉˘) * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ∂Ê·ÚÌÔÁ‹ * ¶·È-‰·ÁˆÁÈ΋ „˘¯ÔÏÔÁ›· * ª·ıËÌ·ÙÈο - ºÈÏÔÛÔÊ›· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ

∑∞Ã∞ƒ√™ ∫ø™∆∞™, ««√ ÚfiÏÔ˜ ÙˆÓ ÂÌÂÈÚÈÎÒÓ Ï·ÈÛ›ˆÓ ·Ó·ÊÔÚ¿˜ ÛÙËÓ ÔÈÎÔ‰fiÌËÛË Ù˘ Ì·ıË-Ì·ÙÈ΋˜ ÁÓÒÛ˘. ∏ ¯Ú‹ÛË ÙÔ˘˜ ÛÙ· Ó¤· Û¯ÔÏÈο ‚È‚Ï›· M·ıËÌ·ÙÈÎÒÓ Ù˘ µ’ ÙÙ¿Í˘ ¢ËÌÔÙÈÎÔ‡»,ŒÚ¢ӷ Î·È ¶Ú¿ÍË, Ù¯. 20-21 (2007), ÛÛ. 66-73.* ™‡Ì‚ÔÏÔ * ŒÓÓÔÈ· * ¶·È‰·ÁˆÁÈ΋ * ¶ÚÔ‚Ï‹Ì·Ù·, ∞Û΋ÛÂȘ

∫∞∆™∞ƒ°Àƒ∏™ µ∞™π§∏™, ««∂›Ï˘ÛË ÚÔ‚Ï‹Ì·ÙÔ˜ Ì ÙË ‚Ô‹ıÂÈ· ÙÔ˘ √ÏÔÎÏËÚˆÙÈÎÔ‡ §ÔÁÈ-ÛÌÔ‡», ∂˘ÎÏ›‰Ë˜ °’, Ù¯. 67 (2007), ÛÛ. 85-98.* ª·ıËÌ·ÙÈο * √ÈÎÔÓÔÌ›· * √ÏÔÎÏËÚˆÙÈÎfi˜ §ÔÁÈÛÌfi˜ * √ÏÔÎÏËÚÒÌ·Ù·

ª∞ƒπ¡∏™ ™∆∂§π√™, ««∏ ª·ıËÌ·ÙÈ΋ §ÔÁÈ΋ Î·È Ë ‰È‰·Ûηϛ· Ù˘», ∂˘ÎÏ›‰Ë˜ °’, Ù¯. 67 (2007),ÛÛ. 21-41.* ª·ıËÌ·ÙÈο * ™˘Ì‚ÔÏÈ΋ Î·È Ì·ıËÌ·ÙÈ΋ ÏÔÁÈ΋ * §ÔÁÈ΋ ÛΤ„Ë * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË* ¶·È‰·ÁˆÁÈ΋

— ««EÙ·ÈÚ›· ÌÔ˘, ·Ì·ÚÙ›· ÌÔ˘. °È· ÙËÓ EÏÏËÓÈ΋ M·ıËÌ·ÙÈ΋ EÙ·ÈÚ›· Î·È ÙËÓ Â˘ı‡ÓËÙ˘ ÂÎ·È‰Â˘ÙÈ΋˜ ·ÚÈÛÙÂÚ¿˜», AÓÙÈÙÂÙÚ¿‰È· Ù˘ Eη›‰Â˘Û˘, Ù¯. 84 (2007), ÛÛ. 65-67.* EÈÛÙËÌÔÓÈÎfi˜ ÔÚÁ·ÓÈÛÌfi˜ * EÏÏËÓÈ΋ M·ıËÌ·ÙÈ΋ EÙ·ÈÚ›· * Eη›‰Â˘ÛË Î·È ÎÔÈÓˆÓ›· * M·-ıËÌ·ÙÈο-™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¢È·ÓÔÔ‡ÌÂÓÔÈ * ™˘Ó‰ÈηÏÈÛÌfi˜

67

ª¶√Àƒπ∫∞ ª∞ƒπ∞, «πÛÙÔÚÈ΋ ·Ó·‰ÚÔÌ‹ Ù˘ ¤ÓÓÔÈ·˜ Ù˘ ¶·Ú·ÁÒÁÔ˘ - ªÈ· ‰È‰·ÎÙÈ΋ ÚfiÙ·ÛË»,∂˘ÎÏ›‰Ë˜ °’, Ù¯. 67 (2007), ÛÛ. 60-84.* ª·ıËÌ·ÙÈο * ¢È·ÊÔÚÈÎfi˜ §ÔÁÈÛÌfi˜ * ¢È‰·ÎÙÈ΋ * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË

¡∆ƒπ∑√™ ¢∏ª∏∆ƒ∏™ ∞., ««∆· ‰‡Ô ıÂÌÂÏÈÒ‰Ë ıˆڋ̷ٷ ÙÔ˘ ∞ÂÈÚÔÛÙ·ÙÈÎÔ‡ §ÔÁÈÛÌÔ‡. ª›·‰È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË», ∂˘ÎÏ›‰Ë˜ °’, Ù¯. 67 (2007), ÛÛ. 3-20.* ª·ıËÌ·ÙÈο * ¢È·ÊÔÚÈÎfi˜ §ÔÁÈÛÌfi˜ * √ÏÔÎÏËÚˆÙÈÎfi˜ §ÔÁÈÛÌfi˜ * √ÏÔÎÏËÚÒÌ·Ù·

™µ∂ƒ∫√™ ∞¡¢ƒ∂∞™, ««∆· ıˆڋ̷ٷ Ù˘ ̤Û˘ ÙÈÌ‹˜ ÙÔ˘ ¢È·ÊÔÚÈÎÔ‡ Î·È √ÏÔÎÏËÚˆÙÈÎÔ‡ §ÔÁÈ-ÛÌÔ‡ ÛÙÔ §‡ÎÂÈÔ», ∂˘ÎÏ›‰Ë˜ °’, Ù¯. 67 (2007), ÛÛ. 99-104.* ª·ıËÌ·ÙÈο * ¢È·ÊÔÚÈÎfi˜ §ÔÁÈÛÌfi˜ * √ÏÔÎÏËÚˆÙÈÎfi˜ §ÔÁÈÛÌfi˜ * ¢È·ıÂÌ·ÙÈÎfiÙËÙ· * ¢ÈÂÈÛÙË-ÌÔÓÈÎfiÙËÙ· * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË

∆∂ƒ¢∏ª√À ª∞ƒπ∞, ««∆· ª·ıËÌ·ÙÈο ˆ˜ ıÂÔÏÔÁÈÎfi Âȯ›ÚËÌ· ÛÙËÓ ∂ÏÏ¿‰· ηٿ ÙÔ ÚÒÙÔ ÌÈ-Ûfi ÙÔ˘ 20Ô‡ ·ÈÒÓ·», ∫ÚÈÙÈ΋: ∂ÈÛÙ‹ÌË Î·È ∂η›‰Â˘ÛË, Ù¯. 6 (2007), ÛÛ. 85-95.* ª·ıËÌ·ÙÈο - πÛÙÔÚ›· * ¶Èı·ÓfiÙËÙ˜ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ * £ÚËÛΛ· Î·È ÂÈÛÙ‹ÌË * ∂ÏÏ¿‰· -¶ÓÂ˘Ì·ÙÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ - 20fi˜ ·È.ñ At the beginning of the fifties, some circles of the Greek Orthodox Christian Church gave an

arbitary interpretation of the sacred texts and undertook the task to prove the incompatibility ofthe theological issues and the contemporary scientific theories by declaring themselves as theguardians of the Christian Orthodox doctrine. These people tried to give to their proposition ascientific luster and they used the magazine Aktines of the religious union “Zoi” (Life). Theirpurpose was to point out by scientific means, as they claimed, that the world must have beencreated by an ultra-mundane Creator. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

Ã∞µπ∞ƒ∏™ ¶∂∆ƒ√™, ∫∞º√À™∏ ™√¡π∞, ««ªÂÙ·ÁÓˆÛÙÈΤ˜ ‰È·‰Èηۛ˜ Î·È ÎÔÈÓˆÓÈ΋ ·ÏÏËÏ›-‰Ú·ÛË ÌÂٷ͇ ÙˆÓ Ì·ıËÙÒÓ ÛÙ· M·ıËÌ·ÙÈο: ∏ ÂÚ›ÙˆÛË ÙˆÓ Û¯ÔÏÈÎÒÓ ÂÁ¯ÂÈÚȉ›ˆÓ ∂’ ÎÎ·È ™Ù’¢¢ËÌÔÙÈÎÔ‡», ŒÚ¢ӷ Î·È ¶Ú¿ÍË, Ù¯. 20-21 (2007), ÛÛ. 59-65.* ™¯¤‰ÈÔ ‰Ú¿Û˘ * ∞˘ÙÔ·ÍÈÔÏfiÁËÛË * ª¿ıËÛË * ∞ÏÏËÏ›‰Ú·ÛË * ¢ËÌÈÔ˘ÚÁÈÎfiÙËÙ· * ¶·Ú·ÁˆÁÈ-ÎfiÙËÙ·

Ã∞™∞¶∏™ ¢∏ª∏∆ƒ∏™, ««∆Ô ÂÚ¢ÓËÙÈÎfi ·ÓÙÈΛÌÂÓÔ Ù˘ ‰È‰·ÎÙÈ΋˜ ÙˆÓ ª·ıËÌ·ÙÈÎÒÓ: ¯·Ú·-ÎÙËÚÈÛÙÈΤ˜ ÂÈÏÔÁ¤˜ ÙÔ˘ ΢ڛ·Ú¯Ô˘ Ú‡̷ÙÔ˜», ∫ÚÈÙÈ΋: ∂ÈÛÙ‹ÌË Î·È ∂η›‰Â˘ÛË, Ù¯. 6 (2007),ÛÛ. 33-45.* ¢È‰·ÎÙÈ΋ * ∂Ú¢ÓËÙÈ΋ ·Ó·ÊÔÚ¿ * ∫ÚÈÙÈ΋ * ∂ÈÛÎfiËÛË Ù˘ ηٿÛÙ·Û˘ ÂÓfi˜ ı¤Ì·ÙÔ˜ñ This paper aims to provide an exploratory look at mathematics education research from a

standpoint of spotting the aspects which are selected and emphasised as essential characteristicsof the phenomena studied, building on relevant research reviews. It is claimed that contextualaspects as represented by social, political and cultural factors have not given considerableattention by mainstream mathematics education related research in contrast to factors related toeither psychological or instrumental aspects of mathematics thinking, learning and teachingwhich also are considered from an individualistic viewpoint.

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6.4 ºÀ™π∫∂™ ∂¶π™∆∏ª∂™

∞¡∆ø¡π∞¢∏ ¶∞¡∞°πø∆∞, «™¯¤‰ÈÔ Ì·ı‹Ì·ÙÔ˜ ÁÈ· ÙËÓ ∂’ ÙÙ¿ÍË ÙÔ˘ ¢ËÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ ÛÙÔ Ì¿-ıËÌ· ÙˆÓ º˘ÛÈÎÒÓ ∂ÈÛÙËÌÒÓ: ∏ ›ÂÛË ÛÙ· ˘ÁÚ¿», ŒÚ¢ӷ Î·È ¶Ú¿ÍË, Ù¯. 19 (2007), ÛÛ. 65-73.* ¶ÚÔÛÔÌÔ›ˆÛË * ∏ÏÂÎÙÚÔÓÈÎfi˜ ˘ÔÏÔÁÈÛÙ‹˜ * ¢È·‰›ÎÙ˘Ô (Internet) * ¢È‰·Ûηϛ· * ª¿ıËÛË *™˘ÓÂÚÁ·Û›·

∞¶√™∆√§√¶√À§√™ ¡π∫√™, ««°·Ï·Íȷ΋ ηÙÔÈ΋ÛÈÌË ˙ÒÓË», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯.319 (2007), ÛÛ. 64-73.* ∑ˆ‹ * ∏ÏÈ·Îfi Û‡ÛÙËÌ· * ¡ÂÚfi * ∞ÎÙÈÓÔ‚ÔÏ›· * ∫ÔÌ‹Ù˜ * ÕÛÙÚÔ

— ««∆Ô Î‚·ÓÙÈÎfi Ì˘ÛÙÈÎfi ÙÔ˘ ÓÂÚÔ‡», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 317 (2007), ÛÛ. 54-63.* DNA * ∆·Ï¿ÓÙˆÛË * ¢Ú·ÛÙËÚÈfiÙËÙ· * ¡¤· ∂Ô¯‹ * ∞ÏÏËÏ›‰Ú·ÛË * ™˘ÌÂÚÈÊÔÚ¿ * º¿ÚÌ·ÎÔ* ªÓ‹ÌË

µ§∞™™∏ ª., ∫∞ƒ∞§πø∆∞ ∞., ««∂ÏÈ¿ Î·È ÂÏ·ÈfiÏ·‰Ô: ¶ÚfiÙ·ÛË ÁÈ· ÙÔ ÚfiÁÚ·ÌÌ· Ù˘ E˘¤ÏÈÎÙ˘ZÒÓ˘ ÛÙÔ §‡ÎÂÈÔ», ÃËÌÈο ÃÚÔÓÈο, Ù¯. 10 (2007), ÛÛ. 16-18.* √ÚÁ·ÓÈ΋ ÃËÌ›· * ¢È·ÙÚÔÊ‹ * πÛÙÔÚ›· * ª˘ıÔÏÔÁ›· * √Ï˘ÌÈ·ÎÔ› ·ÁÒÓ˜ * £ÚËÛΛ·

µ√ƒµ√§∞∫√™ ∞°°∂§√™, ««¶Ò˜ ÁÂÓÓ‹ıËÎ·Ó Ù· ¿ÛÙÚ·;», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 320(2007), ÛÛ. 12-23.* ∞ÛÙÚÔÓÔÌ›· * ∫ÔÛÌÔÏÔÁ›· * ÕÛÙÚÔ * °·Ï·Í›·˜

°∂øƒ°π√À π., ¢∏ª∏∆ƒ√¶√À§√™ ∫., ««¢È‰·Ûηϛ· Î·È ÂÎÙ¤ÏÂÛË ÂÈÚ·Ì¿ÙˆÓ ™˘ÌÏÔÎÔÌÂÙÚÈ-΋˜ √ÁÎÔ̤ÙÚËÛ˘ ÁÈ· ÙÔÓ ˘ÔÏÔÁÈÛÌfi ÛÎÏËÚfiÙËÙ·˜ ̤ۈ ÂÓfi˜ ÂÈÎÔÓÈÎÔ‡ ÂÚÁ·ÛÙËÚ›Ô˘ ÃËÌ›·˜»,ÃËÌÈο ÃÚÔÓÈο, Ù¯. 7 (2007), ÛÛ. 19-23.* ÃËÌ›· * ∂ÈÎÔÓÈ΋ Ú·ÁÌ·ÙÈÎfiÙËÙ· * ∂ÚÁ·ÛÙËÚÈ·Îfi ›ڷ̷ * ¡ÂÚfi * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘-ÛË

°ƒ∞ªª∂¡√™ ™∆∂ƒ°π√™, ««∆Ô ÙÂÙÚ¿‰ÈÔ Ù˘ ˘ÎÓfiÙËÙ·˜: ™¯Â‰È¿˙ÔÓÙ·˜ ¤Ó· ÂÎ·È‰Â˘ÙÈÎfi ÏÔÁÈÛÌÈ-Îfi ÁÈ· ÌÈ· ηÈÓÔÙfiÌÔ ‰È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË Ù˘ ¤ÓÓÔÈ·˜ Ù˘ ˘ÎÓfiÙËÙ·˜», ŒÚ¢ӷ Î·È ¶Ú¿ÍË, Ù¯.19 (2007), ÛÛ. 6-15.* ∫·Ù·ÓfiËÛË * ŒÓÓÔÈ· * ŒÚ¢ӷ * ªÈÎÚfiÎÔÛÌÔ˜ Î·È Ì·ÎÚfiÎÔÛÌÔ˜ * §ÔÁÈÛÌÈÎfi * ¶ÚˆÙÔ‚¿ıÌÈ·∂η›‰Â˘ÛË * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË

¢∞°∫§∏™ ¢∏ª., ««™¯fiÏÈ· ÁÈ· ÙÔ Ó¤Ô ‚È‚Ï›Ô º˘ÛÈ΋˜ Ù˘ µ’ °°˘ÌÓ·Û›Ô˘», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›-‰Â˘Û˘, Ù¯. 83 (2007), ÛÛ. 56-58.* º˘ÛÈ΋ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›-‰Â˘Û˘ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ·

¢∞ƒ™π¡√À ∞°°∂§π∫∏, ««∏ ˙ˆ‹ ÛÙÔ˘˜ ‰ÔÚ˘ÊfiÚÔ˘˜ ÙˆÓ Ï·ÓËÙÒÓ», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘,Ù¯. 317 (2007), ÛÛ. 30-37.* ¢ÔÚ˘ÊfiÚÔÈ * ÃËÌÈο ÛÙÔȯ›· * ¡ÂÚfi * £ÂÚÌfiÙËÙ· * ∞ÎÙÈÓÔ‚ÔÏ›· * ∞ÙÌfiÛÊ·ÈÚ·

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∫∞¶∞™™∞ ª∞ƒπ∞, «∏ Û˘Ì‚ÔÏ‹ Ù˘ ÃËÌ›·˜ ÛÙËÓ ÈÛÙÔÚÈ΋ ÂͤÏÈÍË Î·È ÛÙÔÓ ÔÏÈÙÈÛÌfi ÙˆÓ ·Ú¯·›-ˆÓ Ï·ÒÓ», ÃËÌÈο ÃÚÔÓÈο, Ù¯. 10 (2007), ÛÛ. 19-21.* ÃËÌ›· * πÛÙÔÚ›· * ∞ÁÁÂÈÔÏ·ÛÙÈ΋ * ÃÚÒÌ· * ∆¯ÓÔÏÔÁ›·

∫∂º∞§∏™ Ã∏™∆√™, ««ªichio Kaku, ÚÈ˙ÔÛ¿ÛÙ˘ ÂÈÛÙ‹ÌÔÓ·˜», ∫ÚÈÙÈ΋: ∂ÈÛÙ‹ÌË Î·È ∂η›-‰Â˘ÛË, Ù¯. 6 (2007), ÛÛ. 119-134.* Kaku, Michio (1947- ) *º˘ÛÈÎÔ› * ∏ӈ̤Ó˜ ¶ÔÏÈÙ›˜ ∞ÌÂÚÈ΋˜ * º˘ÛÈ΋ - £ÂˆÚ›Â˜ * ¢È·ÏÂÎÙÈ-΋ * ª·ÚÍÈÛÙÈ΋ ÊÈÏÔÛÔÊ›·ñ Michio Kaku, the well-known Japanese-American physicist, has greatly contributed to the

development of superstring theory and the formation of modern scientific outlook. Moreover,he has produced a number of popular works dealing with the philosophical implications ofmodern physics, in which he makes radical, atheistic deductions, not infrequently referring tomaterialist dialectics and Marxism. A social activist, he is also distinguished for his deepconcern about non-proliferation of nuclear weapons and ecological problems. (¶ÂÚÈÎÔ‹ Â-Ú›Ï˄˘)

∫√Àª∞ƒ∞™ ¶∞¡∞°πø∆∏™, ««∆· Ó¤· Û¯ÔÏÈο ÂÁ¯ÂÈÚ›‰È· ÙˆÓ º˘ÛÈÎÒÓ ∂ÈÛÙËÌÒÓ ∂’ ÎÎ·È ™Ù’ ¢¢Ë-ÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ: ªÈ· ÎÚÈÙÈ΋ ıÂÒÚËÛË», ŒÚ¢ӷ Î·È ¶Ú¿ÍË, Ù¯. 20-21 (2007), ÛÛ. 18-33.* ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¶·È‰·ÁˆÁÈÎfi πÓÛÙÈÙÔ‡ÙÔ * ∫ÚÈÙÈ΋ * ¢È‰·Ûηϛ·

∫√À™∞£∞¡∞ ª∞ƒ°∞ƒπ∆∞, ««∫ÚÈÙÈ΋ ıÂÒÚËÛË ÙˆÓ ·ÏÏ·ÁÒÓ ÛÙË ‰È‰·Ûηϛ· Ù˘ ÃËÌ›·˜», £¤-Ì·Ù· ¶·È‰Â›·˜, Ù¯. 30 (2007), ÛÛ. 83-95.* ÃËÌ›· * ¢È‰·ÎÙÈ΋ ¶Ú·ÎÙÈ΋ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ¢È·ÊÔÚÔÔ›ËÛË *∫ÚÈÙÈ΋ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

∫√À∆™√Àª¶∞™ Ã∏™∆√™, ««∏ ‰È‰·Ûηϛ· ÙˆÓ Î˘„ÂÏÒÓ Î·˘Û›ÌÔ˘ ˘‰ÚÔÁfiÓÔ˘ Ì ÙÔ ÂÔÈÎÔ-‰ÔÌËÙÈÎfi ÚfiÙ˘Ô», ∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 96-103.* ÃËÌ›· * ∫·‡ÛÈÌ· * À‰ÚÔÁfiÓÔ * ∂Ó¤ÚÁÂÈ· * ¶ÚÔÛÙ·Û›· ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ * ¢È‰·ÎÙÈ΋ ÚÔÛ¤Á-ÁÈÛË * ™¯ËÌ·ÙÈÛÌfi˜ ÂÓÓÔÈÒÓ * º‡ÏÏÔ ÂÚÁ·Û›·˜

∫ø¡™∆∞¡∆√°π∞¡¡∏™ ™¶Àƒ√™, ««¢ËÌÈÔ˘ÚÁÒÓÙ·˜ ¤Ó· Û‡Ì·Ó ÛÙÔ ÂÚÁ·ÛÙ‹ÚÈÔ», ¶ÂÚÈÛÎfiÈÔÙ˘ ∂ÈÛÙ‹Ì˘, Ù¯. 317 (2007), ÛÛ. 46-52.* º˘ÛÈ΋ * ™ˆÌ·Ù›‰È· * ª·‡ÚË ÙÚ‡· * ∂Ó¤ÚÁÂÈ· * ¶Â›Ú·Ì· * ∞ÎÙÈÓÔ‚ÔÏ›·

ª¶∂¡∞™ ∫ø¡™∆∞¡∆π¡√™, ««∞˚ÓÛÙ¿ÈÓ Î·È ∫·Ú·ıÂÔ‰ˆÚ‹˜. ¶ÔÈÔ˜ ›ӷÈ, ÙÂÏÈο, Ô ·Ù¤Ú·˜ Ù˘ıˆڛ·˜ Ù˘ ™¯ÂÙÈÎfiÙËÙ·˜;», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 320 (2007), ÛÛ. 24-45.* ™¯ÂÙÈÎfiÙËÙ· (º˘ÛÈ΋) * ª·ıËÌ·ÙÈο * º˘ÛÈ΋ - £ÂˆÚ›Â˜ * ÃÒÚÔ˜ Î·È ¯ÚfiÓÔ˜

ª¶∂¡π∞∆∞ ∂§∂¡∏, ««™¯Â‰È·ÛÌfi˜ Î·È ‰È‰·ÎÙÈ΋ ·ÍÈÔÔ›ËÛË ËÏÂÎÙÚÔÓÈÎÔ‡ ÂÎ·È‰Â˘ÙÈÎÔ‡ ˘ÏÈÎÔ‡ÁÈ· ÙË ‰È‰·Ûηϛ· Ù˘ ÙÚÈ‚‹˜», ŒÚ¢ӷ Î·È ¶Ú¿ÍË, Ù¯. 19 (2007), ÛÛ. 57-64.* ¶ÚÔÛÔÌÔ›ˆÛË * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * ¶ÚfiÙ˘Ô * ŒÓÓÔÈ· * ¶Â›Ú·Ì· * ¶ÚˆÙÔ‚¿ı-ÌÈ· ∂η›‰Â˘ÛË

ª¶√∫∞ƒ∏™ ∂À£Àªπ√™ ¶., ««∏ ÃËÌÈ΋ ∂·Ó¿ÛÙ·ÛË ˆ˜ ÙfiÔ˜ ‰ÔÎÈÌ·Û›·˜ ÙˆÓ ÈÛÙÔÚÈÔÁÚ·ÊÈ-ÎÒÓ ÛÙÚ·ÙËÁÈÎÒÓ: ÙÔ ÏÂÔÓ¤ÎÙËÌ· Ù˘ ÚÔ‚ÏËÌ·ÙÈ΋˜ ∞ÏÙÔ˘Û¤Ú», ∫ÚÈÙÈ΋: ∂ÈÛÙ‹ÌË Î·È ∂η›-‰Â˘ÛË, Ù¯. 6 (2007), ÛÛ. 19-32.

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* ÃËÌ›· - πÛÙÔÚ›· * ∞ϯËÌ›· * ÃËÌ›· - ºÈÏÔÛÔÊ›· * °ÓÒÛË, ∫ÔÈÓˆÓÈÔÏÔÁ›· Ù˘ * Althusser,Louis (1918-1990) ñ The approach of Chemical Revolution through the historiographic strategies that have been

constituted cannot bring out the multidimensional event, the complexity of the process and hertemporality. Its uniqueness cannot be proved despite via the approach of history of sciences ashistory. The more suitable tool for the last one is the marxist analysis of social shapingaccording to Louis Althouser problematic.

ª¶√Àƒ¢∞§∞™ ¶∞¡∞°πø∆∏™, «ªÈ· ÚÒÙË ÚÔÛ¤ÁÁÈÛË ÛÙËÓ “¿ÏÏË ‚ÈÔÏÔÁ›·” ÙÔ˘ Ó¤Ô˘ ‚È‚Ï›Ô˘µÈÔÏÔÁ›·˜ Ù˘ °’ °°˘ÌÓ·Û›Ô˘», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 83 (2007), ÛÛ. 50-55.* µÈÔÏÔÁ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (ª¤ÛË) * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * µÈÔËıÈ-΋ * ¶ÂÚÈ‚¿ÏÏÔÓ - ªfiÏ˘ÓÛË - √ÈÎÔÏÔÁ›· * °ÂÓÂÙÈ΋ Ì˯·ÓÈ΋ - ª¤ÙÚ· ·ÛÊ·Ï›·˜ * ªÂÙ·ÏÏ·ÍÈÁ¤-ÓÂÛË

ªøƒ∞´∆∏ ∆∑∂¡∏, ««√È º˘ÛÈΤ˜ ∂ÈÛً̘... ÙˆÓ ·ÚÔÈÌÈÒÓ Î·È Ë ¢È·ıÂÌ·ÙÈÎfiÙËÙ·», ŒÚ¢ӷ ηȶڿÍË, Ù¯. 19 (2007), ÛÛ. 24-30.* ¶·Ú·Ù‹ÚËÛË * ¢ÂÍÈfiÙËÙ˜ * ∂ÈÎÔÈÓˆÓ›· * ª¿ıËÛË * ◊¯Ô˜ * ºˆ˜

¡π∫∏∆∞∫∏™ ∞¡∞™∆∞™π√™, §Àª¶∂ƒ√¶√À§√À-∫∞ƒ∞§πø∆∞ ∞., ««√È ¯ËÌÈΤ˜ ̤ıÔ‰ÔÈ ·Ó›-¯Ó¢Û˘ ·ÔÙ˘ˆÌ¿ÙˆÓ, ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË ‰È‰·Ûηϛ·˜ ÛÙË ÃËÌ›·», ÃËÌÈο ÃÚÔÓÈο, Ù¯.7 (2007), ÛÛ. 16-18.* ÃËÌ›· * ŒÁÎÏËÌ· * ∂ÁÎÏËÌ·ÙÔÏÔÁ›· * ¢È·ıÂÌ·ÙÈÎfiÙËÙ· * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË

™π¡∞¡πø∆∏™ ∫ø™∆∞™ µ., ««∆·Íȉ‡ÔÓÙ·˜ ÛÙÔÓ ˘ÂÚ¯ÒÚÔ. ∂›Ó·È ÂÊÈÎÙ¿ Ù· Ù·Í›‰È· Û ¿ÏϘ ‰È·-ÛÙ¿ÛÂȘ;», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 320 (2007), ÛÛ. 56-65.* ∞ÛÙÚÔÓ·˘ÙÈ΋ * ¢È·ÛÙËÌÈ΋ Ù‹ÛË * ÃÒÚÔ˜ Î·È ¯ÚfiÓÔ˜ * ™ˆÌ·Ù›‰È· (¶˘ÚËÓÈ΋ º˘ÛÈ΋) * ∂È-ÛÙËÌÔÓÈ΋ Ê·ÓÙ·Û›· * ™¯ÂÙÈÎfiÙËÙ· (º˘ÛÈ΋) * £ÂˆÚ›· ÙˆÓ Î‚¿ÓÙ·

™ªÀƒ¡∞π√À ∑∞Ã∞ƒ√À§∞, ««∏ ¯Ú‹ÛË ·ÓÙÈÎÂÈÌ¤ÓˆÓ Î·È ÂÎ·È‰Â˘ÙÈÎÔ‡ ÏÔÁÈÛÌÈÎÔ‡ ÛÙȘ º˘ÛÈΤ˜∂ÈÛً̘. ∏ ÂÚ›ÙˆÛË ÙÔ˘ ÎÂÎÏÈ̤ÓÔ˘ ÂȤ‰Ô˘», ŒÚ¢ӷ Î·È ¶Ú¿ÍË, Ù¯. 19 (2007), ÛÛ. 45-53.* ∂ÈÎÔÓÈ΋ Ú·ÁÌ·ÙÈÎfiÙËÙ· * ŒÓÓÔÈ· * ∫·Ù·ÓfiËÛË * ™‡Ì‚ÔÏÔ * ∂ÈÎfiÓ· * ŒÚ¢ӷ * °·ÏÏ›· *¶ÚÔÛÔÌÔ›ˆÛË

™∆∞Àƒ√°π∞¡¡√¶√À§√™ ∞¡∞™∆∞™π√™, ««∏ ÂÔÈÎÔ‰ÔÌËÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÛÙȘ º˘ÛÈΤ˜ ∂ÈÛÙ‹-̘», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ ™›ÙÈ, Ù¯. 488 (2007), ÛÛ. 374-377.* ¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * £ÂˆÚ›· Ù˘ ηٷÛ΢‹˜ Ù˘ ÁÓÒÛ˘ * ¶Â›Ú·Ì·* ∂ÓÂÚÁËÙÈ΋ Ì¿ıËÛË * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜

™∆∂ƒ°π√À °∂øƒ°π√™, ¢∏ª√¶√À§√™ ∫ø™∆∞™, ««∂ÈÎÔÓÔÁÚ¿ÊËÛË Î·È ÁÏÒÛÛ· ÛÙÔ ÂÁ¯ÂÈÚ›‰ÈÔÙˆÓ º˘ÛÈÎÒÓ ∂ÈÛÙËÌÒÓ Ù˘ ∂’ ¢¢ËÌÔÙÈÎÔ‡: Û˘ÓÂÚÁ·Û›· ‹ ·fiÎÏÈÛË ÙÔ˘ ÓÔ‹Ì·ÙÔ˜;», ŒÚ¢ӷ ηȶڿÍË, Ù¯. 20-21 (2007), ÛÛ. 34-43.* ∂ÈÎÔÓÔÁÚ¿ÊËÛË * ª‹Ó˘Ì· * √ÙÈ΋ ·ÓÙ›ÏË„Ë * ¡fiËÌ· * ∞Ó¿Ï˘ÛË * ¶Â›Ú·Ì·

Ã√çπ√Àƒ√™ πø∞¡¡∏™, ™¶∏§π√¶√À§√À ∞¡∞™∆∞™π∞ Î.¿., ««∞Ó¿Ù˘ÍË ÂÊ·ÚÌÔÁÒÓ ËÏÂ-ÎÙÚÔÓÈ΋˜ Ì¿ıËÛ˘ ̤ۈ ·ÛÙÚÔÓÔÌÈÎÒÓ ·Ú·ÙËÚ‹ÛÂˆÓ Ú·ÁÌ·ÙÈÎÔ‡ ¯ÚfiÓÔ˘ ÛÙÔ Ï·›ÛÈÔ ÙÔ˘ÚÔÁÚ¿ÌÌ·ÙÔ˜ D-SPACE», ŒÚ¢ӷ Î·È ¶Ú¿ÍË, Ù¯. 19 (2007), ÛÛ. 16-23.

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* ¢È·‰›ÎÙ˘Ô (Internet) * ª¿ıËÛË * ∞ÛÙÚÔÓÔÌ›· * ¢È·ıÂÌ·ÙÈÎfiÙËÙ· * ∆ËÏÂÈÎÔÈӈӛ˜ * ¢›ÎÙ˘Ô˘ÔÏÔÁÈÛÙÒÓ * ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔÌ›·

6.5 ∆∂á√§√°π∞ - ¶§∏ƒ√º√ƒπ∫∏

°§∞¡π∞ ∆ƒπ∞¡∆∞ºÀ§§π∞, ¢∞ª¶√À¢∞¡∏ ¡π∫∏, «∏ ¯Ú‹ÛË ÙˆÓ ∏/À Î·È Ë Â›‰Ú·Û‹ ÙÔ˘˜ÛÙËÓ ·Ó¿Ù˘ÍË ÙˆÓ ·È‰ÈÒÓ», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 105 (2007), ÛÛ. 36-38.* ∏ÏÂÎÙÚÔÓÈÎfi˜ ÀÔÏÔÁÈÛÙ‹˜ * ∂ÈÚÚÔ‹ * ¶·È‰› * ÃÚ‹ÛÙ˘ * ∞Ó¿Ù˘ÍË ·È‰ÈÔ‡ñ ∏ ¯Ú‹ÛË ˘ÔÏÔÁÈÛÙÒÓ ·fi Ù· ·È‰È¿ ¤¯ÂÈ ·˘ÍËÙÈΤ˜ Ù¿ÛÂȘ Ù· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ·. ∏ ÂÚÁ·Û›· ·-

ÚÔ˘ÛÈ¿˙ÂÈ ÌÈ· ·Ó·ÛÎfiËÛË ÂÚ¢ÓÒÓ Ô˘ ·Û¯ÔÏ‹ıËÎ·Ó Ì ÙȘ ıÂÙÈΤ˜ Î·È ·ÚÓËÙÈΤ˜ ÂȉڿÛÂȘÙ˘ ¯Ú‹Û˘ ÙÔ˘˜. ∂ÍÂÙ¿˙ÔÓÙ·È ÔÈ ÏfiÁÔÈ Ô˘ Ù· ·È‰È¿ ·ÊÈÂÚÒÓÔ˘Ó ¯ÚfiÓÔ ÌÚÔÛÙ¿ ÛÙÔÓ ˘ÔÏÔ-ÁÈÛÙ‹ Î·È ÔȘ Â›Ó·È ÔÈ Û˘ÓËı¤ÛÙÂÚ˜ ‰Ú·ÛÙËÚÈfiÙËÙ¤˜ ÙÔ˘˜ ÛÙÔ ‰È·‰›ÎÙ˘Ô. ™˘ÓÔ„›˙ÔÓÙ·È ÔÈ ·Ú-ÓËÙÈΤ˜ Û˘Ó¤ÂȘ ÁÈ· ÙË ÛˆÌ·ÙÈ΋ ÙÔ˘˜ ·Ó¿Ù˘ÍË Î·ıÒ˜ Î·È ÙËÓ ÎÔÈÓˆÓÈ΋ Î·È Û˘Ó·ÈÛıËÌ·ÙÈ΋ÙÔ˘˜ ÈÛÔÚÚÔ›·. ∏ ÁÓˆÛÙÈ΋ ÈηÓfiÙËÙ· Î·È Ë ÚfiÔ‰Ô˜ ÙˆÓ Ì·ıËÙÒÓ ÛÙÔ Û¯ÔÏÂ›Ô ·˘Í‹ıËÎÂÛ‡Ìʈӷ Ì ٷ ·ÔÙÂϤÛÌ·Ù· ÙˆÓ ÂÚ¢ÓÒÓ. ∆¤ÏÔ˜ ‰›ÓÔÓÙ·È Û˘ÛÙ¿ÛÂȘ Î·È Á›ÓÔÓÙ·È ÚÔÙ¿ÛÂȘÒÛÙÂ Ë ¯Ú‹ÛË ÙˆÓ ˘ÔÏÔÁÈÛÙÒÓ ·fi Ù· ·È‰È¿ Ó· Á›ÓÂÙ·È Ì ·ÛÊ¿ÏÂÈ· Î·È Û‡ÓÂÛË ÌÂÈÒÓÔÓÙ·˜ÙȘ ·ÚÓËÙÈΤ˜ ÙÔ˘˜ ÂȉڿÛÂȘ.

¢∞º∂ƒª√™ √§Àª¶π√™, ««ÀÔÏÔÁÈÛÙ¤˜ Î·È ·ÂÏ¢ıÂÚˆÙÈ΋ Âη›‰Â˘ÛË», ¡¤· ¶·È‰Â›·, Ù¯. 123(2007), ÛÛ. 94-102.* ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜ * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * ¢È·‰›ÎÙ˘Ô (Internet) * ∂Î·È‰Â˘ÙÈÎfi ¤Ï-ÏÂÈÌÌ· * ª·ıËÙÔÎÂÓÙÚÈ΋ ‰È‰·Ûηϛ· * ™˘ÓÂÚÁ·ÙÈ΋ Ì¿ıËÛË

∫√∫√¡√À ª∞ƒπ∞, ««ºˆÙfiʈÓÔ. √ Úfi‰ÚÔÌÔ˜ ÙˆÓ ÔÙÈÎÒÓ ÈÓÒÓ Î·È Ù˘ ·Û‡ÚÌ·Ù˘ ÂÈÎÔÈÓˆ-Ó›·˜», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 320 (2007), ÛÛ. 66-73.* ¶ÏËÚÔÊÔڛ˜ * ∆ËÏÂÈÎÔÈӈӛ˜ * ∆¯ÓÔÏÔÁ›· * ºˆ˜ * √ÙÈΤ˜ ›Ó˜ * ¢È¿‰ÔÛË Ù˘ ÏËÚÔÊÔÚ›·˜

— ««¡·ÓÔÙ¯ÓÔÏÔÁ›·: ¶fiÛÔ ·ÛÊ·Ï‹˜ ›ӷÈ;», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 317 (2007),ÛÛ. 38-45.* ÀÏÈο * º¿ÚÌ·ÎÔ * ÀÁ›· * ∫·ÚΛÓÔ˜ * ∞ÛÊ¿ÏÂÈ· * ∂›‰Ú·ÛË

ª√À™∆∞∫∞™ ∫ø¡/¡√™, ««∂ÈÎÔÓÈ΋ ÃÂÈÚÔ˘ÚÁÈ΋», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 317 (2007),ÛÛ. 64-75.* ∂ÈÎÔÓÈ΋ Ú·ÁÌ·ÙÈÎfiÙËÙ· * ∂ÍÂȉ›Î¢ÛË * ¶ÚÔÛÔÌÔ›ˆÛË * ∞ÏÁfiÚÈıÌÔ˜ * §ÔÁÈÛÌÈÎfi * ™˘ÌÂÚÈ-ÊÔÚ¿ * ªÔÓÙ¤ÏÔ * ¢ÂÍÈfiÙËÙ·

¶∞§π√∫∞™ πø∞¡¡∏™, ∫∂∫∫∂ƒ∏™ °∂ƒ∞™πª√™, ««∂Î·È‰Â˘ÙÈÎÔ› ÌÈÎÚfiÎÔÛÌÔÈ: ·Ú¿ÁÔÓÙ˜ ÂÈ-Ù˘¯›·˜ ‹ ·ÔÙ˘¯›·˜, ÚÔ‚Ï‹Ì·Ù· ·fi ÙË ¯Ú‹ÛË ÙÔ˘˜», ∫›ÓËÙÚÔ, Ù¯. 8 (2007), ÛÛ. 7-18.* ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈÎfi ÏÔÁÈÛÌÈÎfi *∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ÿÛ˜ ¢ηÈڛ˜ * √ÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ - ∂›‰Ú·ÛË * ƒfiÏÔ˜ ÙÔ˘ η-ıËÁËÙ‹ñ The fact that educational software -especially microworlds- is in use a complementary approach

to all levels of scholar or domestic training, arises certain questions about their practical didactic

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exploitation and educational effectiveness. In the present work the factors that constitute causeof success or failure of educational microworlds are studied. While examining the characteristicsof the multidimensional relation developed between software and students, the present articleleads to formulate some of the certain conditions that should be in effect in order microworldsto achieve their educational targets and to be successfully introduced in the every day schoollife.

¶∞¶∞£∞¡∞™∏™ ∏§π∞™, «UCAV. ∆· ÌË Â·Ó‰ÚˆÌ¤Ó· Ì·¯ËÙÈο ·ÂÚÔÛοÊË ÙÔ˘ ̤ÏÏÔÓÙÔ˜»,¶ÂÚÈÛÎfiÈÔ Ë˜ ∂ÈÛÙ‹Ì˘, Ù¯. 319 (2007), ÛÛ. 22-33.* ∆¯ÓÔÏÔÁ›· * ∆¯ÓËÙ‹ ÓÔËÌÔÛ‡ÓË * ƒÔÌfiÙ * ¶fiÏÂÌÔ˜ * ∫fiÛÙÔ˜

— ««∞ÓıÚˆfiÌÔÚÊ· ÚÔÌfiÙ», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 318 (2007), ÛÛ. 32-45.* ∆¯ÓÔÏÔÁ›· * ƒÔÌfiÙ * ∆¯ÓËÙ‹ ÓÔËÌÔÛ‡ÓË * ¶fiÏÂÌÔ˜ * ªË¯·ÓÈ΋ * √ÌÈÏ›·

¶∞¶∞™∆∞ª∞∆∞∫∏ ∞ƒ∆∂ªπ™, ««√È ∞Ú¯·›ÔÈ ŒÏÏËÓ˜ ·ÎÔÏÔ‡ıËÛ·Ó ÙËÓ Ù¯ÓÈ΋ Ù˘ ·Ó·ÏÔÁÈ΋˜Ù‹Í˘, ÁÈ· ÙËÓ ·fiÏË„Ë ÙÔ˘ ¯·ÏÎÔ‡ ·fi ÙÔ ÌÂÙ¿ÏÏÂ˘Ì¿ ÙÔ˘», ÃËÌÈο ÃÚÔÓÈο, Ù¯. 9 (2007), ÛÛ.25-28.* πÛÙÔÚ›· * √ÈÎÔÓÔÌ›· * ∆¯ÓÔÏÔÁ›· * ÃËÌ›·

™µ∞§π°∫√À Ã∞ƒ∏, ««∆¯ÓÔÏÔÁ›· Î·È ı·ÙÚÈÎfiÙËÙ·», ºÈÏfiÏÔÁÔ˜, Ù¯. 129 (2007), ÛÛ. 451-458.* ∂ÈÎÔÓÈ΋ Ú·ÁÌ·ÙÈÎfiÙËÙ· * £¤·ÙÚÔ * ∆¯ÓÔÏÔÁ›· * ¶ÏˆÙ›ÓÔ˜ (204-269) * ⁄ÏË - ºÈÏÔÛÔÊ›· *∂ÏÏËÓÈÎfi ‰Ú¿Ì· (∆Ú·Áˆ‰›·)

™π¡∞¡πø∆∏™ ∫ø™∆∞™ µ., ««¡·ÓÔËÏȷ΋ Ù¯ÓÔÏÔÁ›·. ªÈ· ·ӿÛÙ·ÛË ÛÙËÓ ·ÍÈÔÔ›ËÛË Ù˘ËÏȷ΋˜ ÂÓ¤ÚÁÂÈ·˜», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 318 (2007), ÛÛ. 20-31.* ∏Ïȷ΋ ÂÓ¤ÚÁÂÈ· * ∆¯ÓÔÏÔÁ›· * ÀÏÈο * ¶ÔÏ˘ÌÂÚ‹ Î·È ¶ÔÏ˘ÌÂÚÈÛÌfi˜

— ««πÙ¿ÌÂÓ· ÏÔ›·», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 319 (2007), ÛÛ. 34-44.* ªÂÙ·ÊÔÚ¿ * ∆·Í›‰È· * ∫·‡ÛÈÌ· * ∞fi‰ÔÛË * ∞ÛÊ¿ÏÂÈ· * ∞¤Ú·˜

Ã√¡∞π√™ ∞§∂•∞¡¢ƒ√™ π., ««¶fiÛÔ ·ÛÊ·Ï›˜ Â›Ó·È ÔÈ Ô˘Ú·ÓÔ͇ÛÙ˜;», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹-Ì˘, Ù¯. 318 (2007), ÛÛ. 46-55.* ∆¯ÓÔÏÔÁ›· * ∞Ú¯ÈÙÂÎÙÔÓÈ΋ * ªË¯·ÓÈ΋ * ∫Ù›ÚÈÔ * ∞ÛÊ¿ÏÂÈ·

66.6 ∫√π¡ø¡π∫∂™ ∂¶π™∆∏ª∂™

∞£∞¡∞™∞∫∏™ ¢∏ª∏∆ƒ∏™, «∏ ÊÈÏÔÛÔÊ›· ˆ˜ ÔÏÈÙÈ΋: Ô Antonio Negri Î·È Ë ÛÈÓÔ˙È΋ ‰ËÌÔ-ÎÚ·Ù›·», ∫ÚÈÙÈ΋: ∂ÈÛÙ‹ÌË Î·È ∂η›‰Â˘ÛË, Ù¯. 6 (2007), ÛÛ. 109-117.* ¶ÔÏÈÙÈ΋ Î·È ÊÈÏÔÛÔÊ›· * Negri, Antonio (1933- ) * ¢ËÌÔÎÚ·Ù›· * Spinoza, Benedictus De(1632-1677) * ºÈÏÔÛÔÊ›· - πÛÙÔÚ›· * ª·ÚÍÈÛÙÈ΋ ÊÈÏÔÛÔÊ›·ñ First in the Savage Anomaly: The Power of Spinoza’s Metaphysics and Politics, and later in

Subversive Spinoza: (Un) Contemporary Variations, A. Negri proposes an originalinterpretation of Spinoza’s philosophical and political thought, based on Spinoza’s naturalistic

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or anti-contractual conception of the right of the state or of the sovereign. This interpretation,which focuses on the ontological and political implications of the power of a multitude, isstrongly related to the historical development of a “subversive democracy”, and therefore toMarxism itself. From Negri’s point of view, Spinoza’s Political Treatise is essential torevolutionary thought, in so far as it offers an adequate response to the crisis of Marxism.

∞§∂•π√À £∞¡∞™∏™, «¢˘Ó·ÙfiÙËÙ˜ Î·È fiÚÈ· ÙˆÓ ÂÚÌËÓ¢ÙÈÎÒÓ ÚÔÛÂÁÁ›ÛÂˆÓ ÛÙȘ ÎÔÈÓˆÓÈΤ˜ÂÈÛً̘», £¤ÛÂȘ, Ù¯. 100 (2007), ÛÛ. 69-97.* ∫ÔÈÓˆÓÈΤ˜ Ù¿ÍÂȘ * ∂ÚÌËÓ¢ÙÈ΋ * ªÂıÔ‰ÔÏÔÁ›· * º·ÈÓÔÌÂÓÔÏÔÁ›· * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ * ¢Ô-ÌÈ΋ ·Ó¿Ï˘ÛË

ARTHUR, CHRIS (ªÙÊÚ.: ÃÚ‹ÛÙÔ˜ µ·ÏÏÈ¿ÓÔ˜), ««∏ ¤ÓÓÔÈ· Ù˘ ˘·ÁˆÁ‹˜», £¤ÛÂȘ, Ù¯. 100(2007), ÛÛ. 27-44.* ª·ÚÍÈÛÙÈ΋ ÊÈÏÔÛÔÊ›· - ™˘Ó¤‰ÚÈ· * ÃÂÈÚfiÁÚ·Ê· * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * Hegel, Georg WilhelmFriedrich (1770-1831) * ∫ÂÊ¿Ï·ÈÔ * ŒÓÓÔÈ· (ºÈÏÔÛÔÊ›·)

BERNOTAS, DAINIUS; GUOGIS, ARVYDAS, ««Reforming Social Security in a TransitionEconomy: The Comparative Case of Lithuania, Latvia and Estonia», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ∂ÈÛÙËÌÒÓ, Ù¯. 49 (2007), ÛÛ. 5-23.* ∞ÛÊ¿ÏÈÛË, ∫ÔÈÓˆÓÈ΋ * √ÈÎÔÁÂÓÂȷο ÂȉfiÌ·Ù· * µ·ÏÙÈΤ˜ ¯ÒÚ˜ * ™Ô‚ÈÂÙÈ΋ ŒÓˆÛË - πÛÙÔÚ›·- 1991 * ∫ÔÈÓˆÓÈο ÚÔ‚Ï‹Ì·Ù· * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË

πø™∏ºπ¢∏™ £∂√¢øƒ√™ [Î.¿.], ««√È ÛÙ¿ÛÂȘ ÙÔ˘ ÏËı˘ÛÌÔ‡ Ù˘ ÂÚÈʤÚÂÈ·˜ ¢˘ÙÈ΋˜ ∂ÏÏ¿‰·˜·¤Ó·ÓÙÈ ÛÙÔ˘˜ ÌÂÙ·Ó¿ÛÙ˜: ÂÈÙÒÛÂȘ ÁÈ· ÙË ÌÂÙ·Ó·ÛÙ¢ÙÈ΋ ¤ÓÙ·ÍË», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ∂ÈÛÙËÌÒÓ, Ù¯. 49 (2007), ÛÛ. 37-62.* ∂ÏÏ¿‰· - ¶ÏËı˘ÛÌfi˜ * ™Ù¿ÛË * ªÂÙ·Ó¿ÛÙ˜ * ∞ÈÙˆÏԷηÚÓ·Ó›· * ∞¯·˝· * ∏Ï›· * ∞ÔÙ¤ÏÂÛÌ·¤Ú¢ӷ˜ñ ∆Ô ¿ÚıÚÔ ·ÊÔÚ¿ ÛÙËÓ ·ÚÔ˘Û›·ÛË ÙˆÓ ·ÔÙÂÏÂÛÌ¿ÙˆÓ ÌÈ·˜ ÂÌÂÈÚÈ΋˜ ¤Ú¢ӷ˜ ÛÙËÓ ¶ÂÚÈʤ-

ÚÂÈ· ¢˘ÙÈ΋˜ ∂ÏÏ¿‰·˜ (¡ÔÌÔ› ∞ÈÙˆÏԷηÚÓ·Ó›·˜, ∏Ï›·˜ Î·È ∞¯·˝·˜). ¢ÈÂÚ¢ÓÒÓÙ·È ÔÈ ÛÙ¿ÛÂÈ˜Î·È ÔÈ ·ÓÙÈÏ‹„ÂȘ ÙÔ˘ ÙÔÈÎÔ‡ ÏËı˘ÛÌÔ‡ Û ۯ¤ÛË Ì ÙÔ˘˜ ÌÂÙ·Ó¿ÛÙ˜, ‰›ÓÔÓÙ·˜ ΢ڛˆ˜ ¤ÌÊ·-ÛË ÛÙËÓ ¤ÓÙ·Í‹ ÙÔ˘˜ ÛÙËÓ ÙÔÈ΋ ·ÁÔÚ¿ ÂÚÁ·Û›·˜ Î·È ÛÙËÓ ·Ó¿Ù˘ÍË Â˘Ú‡ÙÂÚˆÓ ÎÔÈÓˆÓÈÎÒÓÛ¯¤ÛˆÓ. ∞Ó·‰ÂÈÎÓ‡ÔÓÙ·È ÔÈ ‰È·ÊÔÚÔÔÈ‹ÛÂȘ ÛÙȘ ÛÙ¿ÛÂȘ Î·È ÛÙȘ ·ÓÙÈÏ‹„ÂȘ ÙÔ˘ ÙÔÈÎÔ‡ ÏË-ı˘ÛÌÔ‡ ·Ó¿ÏÔÁ· Ì ÙËÓ ÔÏÈÙÈ΋ ·˘ÙÔÙÔÔı¤ÙËÛË, ÙÔ Ê‡ÏÔ, ÙËÓ ËÏÈΛ·, ÙÔ ÌÔÚʈÙÈÎfi ›‰Ô,ÙÔ ÂÈÛfi‰ËÌ·, ÙËÓ ÂÚÈÔ¯‹ ηÙÔÈΛ·˜ Î·È ÙÔ Â›Â‰Ô ·ÛÙÈÎfiÙËÙ·˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫∞™πª∞∆∏ ƒ∂°°π¡∞, ««√È Û˘ÁÎÚÔ˘fiÌÂÓ˜ Ù·˘ÙfiÙËÙ˜: ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ›-ÎÔÈÓˆÓÈÔÏfiÁÔÈ Î·È ÙÔ Ó¤ÔÂÁ¯ÂÈÚ›‰ÈÔ ∫ÔÈÓˆÓÈÔÏÔÁ›·˜», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 151 (2007), ÛÛ. 117-125.* ∫ÔÈÓˆÓÈÔÏÔÁ›· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ƒfiÏÔ˜ ÙԢηıËÁËÙ‹ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

ª∞∫ƒÀ¢∏ª∏∆ƒ∏™ ∞¡∆ø¡∏™, ««∂ÈÛÙ‹ÌË Î·È ÔÏÈÙÈ΋ (√ ÚfiÏÔ˜ ÙÔ˘ ‰È·ÓÔÔ‡ÌÂÓÔ˘ ÛÙË Û‡Á-¯ÚÔÓË ÎÔÈÓˆÓ›·)», ∂ÏÏËÓÈ΋ ∂ÈıÂÒÚËÛË ¶ÔÏÈÙÈ΋˜ ∂ÈÛÙ‹Ì˘, Ù¯. 30 (2007), ÛÛ. 115-129.* ∂ÈÛÙ‹ÌË * ¶ÔÏÈÙÈ΋ * ¢È·ÓÔÔ‡ÌÂÓÔ˜ * ƒfiÏÔ˜ * ∂ÍÔ˘Û›· * ¢ËÌÔÎÚ·Ù›· * ™‡Á¯ÚÔÓË ¤Ú¢ӷ

ª∏§π√™ °π∞¡¡∏™, ««∏ ÎÚÈÙÈ΋ Ù˘ ¶ÔÏÈÙÈ΋˜ √ÈÎÔÓÔÌ›·˜ ˆ˜ ÎÚÈÙÈ΋ Ù˘ ∞ÚÈÛÙÂÚ¿˜», £¤ÛÂȘ, Ù¯.101 (2007), ÛÛ. 31-49.

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* √ÈÎÔÓÔÌÈ΋ * ª·ÚÍÈÛÙÈ΋ ÔÈÎÔÓÔÌÈ΋ * ª·ÚÍÈÛÙÈ΋ ÎÚÈÙÈ΋ * ¢ÂÍÈ¿ Î·È ·ÚÈÛÙÂÚ¿ (¶ÔÏÈÙÈ΋ ÂÈ-ÛÙ‹ÌË) * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

ª∏§π√™ °π∞¡¡∏™, √π∫√¡√ª∞∫∏™ °πøƒ°√™, «∂ÚÁ·ÙÈ΋ Ù¿ÍË Î·È ÌÂÛ·›Â˜ Ù¿ÍÂȘ: Ù·ÍÈ΋ ı¤ÛËÎ·È Ù·ÍÈ΋ ÙÔÔı¤ÙËÛË (ªÈ· ÎÚÈÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÛÙË ıˆڛ· ÙˆÓ ÎÔÈÓˆÓÈÎÒÓ Ù¿ÍÂˆÓ ÙÔ˘ ¡›ÎÔ˘¶Ô˘Ï·ÓÙ˙¿)», £¤ÛÂȘ, Ù¯. 99 (2007), ÛÛ. 19-55.* ∫ÔÈÓˆÓÈΤ˜ Ù¿ÍÂȘ * ª·ÚÍÈÛÙÈ΋ ÊÈÏÔÛÔÊ›· * ¶Ô˘Ï·ÓÙ˙¿˜ ¡›ÎÔ˜ ∞. (1936-1979) - ∂ÚÌËÓ›· ηÈÎÚÈÙÈ΋ñ ª¤Ûˆ ÌÈ·˜ ÎÚÈÙÈ΋˜ ·ӷӿÁÓˆÛ˘ Ù˘ Ì·ÚÍÈÛÙÈ΋˜ ıˆڛ·˜ ÙˆÓ Ù¿ÍˆÓ, ÂȯÂÈÚԇ̠ÌÈ·

·ÓÂͤٷÛË ÙˆÓ ÔÚ›ˆÓ ÌÂٷ͇ Ù˘ ÂÚÁ·ÙÈ΋˜ Ù¿Í˘ Î·È ÙˆÓ ÌÂÛ·›ˆÓ ÎÔÈÓˆÓÈÎÒÓ Ù¿ÍˆÓ, ÂÛÙÈ¿-˙ÔÓÙ·˜ ÙËÓ ·Ó¿Ï˘Û‹ Ì·˜ ÛÙËÓ Ù·ÍÈ΋ Ù·˘ÙfiÙËÙ· ÙˆÓ ÙÂÏÂ˘Ù·›ˆÓ, ȉ›ˆ˜ Û ·Ó·ÊÔÚ¿ Ì ÙÔ ÂÚÒÙË-Ì· Ù˘ ‰ÔÌÈ΋˜ Ù·ÍÈ΋˜ ÙÔ˘˜ ı¤Û˘ Î·È Ù˘ Ù·ÍÈ΋˜ ÙÔ˘˜ ÙÔÔı¤ÙËÛ˘. ™Â ·˘Ùfi ÙÔ Ï·›ÛÈÔ ·Ó·-ÎÂÊ·Ï·ÈÒÓÔ˘Ì ٷ ÂȯÂÈÚ‹Ì·Ù· Ù˘ ÚÔÛ¤ÁÁÈÛ˘ ÙÔ˘ ¡›ÎÔ˘ ¶Ô˘Ï·ÓÙ˙¿ Û¯ÂÙÈο Ì ÙÔ ıˆÚËÙÈ-Îfi ÂÚÒÙËÌ· ÙÔ˘ Ù·ÍÈÎÔ‡ ÚÔÛ‰ÈÔÚÈÛÌÔ‡ ÙˆÓ ÌÂÛ·›ˆÓ ٿ͈Ó, Û‡Ìʈӷ Ì ٷ ÔÔ›· fiϘ ÔÈ‚·ÛÈΤ˜ ηÙËÁÔڛ˜ (ÙÌ‹Ì·Ù·) ÙˆÓ ÌÂÛ·›ˆÓ Ù¿ÍÂˆÓ Â›Ó·È ÛÙÂÓ¿ Û˘Ó‰Â‰Â̤Ó˜ ÛÙËÓ ›‰È· ÎÔÈÓˆ-ÓÈ΋ Ù¿ÍË, ÙË ÌÈÎÚÔ·ÛÙÈ΋, Î·È Ù· ˘Ô‚¿ÏÏÔ˘Ì Û ÎÚÈÙÈ΋, ˘ÔÛÙËÚ›˙ÔÓÙ·˜ fiÙÈ ı· ‹Ù·Ó ÔÚıfiÙÂ-ÚÔ Ó· ȉˆıÔ‡Ó Ù· ˘ÔÛ‡ÓÔÏ· ÙˆÓ ÌÂÛ·›ˆÓ Ù¿ÍÂˆÓ fi¯È ˆ˜ ÙÌ‹Ì·Ù· Ù˘ ›‰È·˜ Ù¿Í˘ ·ÏÏ¿ ˆ˜ ‰È·-ÎÚÈÙ¤˜ ÎÔÈÓˆÓÈΤ˜ Ù¿ÍÂȘ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

ª√À∑∂§∏™ ¡π∫√™, ««∫Ú¿ÙÔ˜ Î·È ÎÔÈÓˆÓ›· ÔÏÈÙÒÓ. ∞fi ÙÔ ·ÏÈfi ÛÙÔ Ó¤Ô ·Ú¿‰ÂÈÁÌ·;», ∂ÏÏËÓÈ-΋ ∂ÈıÂÒÚËÛË ¶ÔÏÈÙÈ΋˜ ∂ÈÛÙ‹Ì˘, Ù¯. 30 (2007), ÛÛ. 107-114.* ∫ÔÈÓˆÓ›· ÙˆÓ ÔÏÈÙÒÓ * ∫Ú¿ÙÔ˜ * ∂ÏÏ¿‰· * ¶ÔÏÈÙÈ΋ ÎÔÈÓˆÓÈÔÏÔÁ›· * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

√π∫√¡√ª∞∫∏™ °πøƒ°√™, ª¶√Àƒ∞™ ºπ§π¶¶√™, ««√ ÎÔÈÓˆÓÈÎÔÔÈÎÔÓÔÌÈÎfi˜ Î·È ÔÏÈÙÈÎfi˜ Úfi-ÏÔ˜ ÙˆÓ ÌÈÎÚÔ˚‰ÈÔÎÙËÙÒÓ ·ÁÚÔÙÒÓ ÛÙË °·ÏÏ›· ÙˆÓ Ì¤ÛˆÓ ÙÔ˘ 19Ô˘ ·ÈÒÓ·: Ë ·Ó¿Ï˘ÛË ÙÔ˘ ª·ÚÍ Î·ÈÏ¢ڤ˜ Ù˘ ıˆÚËÙÈ΋˜ Ù˘ ·ÍÈÔÔ›ËÛ˘ ·fi ÙÔÓ ¡›ÎÔ ¶Ô˘Ï·ÓÙ˙¿», £¤ÛÂȘ, Ù¯. 99 (2007), ÛÛ. 57-89.* ∞ÁÚfiÙ˜ * °·ÏÏ›· - πÛÙÔÚ›· * ∫ÔÈÓˆÓÈΤ˜ Ù¿ÍÂȘ * ª·ÚÍÈÛÙÈ΋ ÊÈÏÔÛÔÊ›· * ¶Ô˘Ï·ÓÙ˙¿˜, ¡›ÎÔ˜ ∞.(1936-1979) - ∂ÚÌËÓ›· Î·È ÎÚÈÙÈ΋

¶∞¶∞´ø∞¡¡√À ª∞ƒπ∞, ««√È fiÚÔÈ Û˘ÁÁÚ·Ê‹˜ ÙˆÓ Û¯ÔÏÈÎÒÓ ‚È‚Ï›ˆÓ - ∆Ô ·Ú¿‰ÂÈÁÌ· ÙÔ˘ ‚È‚Ï›-Ô˘ Ù˘ ∫ÔÈÓˆÓÈÔÏÔÁ›·˜», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 151 (2007), ÛÛ. 125-131.* ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ∫ÔÈÓˆÓÈÔÏÔÁ›· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È-‰·ÎÙÈÎfi ‚È‚Ï›Ô * ™˘ÁÁÚ·Ê‹ * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ

¶∞¶∞™∆À§π∞¡√™ Ã∏™∆√™, ««∏ Û˘ÁÎÚfiÙËÛË ÙÔ˘ Û˘ÓÙ·ÎÙÈÎÔ‡ ˘ÔÎÂÈ̤ÓÔ˘ ÛÙ· Û˘ÓÙ·ÁÌ·ÙÈοΛÌÂÓ· Ù˘ ∂ÏÏËÓÈ΋˜ ∂·Ó¿ÛÙ·Û˘», ™‡Á¯ÚÔÓ· £¤Ì·Ù·, Ù¯. 98 (2007), ÛÛ. 43-54.* ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∂·Ó¿ÛÙ·ÛË ÙÔ˘ 1821 * ™˘ÓÙ¿ÁÌ·Ù· * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * √ÚÔÏÔÁ›· * ¶Ô-ÏÈÙÈο ‰ÈηÈÒÌ·Ù· * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

™∂º∂ƒπ∞¢∏™ ™∂ƒ∞º∂πª π., ««ŒÓÓÔȘ Î·È ıˆڛ·: ¤Ó· Û¯fiÏÈÔ ÁÈ· ÙË Û˘Ì‚ÔÏ‹ ÙÔ˘ ÎÏ¿‰Ô˘ ÙË˜Û˘ÁÎÚÔ˘Ûȷ΋˜ ÔÏÈÙÈ΋˜ ÛÙË ÌÂϤÙË ÙˆÓ ÎÔÈÓˆÓÈÎÒÓ ÎÈÓËÌ¿ÙˆÓ», ∂ÏÏËÓÈ΋ ∂ÈıÂÒÚËÛË ¶ÔÏÈÙÈ-΋˜ ∂ÈÛÙ‹Ì˘, Ù¯. 30 (2007), ÛÛ. 32-42.* ∫ÔÈÓˆÓÈο ÎÈÓ‹Ì·Ù· * ¶ÔÏÈÙÈ΋, ¶Ú·ÎÙÈ΋ * ™‡ÁÎÚÔ˘ÛË * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

™∆∞ª∞∆∏™ ∫ø™∆∞™, ««∏ Û˘Ó·›ÓÂÛË ˆ˜ ¯¤ÁÁ˘Ô ÔÚıfiÙËÙ·˜; ™Î¤„ÂȘ Ì ·ÊÔÚÌ‹ ÙÔÓ “∂¯ıÚfiÙÔ˘ §·Ô‡” ÙÔ˘ ÿ„ÂÓ», ∂ÏÏËÓÈ΋ ∂ÈıÂÒÚËÛË ¶ÔÏÈÙÈ΋˜ ∂ÈÛÙ‹Ì˘, Ù¯. 30 (2007), ÛÛ. 131-140.

75

* ¢È¿ÏÔÁÔ˜ * ∏ıÈ΋ * ∞Ó·ÁηÈfiÙËÙ· (ºÈÏÔÛÔÊ›·) * Ibsen Henrik (1828-1906) * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ *™‡Á¯ÚÔÓË ¤Ú¢ӷ

™∆∞ª√À ∞¡∞™∆∞™π∞ °., ª∞§∂™∫√À ÃÀ™√À§∞, «∏ ·Ó··Ú¿ÛÙ·ÛË Ù˘ Á˘Ó·›Î·˜ ÛÙËÓ ÂÏ-ÏËÓÈ΋ ÙËÏÂfiÚ·ÛË: Ë ÂÚ›ÙˆÛË ÙˆÓ ÂÏÏËÓÈÎÒÓ Û‹ÚÈ·Ï», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯.49 (2007), ÛÛ. 181-198.* °˘Ó·ÈÎÂ›Ô Ê‡ÏÔ * ™ÙÂÚÂfiÙ˘Ô * ∆ËÏÂfiÚ·ÛË - ™ËÌÂȈÙÈ΋ * ∆ËÏÂÔÙÈο ÛÂÓ¿ÚÈ· * ∆ËÏÂÔÙÈ΋‰È·Ê‹ÌÈÛË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ∏ ·ÚÔ‡Û· ÂÚÁ·Û›· ÂÍÂÙ¿˙ÂÈ Ò˜ ·Ó··Ú›ÛÙ·Ù·È Ë Á˘Ó·›Î· ÛÙËÓ ÂÏÏËÓÈ΋ ÙËÏÂfiÚ·ÛË, Î·È Î·Ù¿

fiÛÔ ·Ó··Ú¿ÁÔÓÙ·È ‹ fi¯È Î·È ÛÙȘ ̤Ú˜ Ì·˜ Ù· ·ÙÚÈ·Ú¯Èο ÛÙÂÚÂfiÙ˘·. ∞˘Ùfi Ô˘ ÚÔ·ÙÂÈ·fi ÙËÓ ÂÚÁ·Û›· Â›Ó·È fiÙÈ Ë ÂÏÏËÓÈ΋ ÙËÏÂfiÚ·ÛË ÔÈÎÔ‰ÔÌ› ÌÈ· ·ÚÎÂÙ¿ ÔÌÔÈÔÁÂÓ‹ ÂÈÎfiÓ· ÁÈ· ÙËÁ˘Ó·›Î· ÛÙ· ηӿÏÈ· Ô˘ ÂÍÂÙ¿ÛÙËηÓ. ∏ ·ÁÁÂÏÌ·ÙÈ΋ Ù˘ ȉÈfiÙËÙ· ‰ÂÓ ·ÔÙÂÏ› ÚÔÛ‰ÈÔÚÈ-ÛÙÈÎfi ÛÙÔÈ¯Â›Ô Ù˘ Ù·˘ÙfiÙËÙ¿˜ Ù˘, ÂÓÒ ÙÔÓ›˙ÔÓÙ·È ÛÙÔȯ›· Ù˘ Â͈ÙÂÚÈ΋˜ Ù˘ ÂÌÊ¿ÓÈÛ˘, ‰ËÏ·-‰‹ Ë ÔÌÔÚÊÈ¿ Î·È Ë ÓÂfiÙËÙ¿ Ù˘. ™˘ÌÂÚ·ÛÌ·ÙÈο, Ë ·ÚÔ‡Û· ÂÚÁ·Û›· ‰È·ÈÛÙÒÓÂÈ fiÙÈ Ë ÂÏÏË-ÓÈ΋ ÙËÏÂfiÚ·ÛË ·Ó··Ú¿ÁÂÈ Î·È Û˘ÓÙËÚ› ÙÔ ·Ú·‰ÔÛÈ·Îfi ·ÙÚÈ·Ú¯ÈÎfi ÚfiÙ˘Ô ÛÙËÓ ·Ó··-Ú¿ÛÙ·ÛË Ù˘ Á˘Ó·›Î·˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

™∆∞ª¶√À§∏™ ªπ§∆π∞¢∏™, ∑∞ƒø∆π∞¢∏™ °ƒ∏°√ƒπ√™, ««∞ÔΤÓÙÚˆÛË ÂıÓÈÎÒÓ ÔÏÈÙÈÎÒÓ··Û¯fiÏËÛ˘ ‹ ÂÚÈÊÂÚÂȷ΋ ÔÏÈÙÈ΋ ··Û¯fiÏËÛ˘; ∞Ó·Ù‡ÛÛÔÓÙ·˜ ¤Ó· ÂÚÈÊÂÚÂÈ·Îfi Û¯¤‰ÈÔ‰Ú¿Û˘ ÁÈ· ÙËÓ ··Û¯fiÏËÛË ÛÙËÓ ∫ÂÓÙÚÈ΋ ª·Î‰ÔÓ›·», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯.50 (2007), ÛÛ. 31-61.* ∞·Û¯fiÏËÛË, ¶ÚÔÔÙÈΤ˜ Ù˘ * ∞ÁÔÚ¿ ÂÚÁ·Û›·˜ * ¶ÂÚÈÊÂÚÂÈ·Îfi˜ ÚÔÁÚ·ÌÌ·ÙÈÛÌfi˜ * √ÈÎÔÓÔ-ÌÈ΋ ·Ó¿Ù˘ÍË * ª·Î‰ÔÓ›· - ∫ÔÈÓˆÓÈΤ˜ Û˘Óı‹Î˜ * ªÂϤÙË ÂÚ›ÙˆÛ˘ ñ √È Û˘ÁÁÚ·Ê›˜ ÙÔ˘ ¿ÚıÚÔ˘ Û˘ÌÌÂÙ¤¯ÔÓÙ·˜ Û ÔÌ¿‰· ÂÌÂÈÚÔÁÓˆÌfiÓˆÓ ÁÈ· ÙËÓ Î·Ù¿ÚÙÈÛË ¶Â-

ÚÈÊÂÚÂÈ·ÎÔ‡ ™¯Â‰›Ô˘ ¢Ú¿Û˘ ÁÈ· ÙËÓ ∞·Û¯fiÏËÛË (¶∂™¢∞) ÛÙËÓ ¶ÂÚÈʤÚÂÈ· ∫ÂÓÙÚÈ΋˜ ª·-ΉÔÓ›·˜, ‹Úı·Ó ·ÓÙÈ̤وÔÈ Ì ÙÔ ‚·ÛÈÎfi ‰›ÏËÌÌ· Ù˘ ¿ÛÎËÛ˘ ÔÏÈÙÈÎÒÓ Ì ÙÔÈÎfi ÚÔÛ·-Ó·ÙÔÏÈÛÌfi: ·ÔΤÓÙÚˆÛË ÂıÓÈÎÒÓ ÛÙÚ·ÙËÁÈÎÒÓ ··Û¯fiÏËÛ˘ ‹ ·Ó¿Ù˘ÍË ÂÚÈÊÂÚÂȷ΋˜ ÔÏÈ-ÙÈ΋˜ ··Û¯fiÏËÛ˘, ۯ‰ȷṲ̂Ó˘ ·fi Ù· οو Î·È Û‡Ìʈӷ Ì ÙȘ ȉȷ›ÙÂÚ˜ ··ÈÙ‹ÛÂȘ ÙˆÓÙÔÈÎÒÓ ÎÔÈÓˆÓÈÒÓ; ∆Ô ¿ÚıÚÔ ÂÚÈÏ·Ì‚¿ÓÂÈ ·Ú¯Èο ÌÈ· ‚È‚ÏÈÔÁÚ·ÊÈ΋ ÂÈÛÎfiËÛË, ÚÔÎÂÈ̤-ÓÔ˘ Ó· Û˘ÁÎÚÈıÔ‡Ó ıÂÙÈΤ˜ Î·È ·ÚÓËÙÈΤ˜ Ù˘¯¤˜ ÙˆÓ ‰‡Ô ÂÓ·ÏÏ·ÎÙÈÎÒÓ ÔÏÈÙÈÎÒÓ. (¶ÂÚÈÎÔ‹ÂÚ›Ï˄˘)

∆™πƒ√™ ¡π∫√™, ««°È· ÙËÓ ÎÔÈÓˆÓÈÔÏÔÁ›· ÙˆÓ ÔÏÈÙÈÎÒÓ ÎÔÌÌ¿ÙˆÓ ÛÙËÓ ‡ÛÙÂÚË ÓˆÙÂÚÈÎfiÙËÙ·»,£¤ÛÂȘ, Ù¯. 100 (2007), ÛÛ. 99-124.* ¶ÔÏÈÙÈο ÎfiÌÌ·Ù· * ∂ÚÌËÓ¢ÙÈ΋ * ¡ÂˆÙÂÚÈÎfiÙËÙ· * ¶ÔÏÈÙÂÈÔÏÔÁ›· * ¢ËÌÔÎÚ·Ù›· * £ÂˆÚËÙÈ΋¤Ú¢ӷ

Ã∞§∫√™ °∂øƒ°π√™ ∂., ««∂ÚÁ·Û›· ·fi ·fiÛÙ·ÛË: ÏÂÔÓÂÎÙ‹Ì·Ù·, ÌÂÈÔÓÂÎÙ‹Ì·Ù· Î·È ÔÈÎÔÓÔÌÈ-ÎÔ-ÎÔÈÓˆÓÈο ı¤Ì·Ù·», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 50 (2007), ÛÛ. 5-30.* ∂ÚÁ·Û›· Î·È ÂÚÁ·˙fiÌÂÓÔÈ - ∏ÏÂÎÙÚÔÓÈÎÔ› ˘ÔÏÔÁÈÛÙ¤˜ - ¶ÚÔÁÚ¿ÌÌ·Ù· * ¶·Ú·ÁˆÁÈÎfiÙËÙ· ÂÚÁ·-Û›·˜ * ∂ÚÁ·ÛÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ * øÚ¿ÚÈÔ ÂÚÁ·Û›·˜ * ∂ÚÁ·Û›· Î·È ÔÈÎÔÁ¤ÓÂÈ· * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢-Ó·˜ñ ™Â ·˘Ù‹ ÙËÓ ÂÚÁ·Û›· ÂÚÈÁÚ¿ÊÂÙ·È Û˘ÓÔÙÈο Ë ÈÛÙÔÚÈ΋ ÂͤÏÈÍË Î·È Ë ‰ÈÂıÓ‹˜ ÂÌÂÈÚ›· fiˆ˜

·˘Ù‹ ÚÔ·ÙÂÈ ·fi ÙËÓ ˘ÏÔÔ›ËÛË ÂÊ·ÚÌÔÁÒÓ ÙËÏÂÚÁ·Û›·˜. ŒÌÊ·ÛË ‰›ÓÂÙ·È ÙfiÛÔ ÛÙ· ÔÈÎÔ-ÓÔÌÈο ı¤Ì·Ù· Ô˘ ‰È¤Ô˘Ó ÙËÓ ÙËÏÂÚÁ·Û›· fiÛÔ Î·È Û ȉȷ›ÙÂÚ· ÎÔÈÓˆÓÈο ˙ËÙ‹Ì·Ù· Ô˘ ·ÊÔ-ÚÔ‡Ó ÙËÓ ÂÍ’ ·ÔÛÙ¿Ûˆ˜ ÂÚÁ·Û›· Î·È ·Ó·Î‡ÙÔ˘Ó ·fi ÙË ‰È·ÊÔÚÂÙÈ΋ ·ÓÙÈÌÂÙÒÈÛË ÙÔ˘ ˙ËÙ‹-

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Ì·ÙÔ˜ ·fi ÙËÓ ÏÂ˘Ú¿ ÙˆÓ ÂÚÁ·˙ÔÌ¤ÓˆÓ Î·È ÙˆÓ ÂȯÂÈÚ‹ÛÂˆÓ ‹ ÔÚÁ·ÓÈÛÌÒÓ ÛÙÔ˘˜ ÔÔ›Ô˘˜·˘ÙÔ› ÂÚÁ¿˙ÔÓÙ·È. ∞ӷχÔÓÙ·È Ù· ÏÂÔÓÂÎÙ‹Ì·Ù·, Ù· ÌÂÈÔÓÂÎÙ‹Ì·Ù·, ηıÒ˜ ›Û˘ Î·È ÔÈ ÚÔ¸-Ôı¤ÛÂȘ ˘ÏÔÔ›ËÛ˘ Î·È ÔÈ ‰˘ÛÎÔϛ˜ ÂÊ·ÚÌÔÁ‹˜ Ù˘ ÙËÏÂÚÁ·Û›·˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

Ãπ™∆√¢√À§√À ªπÃ∞§∏™, «∑ËÙ‹Ì·Ù· ‰È‰·ÎÙÈ΋˜ Ù˘ ∫ÔÈÓˆÓÈÔÏÔÁ›·˜: Ë ÂÚ›ÙˆÛË ÙÔ˘ Ó¤Ô˘Û¯ÔÏÈÎÔ‡ ‚È‚Ï›Ô˘», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148 (2007), ÛÛ. 63-71.* ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ∫ÔÈÓˆÓÈÔÏÔÁ›· * ¢È‰·ÎÙÈ΋ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô* ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ∫ÚÈÙÈ΋

66.7 ºÀ™π∫∏ ∞°ø°∏

°ƒÀ¶∞ƒ∏™ π. [Î.¿.], «∏ ›‰Ú·ÛË ÙˆÓ ÏÂÈÔÌÂÙÚÈÎÒÓ ·Û΋ÛÂˆÓ ÛÙËÓ ÚfiÏË„Ë ÙˆÓ ıÏ¿ÛÂˆÓ ÙˆÓÈÛ¯ÈÔÎÓËÌÈ·›ˆÓ Ì˘ÒÓ Û ÂÚ·ÛÈÙ¤¯Ó˜ ·‰ÔÛÊ·ÈÚÈÛÙ¤˜», ÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯. 45 (2007), ÛÛ.60-67.* ¶Ô‰fiÛÊ·ÈÚÔ - ¶ÚÔfiÓËÛË * ª˘˜ * πÛ¯›ÔÓ * ∆Ú·‡Ì·Ù· Î·È Î·ÎÒÛÂȘ * ¶ÚfiÏË„Ë * ∞ÔÙ¤ÏÂÛÌ·¤Ú¢ӷ˜ñ ™ÎÔfi˜ Ù˘ ·ÚÔ‡Û·˜ ¤Ú¢ӷ˜ ‹Ù·Ó Ó· ÂÍÂÙ·ÛÙ› Ë Â›‰Ú·ÛË ÙˆÓ ÏÂÈÔÌÂÙÚÈÎÒÓ ·Û΋ÛÂ-

ˆÓ ÛÙËÓ ÚfiÏË„Ë ÙˆÓ ıÏ¿ÛÂˆÓ ÙˆÓ ÈÛ¯ÈÔÎÓËÌÈ·›ˆÓ Ì˘ÒÓ Û ÂÚ·ÛÈÙ¤¯Ó˜ Ô‰ÔÛÊ·ÈÚÈÛÙ¤˜.∏ ¤Ú¢ӷ ÂÚÈ›¯Â ‰‡Ô Ê¿ÛÂȘ. ™ÙËÓ ÚÒÙË Ê¿ÛË Ú·ÁÌ·ÙÔÔÈ‹ıËΠηٷÁÚ·Ê‹ ÙˆÓÙÚ·˘Ì·ÙÈÛÌÒÓ ÙˆÓ Ô‰ÔÛÊ·ÈÚÈÛÙÒÓ ·fi ÙÔ 2000 ¤ˆ˜ ÙÔ 2004. ™ÙË ‰Â‡ÙÂÚË Ê¿ÛË (ÂÚ›Ô-‰Ô˜ 2004-2005) ¤Ï·‚ ¯ÒÚ· Ë ÂÊ·ÚÌÔÁ‹ ÙÔ˘ ·ÚÂÌ‚·ÙÈÎÔ‡ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ÙˆÓ ÏÂÈÔÌÂ-ÙÚÈÎÒÓ ·Û΋ÛÂˆÓ ÌÂ Û˘¯ÓfiÙËÙ· 2 ÊÔÚ¤˜ ÙËÓ Â‚‰ÔÌ¿‰· ÁÈ· 9 Ì‹Ó˜. ¶ÚÈÓ ÙËÓ ¤Ó·ÚÍË ÚÔ-ÂÙÔÈÌ·Û›·˜ Ù˘ ÔÌ¿‰·˜ Î·È ÌÂÙ¿ ÙË Ï‹ÍË Ù˘ ·ÁˆÓÈÛÙÈ΋˜ ÂÚÈfi‰Ô˘, Ì ÂȉÈ΋ ÁˆÓÈÔ̤ÙÚË-ÛË ÂÎÙÈÌ‹ıËÎÂ Ë ÂÏ·ÛÙÈÎfiÙËÙ· ÙˆÓ ÈÛ¯ÈÔÎÓËÌÈ·›ˆÓ Ì˘ÒÓ ÙˆÓ Ô‰ÔÛÊ·ÈÚÈÛÙÒÓ Ô˘ Û˘ÌÌÂ-Ù›¯·Ó ÛÙË ÌÂϤÙË.

¢∞¢√À∫∏ ∂. [Î.¿.], ««º˘ÛÈÔÏÔÁÈΤ˜ ·ÓÙ·ÔÎÚ›ÛÂȘ Î·È ·fi‰ÔÛË ÛÙ· 400 ̤ÙÚ· ÂχıÂÚÔ ·ÎÔ-ÏÔ˘ıÒÓÙ·˜ ÚÔÔÚ¢fiÌÂÓÔ ÎÔÏ˘Ì‚ËÙ‹», ÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯. 45 (2007), ÛÛ. 38-44.* º˘ÛÈ΋ ηٿÛÙ·ÛË - ¢ÔÎÈÌ·Û›· * ∫Ôχ̂ËÛË - ¶ÚÔfiÓËÛË * ŒÊË‚ÔÈ * ∞fi‰ÔÛË * ªÂϤÙË Â-Ú›ÙˆÛ˘ * ™Ù·ÙÈÛÙÈο ‰Â‰Ô̤ӷñ ™ÎÔfi˜ Ù˘ ÌÂϤÙ˘ Â›Ó·È Ó· ÂÍÂÙ¿ÛÂÈ ÙȘ ÌÂÙ·‚ÔÏÈΤ˜ Î·È Î·Ú‰È·Î¤˜ ·ÓÙ·ÔÎÚ›ÛÂȘ Û ̤ÁÈÛÙË

ÚÔÛ¿ıÂÈ· ÎÔχ̂ËÛ˘ ·ÎÔÏÔ˘ıÒÓÙ·˜ ÚÔÔÚ¢fiÌÂÓÔ ·ıÏËÙ‹. ŒÓÙÂη (n=11) ÚÔÔÓË̤-ÓÔÈ ÎÔÏ˘Ì‚ËÙ¤˜ Î·È ÎÔÏ˘Ì‚‹ÙÚȘ ËÏÈΛ·˜ 14.4+0.5 ÂÙÒÓ ÎÔχÌËÛ·Ó 400m ÂχıÂÚÔ Ì ̤ÁÈ-ÛÙË ¤ÓÙ·ÛË ÌfiÓÔÈ ÙÔ˘˜ (ö), ·ÎÚÈ‚Ò˜ ›Ûˆ ÛÙËÓ ›‰È· ‰È·‰ÚÔÌ‹ (π¢) Î·È ‰›Ï· ·fi ÚÔÔÚ¢fi-ÌÂÓÔ Û ‰ÈÏ·Ó‹ ‰È·‰ÚÔÌ‹ ÎÔÏ˘Ì‚ËÙ‹ (¢¢). ∏ Û˘ÁΤÓÙÚˆÛË Á·Ï·ÎÙÈÎÔ‡, Ô ‰Â›ÎÙ˘ ˘ÔÎÂÈÌÂ-ÓÈ΋˜ ÎfiˆÛ˘, Ë Î·Ú‰È·Î‹ Û˘¯ÓfiÙËÙ·, ÙÔ Ì‹ÎÔ˜ Î·È Ë Û˘¯ÓfiÙËÙ· ¯ÂÚÈ¿˜ ‰ÂÓ ‰È¤ÊÂÚ·Ó ÌÂÙ·Í‡ÙˆÓ ‰ÔÎÈÌ·ÛÈÒÓ (p>.05). ∏ ·fi‰ÔÛË ÙˆÓ ·ıÏËÙÒÓ ‹Ù·Ó 340.40+25.90, vs. π¢: 330. 56±23.71s, p<.05). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¢∂∫∞¡∂∞ π. [Î.¿.], ««∏ ›‰Ú·ÛË ÂÓfi˜ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ηıÔÚÈÛÌÔ‡ ÛÙfi¯ˆÓ Û ·ÎfiÏÔ˘ı· ·Ú·-ΛÓËÛ˘ ÁÈ· Û˘ÌÌÂÙÔ¯‹ ÛÙË º˘ÛÈ΋ ∞ÁˆÁ‹», ÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯. 45 (2007), ÛÛ. 31-36.* ¶·ÚÒıËÛË ÛÙËÓ Âη›‰Â˘ÛË * ª·ıËÙ‹˜ * ™˘ÌÌÂÙÔ¯‹ * ™Ùfi¯ÔÈ Ù˘ Âη›‰Â˘Û˘ - ∂›‰Ú·ÛË *¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

77

ñ √ ÛÎÔfi˜ Ù˘ ¤Ú¢ӷ˜ ‹Ù·Ó Ó· ÂÍÂÙ¿ÛÂÈ ÙËÓ Â›‰Ú·ÛË ÂÓfi˜ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ηıÔÚÈÛÌÔ‡ ÛÙfi¯ˆÓÛÙ· ·ÎfiÏÔ˘ı· Ù˘ ·Ú·Î›ÓËÛ˘ (‰È·ÛΤ‰·ÛË-ÂӉȷʤÚÔÓ, ÚÔÛ¿ıÂÈ·-ÛËÌ·ÓÙÈÎfiÙËÙ·, ·ÓÙÈ-Ï·Ì‚·ÓfiÌÂÓË ÈηÓfiÙËÙ· Î·È ›ÂÛË-¤ÓÙ·ÛË) ÙˆÓ Ì·ıËÙÒÓ/-ÙÚÈÒÓ 6 ÙÌËÌ¿ÙˆÓ Ù˘ ∞’ °˘ÌÓ·Û›Ô˘(n=154, M ËÏÈΛ·=13.5 ¯ÚfiÓˆÓ). √È Ì·ıËÙ¤˜/-ÙÚȘ ¯ˆÚ›ÛÙËÎ·Ó Ù˘¯·›· Û ÌÈ· ÂÈÚ·Ì·ÙÈ΋ (3ÙÌ‹Ì·Ù·, n=86) Î·È ÌÈ· ÔÌ¿‰· ÂϤÁ¯Ô˘ (3 ÙÌ‹Ì·Ù·, n=68). ∆Ô ÚfiÁÚ·ÌÌ· Ê˘ÛÈ΋˜ ·ÁˆÁ‹˜ÂÚÈÏ¿Ì‚·Ó ·Ú¯ÈΤ˜ ‰ÔÎÈ̷ۛ˜ ‰‡Ó·Ì˘ Î·È Â˘Ï˘ÁÈÛ›·˜ Î·È 7 Û¯ÂÙÈο Ì·ı‹Ì·Ù·. √È Ì·ıËÙ¤˜Ù˘ ÂÈÚ·Ì·ÙÈ΋˜ ÔÌ¿‰·˜, Ì ‚¿ÛË Ù˘ ›‰ÔÛ‹ ÙÔ˘˜ ÛÙȘ ·Ú¯ÈΤ˜ ‰ÔÎÈ̷ۛ˜ ηıfiÚÈÛ·Ó ·ÙÔÌÈ-ÎÔ‡˜ ÛÙfi¯Ô˘˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¢∏ª∏∆ƒπ√À ∂. [Î.¿.], ««∏ ›‰Ú·ÛË ÂÓfi˜ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ·Ó¿Ù˘Í˘ ‰ÂÍÈÔÙ‹ÙˆÓ ˙ˆ‹˜ ÛÙËÓ ·˘ÙÔ-·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· Ì·ıËÙÒÓ/-ÙÚÈÒÓ ∞’ ÁÁ˘ÌÓ·Û›Ô˘», ÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯. 45 (2007), ÛÛ. 68-75.* ª·ıËÙ‹˜ * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * º˘ÛÈ΋ ηٿÛÙ·ÛË - ¢ÔÎÈÌ·Û›· *¶ÚfiÁÚ·ÌÌ· - ∂›‰Ú·ÛË * ∞˘ÙÔ¤ÏÂÁ¯Ô˜ * ™Ù·ÙÈÛÙÈ΋ ·Ó¿Ï˘ÛËñ ™ÎÔfi˜ Ù˘ ·ÚÔ‡Û·˜ ÂÚÁ·Û›·˜ ‹Ù·Ó Ó· ‰ÈÂÚ¢ÓËı› Ë Â›‰Ú·ÛË ÂÓfi˜ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ·Ó¿Ù˘-

͢ ‰ÂÍÈÔÙ‹ÙˆÓ ˙ˆ‹˜, ÛÙËÓ ·˘ÙÔ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÙˆÓ Ì·ıËÙÒÓ ÁÈ· Û˘ÁÎÂÎÚÈ̤Ó˜ ‰ÔÎÈÌ·-ۛ˜ ‰‡Ó·Ì˘ Î·È Â˘Ï˘ÁÈÛ›·˜. ™ÙËÓ ¤Ú¢ӷ Û˘ÌÌÂÙ›¯·Ó 76 Ì·ıËÙ¤˜/-ÙÚȘ Ì·ıËÙÒÓ ∞’ Á˘ÌÓ·Û›-Ô˘ ÔÈ ÔÔ›ÔÈ ¯ˆÚ›ÛÙËÎ·Ó ÌÂ Ù˘¯·›Ô ÙÚfiÔ Û ‰˘Ô ÔÌ¿‰Â˜ (ÂÈÚ·Ì·ÙÈ΋ Î·È ÂϤÁ¯Ô˘). ∆Ô Úfi-ÁÚ·ÌÌ· ·Ú¤Ì‚·Û˘ ÂÚÈÂÏ¿Ì‚·Ó ηıÔÚÈÛÌfi ÛÙfi¯ˆÓ Î·È ıÂÙÈ΋ ÛΤ„Ë Î·È ÂÊ·ÚÌfiÛÙËΠۉ˘Ô Ê¿ÛÂȘ. ™ÙËÓ ÚÒÙË Ê¿ÛË ÂÊ·ÚÌfiÛÙËΠÛÙËÓ ÂÈÚ·Ì·ÙÈ΋ ÔÌ¿‰· ÂÓÒ ÛÙË ‰Â‡ÙÂÚË Ê¿ÛˤÁÈÓ ·ÓÙÈÛÙÚÔÊ‹ ÙˆÓ ÔÌ¿‰ˆÓ Î·È ÂÊ·ÚÌfiÛÙËΠÛÙËÓ ÔÌ¿‰· ÂϤÁ¯Ô˘. ªÂÙÚ‹ÛÂȘ ¤ÁÈÓ·Ó Î·ÈÛÙȘ ‰‡Ô ÔÌ¿‰Â˜ ÛÙËÓ ·Ú¯‹ Î·È ÛÙÔ Ù¤ÏÔ˜ Ù˘ ÚÒÙ˘ Ê¿Û˘ ηıÒ˜ Î·È ÛÙÔ Ù¤ÏÔ˜ Ù˘ ‰Â‡ÙÂÚ˘ʿÛ˘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫∞§§π∆™∞ƒ∏™ ∞. [Î.¿.], ««∂›‰Ú·ÛË ‰È·ÊÔÚÂÙÈÎÒÓ ÌÂıfi‰ˆÓ ÂÓÂÚÁËÙÈ΋˜ Î·È ·ıËÙÈ΋˜ ·Ôη-Ù¿ÛÙ·Û˘ ÛÙËÓ ·fi‰ÔÛË Ó·ÚÒÓ ÎÔÏ˘Ì‚ËÙÒÓ Û ·ӷϷ̂·ÓfiÌÂÓ˜ ÚÔÛ¿ıÂȘ ̤ÁÈÛÙ˘ ¤ÓÙ·-Û˘», ÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯. 45 (2007), ÛÛ. 45-52.* ∫Ôχ̂ËÛË - ¶ÚÔfiÓËÛË * ŒÊË‚ÔÈ * º˘ÛÈ΋ ηٿÛÙ·ÛË - ¢ÔÎÈÌ·Û›· * ∞ıÏËÙ¤˜ - æ˘¯ÔÏÔÁ›· *∞fi‰ÔÛË * ªÂϤÙË ÂÚ›ÙˆÛ˘ñ ™ÎÔfi˜ Ù˘ ·ÚÔ‡Û·˜ ÌÂϤÙ˘ ‹Ù·Ó Ó· ÂÍÂÙ¿ÛÂÈ ÙËÓ Â›‰Ú·ÛË ‰È·ÊÔÚÂÙÈÎÒÓ ÌÂıfi‰ˆÓ ÂÓÂÚÁË-

ÙÈ΋˜ Î·È Ù˘ ·ıËÙÈ΋˜ ·ÔηٿÛÙ·Û˘, ÛÙËÓ ·fi‰ÔÛË Ó·ÚÒÓ ÎÔÏ˘Ì‚ËÙÒÓ Û ÚÔÛ¿ıÂȘ̤ÁÈÛÙ˘ ¤ÓÙ·Û˘. ¢Ò‰Âη ÚÔÔÓË̤ÓÔÈ ÎÔÏ˘Ì‚ËÙ¤˜ Î·È ÎÔÏ˘Ì‚‹ÙÚȘ ËÏÈΛ·˜ 12.2±1.0ÂÙÒÓ, ÂÎÙ¤ÏÂÛ·Ó, ÔÎÙÒ ÚÔÛ¿ıÂȘ ÙˆÓ 25 m Ì ̤ÁÈÛÙË ¤ÓÙ·ÛË, Î·È ÂӉȿÌÂÛÔ ‰È¿ÏÂÈÌÌ· 50s. ŒÍÈ ÏÂÙ¿ ·ÚÁfiÙÂÚ· ÔÈ Û˘ÌÌÂÙ¤¯ÔÓÙ˜ ÂÎÙ¤ÏÂÛ·Ó ‰‡Ô ÚÔÛ¿ıÂȘ ÙˆÓ 50 m Ì ̤ÁÈÛÙˤÓÙ·ÛË Î·È ‰È¿ÏÂÈÌÌ· ·Ó¿ÌÂÛ· ÛÙȘ ÚÔÛ¿ıÂȘ ¤ÍÈ ÏÂÙ¿. ™ÙË ‰È¿ÚÎÂÈ· fiÏˆÓ ÙˆÓ ‰È·ÏÂÈÌÌ¿-ÙˆÓ Î·È Û ÙÚÂȘ ‰È·ÊÔÚÂÙÈΤ˜ ‰ÔÎÈ̷ۛ˜ ÔÈ ÎÔÏ˘Ì‚ËÙ¤˜ ·Ú¤ÌÂÈÓ·Ó ·‰Ú·Ó›˜ (¶∞£) ‹ ÎÔχ-ÌËÛ·Ó Ì ¤ÓÙ·ÛË 50% Ù˘ Ù·¯‡ÙËÙ·˜ ÙˆÓ 100 m ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÂχıÂÚË (∂¡∂) ‹ ‡ÙÈ·ÎÔχ̂ËÛË (∂¡À). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫∞ª∆™π√™ ™¶Àƒπ¢ø¡, Ãπ™∆√¢√À§√™ ∞¡∆ø¡π√™, ««√ ÚfiÏÔ˜ ÙˆÓ ÛÙ¿ÛÂˆÓ Î·È ÙÔ˘ Îϛ̷-ÙÔ˜ ·Ú·Î›ÓËÛ˘ ÛÙË ‰È·ÌfiÚʈÛË Ù˘ ÚfiıÂÛ˘ ÙˆÓ Ì·ıËÙÒÓ ¢ËÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ ÁÈ· ÙË Û˘ÌÌÂ-ÙÔ¯‹ ÙÔ˘˜ ÛÂ Ê˘ÛÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 151 (2007), ÛÛ. 179-188.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * ∞ÙÙÈ΋ * °˘ÌÓ·ÛÙÈ΋ * ™Ù¿ÛË ÙÔ˘ Ì·ıËÙ‹

∫√À§∏ √., ¶∞¶∞´ø∞¡¡√À ∞., ««∞ÓÙ›ÏË„Ë Ì·ıËÙÒÓ/ÙÚÈÒÓ ÁÈ· ÙËÓ ·ÙÔÌÈÎfiÙËÙ· Î·È ÙË Û˘ÏÏÔÁÈ-ÎfiÙËÙ· ÛÙÔ Ì¿ıËÌ· º˘ÛÈ΋˜ ∞ÁˆÁ‹˜», ÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯. 45 (2007), ÛÛ. 22-30.

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* º˘ÛÈ΋ ·ÁˆÁ‹ Î·È Âη›‰Â˘ÛË - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ª·ıËÙ‹˜ * °ÓÒÌË * ∞ÙÔÌÈÎfiÙËÙ· *√Ì·‰È΋ ÂÚÁ·Û›· ÛÙËÓ Âη›‰Â˘ÛË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ™ÎÔfi˜ Ù˘ ÂÚÁ·Û›·˜ ‹Ù·Ó Ë ·ÍÈÔÏfiÁËÛË Ù˘ ·ÓÙ›Ï˄˘ ÁÈ· ÙËÓ ·ÙÔÌÈÎfiÙËÙ· Î·È ÙË Û˘ÏÏÔÁÈÎfi-

ÙËÙ· ÛÙÔ Ì¿ıËÌ· Ù˘ º˘ÛÈ΋˜ ∞ÁˆÁ‹˜ Ì·ıËÙÒÓ/-ÙÚÈÒÓ Ô˘ ¤¯Ô˘Ó ÁÔÓ›˜ Ì ‰È·ÊÔÚÂÙÈ΋ ηٷ-ÁˆÁ‹. ∞Ú¯Èο ÌÂÙ·ÊÚ¿ÛÙËÎÂ, Ì ÙË Ì¤ıÔ‰Ô ‰ÈÏ‹˜ ηÙ‡ı˘ÓÛ˘, ÙÔ ÂÚˆÙËÌ·ÙÔÏfiÁÈÔ“Horizontal and Vertical Individualism and Collectivism” (Triadis & Gelfand, 1998). ŒÁÈÓ·Ó‰‡Ô ÈÏÔÙÈΤ˜ ¤Ú¢Ó˜, Ë ÚÒÙË Ì ‰Â›ÁÌ· 308 Î·È Ë ‰Â‡ÙÂÚË Ì 285 Ì·ıËÙ¤˜/-ÙÚȘ. ªÂÙ¿ ÙȘ··Ú·›ÙËÙ˜ ÙÚÔÔÔÈ‹ÛÂȘ ‚¿ÛÂÈ ÙˆÓ ·ÔÙÂÏÂÛÌ¿ÙˆÓ ·˘ÙÒÓ, ‰ËÌÈÔ˘ÚÁ‹ıËΠÙÔ ÂÚˆÙËÌ·ÙÔÏfi-ÁÈÔ «∞ÙÔÌÈÎfiÙËÙ· - ™˘ÏÏÔÁÈÎfiÙËÙ·» Ì 12 ÂÚˆÙ‹ÛÂȘ Î·È 2 ·Ú¿ÁÔÓÙ˜ (ÔÚÈ˙fiÓÙÈ· Î·È Î¿ıÂÙËÛ˘ÏÏÔÁÈÎfiÙËÙ·, οıÂÙË ·ÙÔÌÈÎfiÙËÙ·). ∞ÎÔÏÔ‡ıËÛÂ Ë Î‡ÚÈ· ¤Ú¢ӷ Ì ‰Â›ÁÌ· 1305 Ì·ıËÙ¤˜/-ÙÚȘ, ÛÙËÓ ÔÔ›· ÂȂ‚·ÈÒıËÎ·Ó Ë ÂÁ΢ÚfiÙËÙ· Î·È Ë ·ÍÈÔÈÛÙ›· ÙÔ˘ ÂÚˆÙËÌ·ÙÔÏÔÁ›Ô˘. (¶ÂÚÈ-ÎÔ‹ ÂÚ›Ï˄˘)

ª∂∆√Ãπ∞¡∞∫∏™ ∏§π∞™, «∞ıÏËÙÈÛÌfi˜, √Ï˘ÌÈÛÌfi˜ Î·È ∂ÏÏËÓÈ΋ ¶·È‰Â›·», ¶·È‰·ÁˆÁÈÎfi˜ §fi-ÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 61-73.* ∞ıÏËÙÈÛÌfi˜ - πÛÙÔÚ›· * ÃÚÈÛÙÈ·ÓÈÛÌfi˜ * √Ï˘ÌÈ·ÎÔ› ·ÁÒÓ˜ - ºÈÏÔÛÔÊ›· * ∞ıÏËÙÈÛÌfi˜, ∞Ú¯·›Ô˜ÂÏÏËÓÈÎfi˜ * º˘ÛÈ΋ ·ÁˆÁ‹ Î·È Âη›‰Â˘ÛË

¶∞¶∞£∞¡∞™π√À π. [Î.¿.], ««π‰È·›ÙÂÚ· ¯·Ú·ÎÙËÚÈÛÙÈο ·ıÏËÙÒÓ ÂÈÙÚ·¤˙È·˜ ·ÓÙÈÛÊ·›ÚÈÛ˘ ˘„Ë-ÏÔ‡ ÂȤ‰Ô˘», ÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯. 45 (2007), ÛÛ. 53-59.* ∞ÓÙÈÛÊ·›ÚÈÛË, ∂ÈÙÚ·¤˙È· * ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * ∞ıÏËÙÈ΋ ÈηÓfiÙËÙ· - ¢ÔÎÈÌ·Û›· * ª˘˜ *äÚÈ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ™ÎÔfi˜ Ù˘ ·ÚÔ‡Û·˜ ¤Ú¢ӷ˜ ‹Ù·Ó Ó· ÂÍÂÙ¿ÛÂÈ Ù· ȉȷ›ÙÂÚ· ¯·Ú·ÎÙËÚÈÛÙÈο ·ıÏËÙÒÓ ÂÈÙÚ·-

¤˙È·˜ ·ÓÙÈÛÊ·›ÚÈÛ˘ ˘„ËÏÔ‡ ÂȤ‰Ô˘. ™˘ÁÎÂÎÚÈ̤ӷ, ÌÂÙÚ‹ıËÎ·Ó ÔÈ ÂȉfiÛÂȘ ‰‡Ô ÔÌ¿‰ˆÓ(ÂÈÚ·Ì·ÙÈ΋ Î·È ÂϤÁ¯Ô˘) ÛÙÔ ‰ÂÍ› Î·È ·ÚÈÛÙÂÚfi ¿Óˆ ¿ÎÚÔ, ÛÙÔ Â‡ÚÔ˜ ΛÓËÛ˘ ÙÔ˘ ÒÌÔ˘ (¤ÛˆÎ·È ¤Íˆ ÛÙÚÔÊ‹, Î¿Ì„Ë Î·È ¤ÎÙ·ÛË) Î·È ÛÙÔ Ì¤ÁÂıÔ˜ ÙÚÈÒÓ ÂÚÈÊÂÚÂÈ·ÎÒÓ (‰ÈΤʷÏÔ˜ ‚Ú·¯Èfi-ÓÈÔ˜, ‹¯Ë˜). ∂›Û˘ ηٷÁÚ¿ÊËΠÙÔ ‡„Ô˜ Î·È ÙÔ ‚¿ÚÔ˜ ÙÔ˘˜. ∏ ÂÈÚ·Ì·ÙÈ΋ ÔÌ¿‰· ·ÔÙÂ-ÏÔ‡ÓÙ·Ó ·fi 19 ·›ÎÙ˜ ÂÈÙÚ·¤˙È·˜ ·ÓÙÈÛÊ·›ÚÈÛ˘ Ù˘ ∞1 ÂıÓÈ΋˜ ηÙËÁÔÚ›·˜ Î·È Ë ÔÌ¿‰·ÂϤÁ¯Ô˘ ·fi 15 ‰Â˘ÙÂÚÔÂÙ›˜ ÊÔÈÙËÙ¤˜ Ù˘ Á˘ÌÓ·ÛÙÈ΋˜ ·Î·‰ËÌ›·˜ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ ÙˆÓ ∆ÚÈ-οψÓ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∆√∫ª∞∫π¢∏™ ™., ««∂·ÁÁÂÏÌ·ÙÈ΋ ηÙÔ¯‡ÚˆÛË ·ÔÊÔ›ÙˆÓ ÙˆÓ ∆ÌËÌ¿ÙˆÓ ∂ÈÛÙ‹Ì˘ º˘ÛÈ΋˜∞ÁˆÁ‹˜ (∆∂º∞∞) ÛÙ· ·ÁÁ¤ÏÌ·Ù· ˘Á›·˜: ·Ó·Ê·›ÚÂÙÔ ‰Èη›ˆÌ· ‹ Ï¿ÓË;», ÕıÏËÛË Î·È ∫ÔÈÓˆ-Ó›·, Ù¯. 45 (2007), ÛÛ. 7-21.* ∆Ì‹Ì·Ù· ∂ÈÛÙ‹Ì˘ º˘ÛÈ΋˜ ∞ÁˆÁ‹˜ Î·È ∞ıÏËÙÈÛÌÔ‡ * ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * ∂·ÁÁÂÏÌ·ÙÈ΋ÎÈÓËÙÈÎfiÙËÙ· * ∂·ÁÁÂÏÌ·ÙÈΤ˜ ÂÓÒÛÂȘ - ¢›Î·ÈÔ Î·È ÓÔÌÔıÂÛ›· * ÀÁ›· * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

Àº∞¡∆π¢√À °. [Î.¿.], ««∞ÈÙ›· ÚÔÙÚÔ‹˜ ÁÈ· Û˘ÌÌÂÙÔ¯‹ ÛÙ· ·ıÏËÙÈο ÚÔÁÚ¿ÌÌ·Ù· ÙˆÓ ¢ËÌÔÙÈ-ÎÒÓ √ÚÁ·ÓÈÛÌÒÓ», ÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯. 45 (2007), ÛÛ. 98-105.* ∞ıÏËÙÈÛÌfi˜ - ∫ÔÈÓˆÓÈΤ˜ ·fi„ÂȘ * ∆ÔÈ΋ ∞˘ÙÔ‰ÈÔ›ÎËÛË * ¶ÚfiÁÚ·ÌÌ· * ¡ÂÔÏ·›· - ÀÁ›· Î·È˘ÁÈÂÈÓ‹ * ™˘ÌÌÂÙÔ¯‹ * æ˘¯·ÁˆÁ›· * ªÂϤÙË ÂÚ›ÙˆÛ˘ñ ∆· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ· Ô ÙÔ̤·˜ ÙˆÓ ·ıÏËÙÈÎÒÓ ˘ËÚÂÛÈÒÓ ·ÚÔ˘ÛÈ¿˙ÂÈ Ú·Á‰·›· ÂͤÏÈÍË. ™ÎÔfi˜

Ù˘ ·ÚÔ‡Û·˜ ÌÂϤÙ˘ ‹Ù·Ó Ó· ·ÔÙ˘ÒÛÂÈ ÙÔ ÚÔÊ›Ï ÙˆÓ Û˘ÌÌÂÙ¯fiÓÙˆÓ ÛÙ· ·ıÏËÙÈο ÚÔ-ÁÚ¿ÌÌ·Ù· ÙÔ˘ ¢.√.¡.∞. ∫ÔÌÔÙËÓ‹˜, Ù· ·›ÙÈ· Û˘ÌÌÂÙÔ¯‹˜ Û ·˘Ù¿, fiˆ˜ ›Û˘ Î·È Ù· ·ÓÙÈÏ·Ì-‚·ÓfiÌÂÓ· ÔʤÏË. °È· ÙË ‰ÈÂÚ‡ÓËÛË Î·È Î·Ù·ÁÚ·Ê‹ ÙˆÓ ·Ú·¿Óˆ ¯ÚËÛÈÌÔÔÈ‹ıËΠÙÔ ÂÚˆ-ÙËÌ·ÙÔÏfiÁÈÔ ÙˆÓ ªÈ¯·ÏÔÔ‡ÏÔ˘ ª. Î·È Û˘Ó., (1998). ™ÙËÓ ¤Ú¢ӷ Û˘ÌÌÂÙ›¯·Ó 303 οÙÔÈÎÔÈ

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ÙÔ˘ ¢‹ÌÔ˘ Ù˘ ∫ÔÌÔÙËÓ‹˜ (Û˘ÌÌÂÙ¯fiÓÙˆÓ Î·È ÌË ÛÙ· ‰ËÌÔÙÈο ÚÔÁÚ¿ÌÌ·Ù·). °È· ÙË ÛÙ·ÙÈÛÙÈ-΋ ·Ó¿Ï˘ÛË Ú·ÁÌ·ÙÔÔÈ‹ıËΠ·Ó¿Ï˘ÛË Û˘¯ÓÔًوÓ. ¢È·ÈÛÙÒıËΠfiÙÈ Ë ÏÂÈÔ„ËÊ›· ÙˆÓ·ÛÎÔ˘Ì¤ÓˆÓ Â›Ó·È ·ÓÙÚÂ̤ÓÔÈ Ì ‰‡Ô ·È‰È¿, Ù· ÔÔ›· ·ÛÎÔ‡ÓÙ·È Î·È ·˘Ù¿ ÛÙÔ ¢ËÌÔÙÈÎfi√ÚÁ·ÓÈÛÌfi. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

6.8 •∂¡∂™ °§ø™™∂™

GOUDI, YIOTA, «Grammatical Rules Can Be Bent. The Case of Saxon Genitive», Aspects Today,Ù¯. 15 (2007), ÛÛ. 9-10.* ∞ÁÁÏÈ΋ ÁÏÒÛÛ· * °Ú·ÌÌ·ÙÈ΋ * °ÏÒÛÛ· * ªÔÚÊÔÏÔÁ›· * °ÏˆÛÛÈ΋ ·Ó¿Ù˘ÍË

∫ANTARAKIS, EFTICHIS, ««Dyslexia: An Intereview with Anna Petala», TESOL Greece, Ù¯. 95(2007), ÛÛ. 12-15.* ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ¢˘ÛÏÂÍ›· * ¢˘ÛÎÔÏ›· Ì¿ıËÛ˘ * ∂ÎÌ¿ıËÛË ÁψÛÛÒÓ * ¢ÂÍÈfiÙËÙ· * ∞ÁÁÏÈ΋ÁÏÒÛÛ·

KATSARA, OURANIA, ««Perceptions on Language Learning in the University of Ioannina»,TESOL Greece, Ù¯. 96 (2007), ÛÛ. 12-15.* ¶·ÓÂÈÛÙ‹ÌÈÔ * •¤Ó˜ °ÏÒÛÛ˜ * ∞ÁÁÏÈ΋ ÁÏÒÛÛ· * ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * ¢ÂÍÈfiÙËÙ· * ∂ÎÌ¿-ıËÛË ÁψÛÛÒÓ

KAVARATZI, THEODORA, ««Comment didactiser la presse au secondaire afin de développer lacompétence de communication interculturelle», Contact+, Ù¯. 39 (2007), ÛÛ. 54-47.* °·ÏÏÈ΋ ÁÏÒÛÛ· * ¢È·ÔÏÈÙÈÛÌÈ΋ ÚÔÛ¤ÁÁÈÛË * ∆‡Ô˜ * ¢È‰·Ûηϛ· Ì ÛÙfi¯Ô˘˜ * ª¤ıÔ‰Ô˜ ÂÚ-Á·Û›·˜ * ¢È‰·ÎÙÈο ‚ÔËı‹Ì·Ù· ñ Dans la situation actuelle de l’ enseignement des langues éntangères où la langue continue à

exercer sa légitinité sur la culture, c’ est-à-dire que la culture se trouve encore dans une positiondominée par rapport à la langue, l’enseignant doit «différencier les composantes du cours pouroptimiser l’ apprentissage», en utilisant des supports authentiques variés, appelés aussi desmatériaux sociaux, tels que les médias et la presse, au biais desquels l’ apprenant est amené àvoir la réalité à travers un autre prisme. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫√ZIORI, BARBARA, ««A Holistic Approach to Language Acquisition in Syllabus Development»,Aspects Today, Ù¯. 15 (2007), ÛÛ. 15-19.* ∞ÁÁÏÈ΋ ÁÏÒÛÛ· * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ *ª·ıËÙ‹˜

KORAKI ANASTASIA, ««Salammbô de Gustave Flaubert. Un roman mythique entre Homère etHérodote», Contact+, Ù¯. 39 (2007), ÛÛ. 62-64.* Flaubert, Gustave (1821-1880) - Salammbô * °·ÏÏÈÎfi Ì˘ıÈÛÙfiÚËÌ· * °·ÏÏÈ΋ ÏÔÁÔÙ¯ӛ· -19Ô˜ ·È. * §ÔÁÔÙ¯ÓÈ΋ ÎÚÈÙÈ΋ ñ Cet article s’ adresse à tous ceux qui aiment ou étudient la littérature française et bien

évidemment aux élèves qui préparent le diplôme de Sorbonne II et qui voudraient aller un peu

80

plus loin dans leur connaissance de Flaubert. Car Flaubert n’a pas seulement écrit MadameBovary, mais bien d’ autres romans qui mériteraient aussi une lecture approfondie. Ainsi enserait-il de Salammbô, publié en 1862, cinq ans aprés le succés de Madame Bovary. (¶ÂÚÈÎÔ‹ÂÚ›Ï˄˘)

MAVROMATI, EFI, «Fiche Pédagogique - Analyse d’ un document authentique audiovisuelle»,Communication, Ù¯. 97 (2007), ÛÛ. 16-21.* °·ÏÏÈ΋ ÁÏÒÛÛ· * ª¤ıÔ‰Ô˜ ÂÚÁ·Û›·˜ * ¶ÚÔÊÔÚÈ΋ ¤ÎÊÚ·ÛË * ∞Ó¿Ï˘ÛË ÎÂÈ̤ÓÔ˘ * ∫·Ù·ÓfiËÛËÎÂÈ̤ÓÔ˘ñ Le discours oral constitue une situation dont il faut savoir dégager les composantes. Il s’ agit d’

une source d’ informations diverses et d’ un stimulus d’ interprétations multiple où s’ impliquentdes paramètres divers qui nous assurent une meilleure perception du statut du message. Lesinterprétations contiennent effectivement des éléments personnels de celui qui fait l’ analyse,son statut social et culturel et sa compétence de traiter une analyse plus ou moins approfondie.

MICHELIOUDAKIS, NICK, ««Vocabulary Revision Activities», Aspects Today, Ù¯. 15 (2007), ÛÛ. 29-33.* ∂ÎÌ¿ıËÛË ÁψÛÛÒÓ * §ÂÍÈÏfiÁÈÔ * ∂ÓÓÔÈÔÏÔÁÈ΋ ·Ú¿ÛÙ·ÛË * ª·ıËÙ‹˜/™Ô˘‰·ÛÙ‹˜ * ∞ÔÌÓË-ÌfiÓ¢ÛË * ™ÙÚ·ÙËÁÈ΋ Ù˘ Ì¿ıËÛ˘

MOHSENI FAR, MOHAMMAD, ««Teaching Pronunciation in a Generative Framework: WordStress», TESOL Greece, Ù¯. 96 (2007), ÛÛ. 18-19.* ¢È‰·Ûηϛ· * ¶ÚÔÊÔÚÈ΋ ¤ÎÊÚ·ÛË * ¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ∞ÁÁÏÈ΋ ÁÏÒÛÛ·

PETALA, ANNA, ««Dealing with Phonological Diffuculties that Impede Dyslexic Learners’ ReadingDevelopment», ∆ESOL Greece, Ù¯. 96 (2007), ÛÛ. 6-8.* ºˆÓÔÏÔÁ›· * ∞ÁÁÏÈ΋ ÁÏÒÛÛ· * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¢È‰·ÎÙÈ΋ Ú·ÎÙÈ΋ * ¢È‰·Ûηϛ· -∂ÔÙÈο ̤۷

™¶√¡∆∞ ∂§π™∞µ∂∆, ««∆· Û˘Ó·ÈÛı‹Ì·Ù· Î·È Ë ¤ÎÊÚ·Û‹ ÙÔ˘˜ ˆ˜ ·Ú¿ÁÔÓÙ·˜ ‰ËÌÈÔ˘ÚÁ›·˜ ÎÈÓ‹-ÙÚˆÓ ÁÈ· ÙË Ì¿ıËÛË Î·È ÙË ‰È‰·Ûηϛ· Ù˘ ͤÓ˘ ÁÏÒÛÛ·˜ ÛÙÔ ¢ËÌÔÙÈÎfi Û¯ÔÏ›Ի, Contact+

(2007), ÛÛ. 57-61.* ∂ÎÌ¿ıËÛË ÁψÛÛÒÓ * ∂ÈÎÔÈÓˆÓ›· * ™˘Ó·ÈÛıËÌ·ÙÈ΋ ·Ó¿Ù˘ÍË * ¢È‰·ÎÙÈ΋ Ú·ÎÙÈ΋ * ¶·ÚÒ-ıËÛË Â›‰ÔÛ˘ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛËñ L’ objectif de cet article est de souligner la dimension affective de la communication, en

particulier, sa signification dans l’ approche communicative de l’ enseignement de la langueétrangère. A partir de la deuxième moitié du XXe siècle, le processus éducatif apparaît commeune communication mais aussi comme une interaction entre les personnes. L’ enseignant estperçu comme la personne qui facilite l’ apprentissage, pas comme cele qui transmet desconnaissances (Rogers and Freiberg, 1994). Se fondant sur la théorie de C. Rogers, l’ articlementionne les attitudes et les compétences communicatives, que l’ enseignant doit posséderafin d’ adapter l’ approche communicative à l’ enseignement. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

SERFIOTOU, IRENE, ««Fiche pédagogique 3: L’ amour hier et aujourd’ hui», Contact+ (2007), ÛÛ.37-46.* °·ÏÏÈ΋ ÁÏÒÛÛ· * ¢È‰·Ûηϛ· Ì ÛÙfi¯Ô˘˜ * ª¤ıÔ‰Ô˜ ÂÚÁ·Û›·˜ * °ÏˆÛÛÈ΋ ‰ÂÍÈfiÙËÙ· * ¢È‰·ÎÙÈ-ο ‚ÔËı‹Ì·Ù· * ¶Ú·ÎÙÈΤ˜ ·Û΋ÛÂȘ

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STOURNARA, JOANNE; MANTARAKIS, JANE; MANTARAKIS, NICK, «Teachers’ Toolbox:Writing Rubrics for Learning and Understanding», TESOL Greece, Ù¯. 95 (2007), ÛÛ. 20-22.* ∫·ıËÁËÙ‹˜ * ª¿ıËÛË * ¢È‰·Ûηϛ·-∂ÔÙÈο ̤۷ * ¢È‰·ÎÙÈ΋ ÚÔÛ¤ÁÁÈÛË

∆™∂§π∫∞, ÃÀ™∞¡£∏, ««¢È·ÔÏÈÙÈÛÌfi˜ -ªÈ· ‚Ȉ̷ÙÈ΋ ÂÊ·ÚÌÔÁ‹ ̤۷ ·fi ÙË ÁÓˆÚÈÌ›· ÚÔÛÒ-ˆÓ», Aspects Today, Ù¯. 15 (2007), ÛÛ. 23-28.* ¢È·ÔÏÈÙÈÛÌÈ΋ Âη›‰Â˘ÛË * ∂ÈÌfiÚʈÛË * ª·ıËÙ‹˜ * ¢È·ÊÔÚÂÙÈÎfiÙËÙ· * ¶·ÚÒıËÛË * ¶·È‰È¿Ì ÂȉÈΤ˜ ·Ó¿ÁΘ - ∂η›‰Â˘ÛË * ¶ÚfiÁÚ·ÌÌ· ‰È‰·Ûηϛ·˜

THERMADATTER, LEIGH ANN, ««The Computers Are Here!», TESOL Greece, Ù¯. 95 (2007), ÛÛ.22-23.* ∏ÏÂÎÙÚÔÓÈÎfi˜ ÀÔÏÔÁÈÛÙ‹˜ * °ÏÒÛÛ· * ¢È‰·Ûηϛ· * ªÂıÔ‰ÔÏÔÁ›· * ∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ·

TRAPALI, MARIA, ««Les cours de civilisation dans l’ enseignement du FLE», Contact+ (2007), ÛÛ.45-47.* ¢È·ÔÏÈÙÈÛÌÈ΋ Âη›‰Â˘ÛË * ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛË * ¶ÚˆÙÔ‚¿ıÌÈ·∂η›‰Â˘ÛË * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ¢ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜

TSIMIDOU, OLGA, ««Fiche Pédagogique - On démarre», Communication, Ù¯. 96 (2007), ÛÛ. 22-23.* °·ÏÏÈ΋ ÁÏÒÛÛ· * ™¯ÔÏÈÎfi ı¤·ÙÚÔ * ª¤ıÔ‰Ô˜ ÂÚÁ·Û›·˜ * ¢ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ *°ÏˆÛÛÈ΋ ·Ó¿Ù˘ÍË * £ÂÛÛ·ÏÔÓ›ÎËñ «On démarre» c’ est une approche pédagogique, d’ une manière théâtrale, qui s’ adresse aux

élèves du niveau moyen (deuxième classe du collége). C’ est la suite de la dramatisation sous letitre «Chers Interculturels, embarquez - vous», que j’ ai réalisée l’ année scolaire passée, avec lesmêmes élèves, débutants en français en ce temps-là.

TSIRKINIDIS, DIMITRIOS, ««Le corps «Albatros» et les essais «Fleurs du Mal», Communication, Ù¯.97 (2007), ÛÛ. 13-15.* Montaigne, Michel Eyquem de (1533-1592) - Essais * Baudelaire, Charles (1821-1867) - Fleursdu Mal * °·ÏÏÈ΋ ÏÔÁÔÙ¯ӛ· * §ÔÁÔÙ¯ÓÈ΋ ÎÚÈÙÈ΋ * ™ÒÌ·, ·ÓıÚÒÈÓÔ

66.9 ∞π™£∏∆π∫∏ ∞°ø°∏

µ∞√™ ∞¡∆ø¡∏™, «∆· ÂÈηÛÙÈο Ì·ı‹Ì·Ù· ÛÙËÓ ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË», ∂ÈηÛÙÈ΋ ¶·È‰Â›·,Ù¯. 23 (2007), ÛÛ. 173-176.* ∆¤¯ÓË * ™Ùfi¯Ô˜ ‰È‰·Ûηϛ·˜ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * °ÓÒÛË * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ *∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜

µ∞∆√À°π√À ™∆∂§§∞, ««2007: ŒÙÔ˜ ª·Ú›·˜ ∫¿ÏÏ·˜. 30 ¯ÚfiÓÈ· ·fi ÙÔ ı¿Ó·ÙÔ Ù˘ ÓÙ›‚·˜», ºÈÏÔ-ÏÔÁÈ΋, Ù¯. 101 (2007), ÛÛ. 79-81.* ∫¿ÏÏ·˜, ª·Ú›· (1923-1977) * ªÔ˘ÛÈÎÔ› - µÈÔÁÚ·Ê›· * ªÔ˘ÛÈ΋ - ∂ÚÌËÓ›· * ŸÂÚ· - ∆Ú·ÁÔ˘-‰ÈÛÙ¤˜ * ∏ıÔÔÈÔ› * ™ÎËÓÈ΋ ÌÔ˘ÛÈ΋ * ªÈÏ¿ÓÔ

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∂¡ø™∏ ∫∞£∏°∏∆ø¡ ∫∞§§π∆∂áπ∫ø¡ ª∞£∏ª∞∆ø¡ ª.∂., «™¯ÂÙÈο Ì ٷ ‚È‚Ï›· “ÂÈηÛÙÈ-ÎÒÓ” ÁÈ· ÙÔ Ì·ıËÙ‹», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 83 (2007), Û. 61.* ¶·È‰È¿ - ∞ÈÛıËÙÈ΋ ·ÁˆÁ‹ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘-ÛË * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ·

∫∞∆™∞ƒ√™ π., ««£Â·ÙÚÈ΋ ·ÁˆÁ‹ ÛÙÔ ¢ËÌÔÙÈÎfi Û¯ÔÏ›Ô: ÛΤ„ÂȘ Ì ·ÊÔÚÌ‹ ÙÔ Ó¤Ô ‰È‰·ÎÙÈÎfi ·-ΤÙÔ ÁÈ· ÙËÓ ∂’ ÎÎ·È ™Ù’ ¢¢ËÌÔÙÈÎÔ‡», ∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 79-86.* £¤·ÙÚÔ ÛÙËÓ Âη›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô *¶ÔÏÈÙÈÛÌfi˜ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË

∫ƒπ£∞ƒ∞™ ™Àª∂ø¡, ««™Î¤„ÂȘ Á‡Úˆ ·fi ÙËÓ T¤¯ÓË», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 83(2007), ÛÛ. 76-78.* ∆¤¯ÓË Î·È ÎÔÈÓˆÓ›· * ∞ÈÛıËÙÈ΋ * ª·ÚÍÈÛÙÈ΋ ÊÈÏÔÛÔÊ›· * ∞͛˜ ËıÈΤ˜ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ *°ÓÒÌË

§∞ª¶ƒ√¶√À§√™ ∫ø™∆∞™, ««√ ÓˆÙÂÚÈÎfi˜ ƒfiıÎÔ», ∂ÈηÛÙÈ΋ ¶·È‰Â›·, Ù¯. 23 (2007), ÛÛ. 70-77.* Rothko, Mark (1903-1970) * ∆¤¯ÓË * ¡ÂˆÙÂÚÈÎfiÙËÙ· * ªÔÓÙÂÚÓÈÛÌfi˜ (∆¤¯ÓË) * ∞ÈÛıËÙÈ΋ *™Î¤„Ë

— ««°ÈÒÚÁÔ˜ ªÔ˘˙È¿Ó˘: ¤Ó·˜ Ì¿ÚÙ˘Ú·˜ Ù˘ ¡ÂˆÙÂÚÈÎfiÙËÙ·˜», ∂ÈηÛÙÈ΋ ¶·È‰Â›·, Ù¯. 23(2007), ÛÛ. 79-84.* ªÔ˘˙È¿Ó˘, °ÈÒÚÁÔ˜ (1885-1959) * ∆¤¯ÓË * ¡ÂˆÙÂÚÈÎfiÙËÙ· * ∑ˆÁÚ·ÊÈ΋ * ∂ÍÚÂÛÈÔÓÈÛÌfi˜(∆¤¯ÓË)

§π√§π√À µ√À§∞, ««∞Û΋ÛÂȘ ·Ú·ÙËÚËÙÈÎfiÙËÙ·˜», ∂ÈηÛÙÈ΋ ¶·È‰Â›·, Ù¯. 23 (2007), ÛÛ. 103-106.* ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∑ˆÁÚ·ÊÈ΋ - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¢ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfi-ÙËÙ˜ * ™˘ÌÌÂÙÚ›· C. P. (º˘ÛÈ΋) * ∂ÁΤʷÏÔ˜ * ª·ıËÙ‹˜ * ∞Ó¿Ù˘ÍË ·ÓÙ›Ï˄˘

MARSHALL, JULIA, ««√˘ÛÈ·ÛÙÈ΋ ÔÏÔÎÏ‹ÚˆÛË Ù˘ ∆¤¯Ó˘ = ÀÔ‰ÂÈÁÌ·ÙÈ΋ ∞ÈÛıËÙÈ΋ ∞ÁˆÁ‹»,∂ÈηÛÙÈ΋ ¶·È‰Â›·, Ù¯. 23 (2007), ÛÛ. 148-156.* ∆¤¯ÓË * ªÂÙ·ÌÔÓÙÂÚÓÈÛÌfi˜ * ¢ËÌÈÔ˘ÚÁÈÎfiÙËÙ· * £ÂˆÚ›· Ù˘ ηٷÛ΢‹˜ Ù˘ ÁÓÒÛ˘ * ¶Úfi-ÁÚ·ÌÌ· ηٿÚÙÈÛ˘ * ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

™∞§§∞ ∆π∆π∫∞, ««∏ ‰È‰·ÎÙÈ΋ Ù˘ ∆¤¯Ó˘ ÛÙËÓ Âη›‰Â˘ÛË», ∂ÈηÛÙÈ΋ ¶·È‰Â›·, Ù¯. 23 (2007),ÛÛ. 169-172.* ∆¤¯ÓË * ™Ùfi¯Ô˜ ‰È‰·Ûηϛ·˜ * ª·ıËÙ‹˜ * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜ * ∫ÔÈÓˆÓÈÎÔÔ›ËÛË * µÈˆ-Ì·ÙÈ΋ Ì¿ıËÛË

™∆∞£√¶√À§√À ¶∞¡∞°πø∆∞, ««°È· ÌÈ· Âη›‰Â˘ÛË ÁÈ· ÙÔ ÂÚÈ‚¿ÏÏÔÓ Ì¤Û· ·fi ÙËÓ ∆¤¯ÓË»,∂ÈηÛÙÈ΋ ¶·È‰Â›·, Ù¯. 23 (2007), ÛÛ. 114-121.* ∆¤¯ÓË * ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ∂η›‰Â˘ÛË * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ª·ıËÙ‹˜ * µÈˆÌ·ÙÈ΋ Ì¿ıËÛË *¢È·ıÂÌ·ÙÈÎfiÙËÙ·

™∆∞Àƒ√À °π∞¡¡∏™, ««∏ ÂͤÏÈÍË ÙˆÓ ∞Ó·Ï˘ÙÈÎÒÓ ¶ÚÔÁÚ·ÌÌ¿ÙˆÓ ªÔ˘ÛÈ΋˜ ÙˆÓ ¢ËÌÔÙÈÎÒÓ Û¯Ô-Ï›ˆÓ (1894-2006)», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 149 (2007), ÛÛ. 64-75.

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* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ªÔ˘ÛÈ΋ ∞ÁˆÁ‹ * ™Ùfi¯ÔÈ Ù˘ Âη›‰Â˘Û˘ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ* ∫ÚÈÙÈ΋ * πÛÙÔÚ›· Ù˘ ∂η›‰Â˘Û˘

Ã∞™√À§∞ Ã∞ƒ∞§∞ª¶π∞, «∏ÏÂÎÙÚÔÓÈÎfi ÂÚÈ‚¿ÏÏÔÓ ÁÈ· ÙË ‰È·ıÂÌ·ÙÈ΋ Û‡Ó‰ÂÛË ÙˆÓ ÂÈηÛÙÈ-ÎÒÓ Ì ÙË ÌÔ˘ÛÈ΋ Î·È ÙËÓ Ô›ËÛË», ∂ÈηÛÙÈ΋ ¶·È‰Â›·, Ù¯. 23 (2007), ÛÛ. 92-96.* ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * ªÔ˘ÛÈ΋ * ¶Ô›ËÛË * ¢È·ıÂÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË * £ÂˆÚ›· Ù˘ηٷÛ΢‹˜ Ù˘ ÁÓÒÛ˘ * §ÔÁÈÛÌÈÎfi

77. ∂π¢π∫∞ ∂∫¶∞π¢∂À∆π∫∞ ¶ƒ√°ƒ∞ªª∞∆∞

™¶Àƒ√¶√À§√À ¢∏ª∏∆ƒ∞ [Î.¿.], «∫·ÈÓÔÙfiÌ· ÚÔÁÚ¿ÌÌ·Ù· ÛÙËÓ Âη›‰Â˘ÛË», ∂ÈıÂÒÚËÛË∂Î·È‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯. 13 (2007), ÛÛ. 69-83.* ™‡ÛÙËÌ· Eη›‰Â˘Û˘ * ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔÌ›· * ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ∂η›‰Â˘ÛË * ∞ÁˆÁ‹ ÀÁ›-·˜ * ∂·ÁÁÂÏÌ·ÙÈÎfi˜ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌfi˜ * ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜ñ ™ÙËÓ ·ÚÔ‡Û· ÌÂϤÙË ·ÚÔ˘ÛÈ¿˙ÔÓÙ·È Ù· ηÈÓÔÙfiÌ· ÚÔÁÚ¿ÌÌ·Ù· Ô˘ ÂÊ·ÚÌfiÛÙËÎ·Ó ÛÙÔ ÂÏ-

ÏËÓÈÎfi ÂÎ·È‰Â˘ÙÈÎfi Û‡ÛÙËÌ· Ù· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ·, Ì ÛÎÔfi Ë Û¯ÔÏÈ΋ Âη›‰Â˘ÛË Ó· ·ÓÙ·Ô-ÎÚÈı› ÛÙȘ Û‡Á¯ÚÔÓ˜ ·È‰·ÁˆÁÈÎÔ-‰È‰·ÎÙÈΤ˜, ÔÏÈÙÈÛÙÈΤ˜ Î·È ÔÏÈÙÈÛÌÈΤ˜ ··ÈÙ‹ÛÂȘ ηıÒ˜Î·È ÛÙȘ ÎÔÈÓˆÓÈΤ˜, ÔÈÎÔÓÔÌÈΤ˜ Î·È Ù¯ÓÔÏÔÁÈΤ˜ ÂÍÂÏ›ÍÂȘ. ∆·˘Ùfi¯ÚÔÓ· Á›ÓÂÙ·È ÌÈ· ÚÔÛ¿-ıÂÈ· Ó· ·Ó·‰Âȯı› ·Ó Ú¿ÁÌ·ÙÈ ÏÂÈÙÔ‡ÚÁËÛ·Ó ˆ˜ ηÈÓÔÙƠ̂˜ Î·È ·Ó Î·È Ì ÔÈÔ ÙÚfiÔ ¤¯Ô˘Ó‰ڷȈı› ÛÙÔ ÂÎ·È‰Â˘ÙÈÎfi Û‡ÛÙËÌ·. ∆· ηÈÓÔÙfiÌ· ·˘Ù¿ ÚÔÁÚ¿ÌÌ·Ù· ›ӷÈ: (·) ¢ÈÂÈÛÙËÌÔÓÈ-ο ÚÔÁÚ¿ÌÌ·Ù·, fiˆ˜ Ë ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ∂η›‰Â˘ÛË, Ë ∞ÁˆÁ‹ ÀÁ›·˜, Ù· ¶ÔÏÈÙÈÛÙÈο £¤Ì·-Ù· Î·È ÔÈ ¶·ÓÂÏÏ‹ÓÈÔÈ ∫·ÏÏÈÙ¯ÓÈÎÔ› ª·ıËÙÈÎÔ› ∞ÁÒÓ˜, ηıÒ˜ Î·È Ë ∞ÁˆÁ‹ ™Ù·‰ÈÔ‰ÚÔÌ›·˜,(‚) ∂˘Úˆ·˚ο ∂Î·È‰Â˘ÙÈο ¶ÚÔÁÚ¿ÌÌ·Ù·, (Á) ¶ÂÈÚ·Ì·ÙÈο ¶ÚÔÁÚ¿ÌÌ·Ù· ∂η›‰Â˘Û˘,fiˆ˜ ÙÔ ¤ÚÁÔ «™¯ÔÏ›· ∂Ê·ÚÌÔÁ‹˜ ¶ÂÈÚ·Ì·ÙÈÎÒÓ ¶ÚÔÁÚ·ÌÌ¿ÙˆÓ ∂η›‰Â˘Û˘», ÙÔ √ÏÔ‹ÌÂ-ÚÔ ™¯ÔÏÂ›Ô Î·È Ë ∂˘¤ÏÈÎÙË ∑ÒÓË Î·È (‰) ÔÈ ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜.

77.1 ¶∂ƒπµ∞§§√¡∆π∫∏ ∂∫¶∞π¢∂À™∏

µ∞§™∞ªπ¢∏™ ¶∞¡∞°πø∆∏™, «¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ∂η›‰Â˘ÛË Î·È ¢ËÌÔÙÈÎfi Û¯ÔÏ›Ô: ÂÚÈ‚·ÏÏÔ-ÓÙÈΤ˜ ·Ó·ÊÔÚ¤˜ ÛÙ· Û¯ÔÏÈο ÂÁ¯ÂÈÚ›‰È· “∏ °ÏÒÛÛ· ÌÔ˘” Ù˘ ∂’ ÎÎ·È ™Ù’ ÙÙ¿Í˘», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ™›ÙÈ, Ù¯. 487, 488 (2007), ÛÛ. 304-316, 401-414.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢ÈÂÈÛÙËÌÔÓÈ΋ ÚÔÛ¤ÁÁÈÛË * ¢È‰·ÎÙÈÎfi‚È‚Ï›Ô * ¢È‰·Ûηϛ· ÁÏÒÛÛ·˜ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

°π∞ ∆∏¡ ¶∂ƒπµ∞§§√¡∆π∫∏ ∂∫¶∞π¢∂À™∏ (¶∂ƒπ√¢π∫√) (∂ÈÌ.: °. ¶ÂÚ‰›Î˘), ««∞ÊȤڈ̷: ∏∞Ê‹ÁËÛË ÛÙËÓ ¶.∂.», °È· ÙËÓ ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ∂η›‰Â˘ÛË, Ù¯. 39 (2007), ÛÛ. 7-19.* ∞Ê‹ÁËÛË (ÚËÙÔÚÈ΋) * ∂η›‰Â˘ÛË * ¢È·‰Èηۛ· Ì¿ıËÛ˘ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ƒfiÏÔ˜ ÙԢηıËÁËÙ‹ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜ * ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔÌ›· * ∂ÈÎÔÈÓˆÓ›· * æ˘¯·ÁˆÁ›· * ¶ÂÚÈ‚¿Ï-ÏÔÓ - ¶ÚÔÛÙ·Û›· * ¶ÂÚÈ‚¿ÏÏÔÓ Î·È ·È‰È¿ * ÕÓıÚˆÔ˜ - OÈÎÔÏÔÁ›· * ¶·Ú·Ì‡ıÈ· * ¶ÚÔÛ¯ÔÏÈ΋

84

∞ÁˆÁ‹ * ∂ıÓÔÏÔÁ›· * ŒÚ¢ӷ * ∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¶ÂÚÈ-‚·ÏÏÔÓÙÈ΋ ÌÂϤÙË * ª¤ıÔ‰Ô˜ Project (∂η›‰Â˘ÛË)

¢IA¡∂§§√À °§À∫∂ƒπ∞ [Î.¿.], «¶ÚfiÁÚ·ÌÌ· ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋˜ ∂η›‰Â˘Û˘ ÁÈ· ·È‰È¿ ÓËȷ΋˜‹ ÚÒÙ˘ Û¯ÔÏÈ΋˜ ËÏÈΛ·˜. £¤Ì· ÂÚÁ·Û›·˜: ÙÔ Û›ÙÈ Ì·˜. √ ÚÒÙÔ˜ ˘Ú‹Ó·˜ ηÏÏȤÚÁÂÈ·˜ ÂÚÈ-‚·ÏÏÔÓÙÈ΋˜ Û˘Ó›‰ËÛ˘», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 104 (2007), ÛÛ. 14-17.* ¶ÚÔÛÙ·Û›· ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ * ™›ÙÈ * ∫·ÙÔÈ˘ - ™¯¤‰ÈÔ Î·È Î·Ù·Û΢‹ * ∫·ÙÔÈ˘ - ∫·-ٷӿψÛË ÂÓ¤ÚÁÂÈ·˜ * ™¯¤‰ÈÔ ∂ÚÁ·Û›·˜ * ª¤ıÔ‰Ô˜ Project (∂η›‰Â˘ÛË) * ¶ÚÔÛ¯ÔÏÈ΋ ∞Áˆ-Á‹

™π¡∞¡πø∆∏™ ∫ø™∆∞™, ««√ÈÎÔfiÏÂȘ. √È Ú¿ÛÈÓ˜ fiÏÂȘ ÙÔ˘ ̤ÏÏÔÓÙÔ˜», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂È-ÛÙ‹Ì˘, Ù¯. 317 (2007), ÛÛ. 16-28.* ¶ÂÚÈ‚¿ÏÏÔÓ * √ÈÎÔÏÔÁ›· * ∆¯ÓÔÏÔÁ›· * ∞ӷ·ÎψÛË * ∞ÈÔÏÈ΋ ÂÓ¤ÚÁÂÈ· * ∏Ïȷ΋ ÂÓ¤ÚÁÂÈ· *Ãψڛ‰· * ÕÓıÚˆÔ˜ * ¶ÔÏÂÔ‰ÔÌ›·

™√°π∞™ ∞¡∆ø¡∏™, ««∏ ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ∂η›‰Â˘ÛË Î·È Ô ÚfiÏÔ˜ ÙÔ˘ ‰·ÛοÏÔ˘», ¢ÔΛ ÌÔÈ, Ù¯.9 (2007), ÛÛ. 58-61.* ¶ÂÚÈ‚¿ÏÏÔÓ - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * µÈˆ-Ì·ÙÈ΋ Ì¿ıËÛË * ™˘ÌÌÂÙÔ¯È΋ Ì¿ıËÛË * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹

™Àª∂√À §√´∑√™, ∑∞Ã∞ƒπ√À ∞ƒ∞µ∂§§∞, µ∞§∞¡π¢∏™ ¡π∫√™, ««¶ÂÚÈ‚·ÏÏÔÓÙÈο ÚÔÁÚ¿Ì-Ì·Ù· ‰Ú¿Û˘ ÛÙËÓ ÎÔÈÓfiÙËÙ·: Ë ÂÌÂÈÚ›· ÙˆÓ ÁÔÓ¤ˆÓ Ù˘ ∫‡ÚÔ˘», ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4(2007), ÛÛ. 197-211.* ∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· * ¶ÚÔÛÙ·Û›· ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ * ™˘ÌÌÂÙÔ¯‹ ÁÔÓ¤ˆÓ * ™¯¤ÛË ÁÔÓÈÔ‡- ÎÔÈÓfiÙËÙ·˜ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ * ∫‡ÚÔ˜ñ This paper focuses on parents’ participation in environmental education programs

implemented in 16 pre-primary and primary schools during 2003-2004 in Cyprus. Theprograms targeted the participation of parents and the local community in action communityprojects. The paper reports on the attitudes and opinions of the participating parents about theirparticipation in the programs. Data was collected through two separate questionnairesadiministered to parents before the implementation of the program and after its completion. Acomparative analysis of their responses suggests that, even though parents voluntarily investedtime and effort for participating in the program, they faced specific practical difficulties in doingso. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

77.2 ¢π∞¶√§π∆π™ªπ∫∏ ∂∫¶∞π¢∂À™∏

∞§∂•√¶√À§√À ª∞ƒπ∞-¶∞ƒ£∂¡∞, ∫ø∆∆√À§∞ ª∞ƒπ∞, «∏ Û˘ÌÊÈÏ›ˆÛË Ì ÙËÓ ÂÙÂÚfiÙËÙ· ˆ˜ÌÂÙ·Û¯ËÌ·ÙÈÛÙÈ΋ ·ÓÙ›ÏË„Ë Ù˘ Û¯ÔÏÈ΋˜ ÊÈÏÔÛÔÊ›·˜: Ì·ıËÙ¤˜ ¯ˆÚ›˜ ‰˘ÓËÙÈΤ˜ Ù·˘ÙfiÙËÙ˜»,∂Î·È‰Â˘ÙÈ΋ ∫ÔÈÓfiÙËÙ·, Ù¯. 84 (2007), ÛÛ. 30-37.* ∂η›‰Â˘ÛË Î·È ÎÔÈÓˆÓ›· * ¢È·ÊÔÚÂÙÈÎfiÙËÙ· * ™¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ * ™¯¤ÛË Î·ıËÁËÙ‹-Ì·ıËÙ‹ *¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈ΋ Ú·ÎÙÈ΋

85

°∫√∆√µ√™, ∞£∞¡∞™π√™, «∂η›‰Â˘ÛË ¯ˆÚ›˜ Ù·˘ÙfiÙËÙ·; ¢ÈÏ‹ÌÌ·Ù· ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ Ù˘ ·È-‰Â›·˜ ÛÙË Û‡Á¯ÚÔÓË ÂÔ¯‹», Aspects Today, Ù¯. 15 (2007), ÛÛ. 35-42.* ∂η›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ¶ÔÏÈÙÈÛÙÈ΋ Ù·˘ÙfiÙËÙ· * ™¯ÔÏÂ›Ô * ∂ÏÏ¿‰· * ∂Î·È‰Â˘ÙÈ-Îfi˜

§π∞∫√¶√À§√À ª∞ƒπ∞, ««∏ ÚÔÂÙÔÈÌ·Û›· ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ¶ÚˆÙÔ‚¿ıÌÈ·˜ Î·È ¢Â˘ÙÂÚÔ‚¿ı-ÌÈ·˜ ∂η›‰Â˘Û˘ ÁÈ· ÙÔ ÔÏ˘ÔÏÈÙÈÛÌÈÎfi Û¯ÔÏ›Ô: ¤Ó· Û¯¤‰ÈÔ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ηٿÚÙÈÛ˘ Î·È ÂÈ-ÌfiÚʈÛ˘», ¶·È‰·ÁˆÁÈ΋ ∂ÈıÂÒÚËÛË, Ù¯. 44 (2007), ÛÛ. 63-82.* ∫·ıËÁËÙ‹˜ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂·ÁÁÂÏÌ·ÙÈ΋ ∫·Ù¿Ú-ÙÈÛË * ¶ÔÏ˘ÔÏÈÙÈÛÌÈÎfiÙËÙ·

ª∞Àƒ√À™√À¢∏ ∏ƒø, ««√È ÂÈÎÔÓÔÁÚ·ÊË̤Ó˜ ÌÈÎÚ¤˜ ÈÛÙÔڛ˜ Î·È Ô ÚfiÏÔ˜ ÙÔ˘˜ ÛÙË ¢È·ÔÏÈÙÈ-ÛÌÈ΋ Eη›‰Â˘ÛË», ∂Î·È‰Â˘ÙÈ΋ ∫ÔÈÓfiÙËÙ·, Ù¯. 83 (2007), ÛÛ. 29-31.* ¶ÚÔÛ¯ÔÏÈ΋ ∞ÁˆÁ‹ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¶·È‰È΋ ÏÔÁÔÙ¯ӛ· * ∂ÈÎÔÓÔÁÚ·ÊË̤ӷ ‚È-‚Ï›· * •¤ÓÔ˜ Ì·ıËÙ‹˜ * ∫ÔÈÓˆÓÈÎÔÔ›ËÛË

™À°∫ƒπ∆π∫∏ ∫∞π ¢π∂£¡∏™ ∂∫¶∞π¢∂À∆π∫∏ ∂¶π£∂øƒ∏™∏ (¶∂ƒπ√¢π∫√) [∂ÈÌ.: °ÈÒÚÁÔ˜¡ÈÎÔÏ¿Ô˘], ««∞ÊȤڈ̷: ÔÏÈÙÈÛÌÈΤ˜ Ù·˘ÙfiÙËÙ˜. ∂ÙÂÚfiÙËÙ·. ¢È·ÔÏÈÙÈÛÌÈ΋ ∂η›‰Â˘ÛË», ™˘ÁÎÚÈ-ÙÈ΋ Î·È ¢ÈÂıÓ‹˜ ∂Î·È‰Â˘ÙÈ΋ ∂ÈıÂÒÚËÛË, Ù¯. 9 (2007), ÛÛ. 13-151.* ªÂÈÔÓfiÙËÙ˜ - ∂η›‰Â˘ÛË * ªÂÈÔÓfiÙËÙ˜ - ∂ıÓÈ΋ Ù·˘ÙfiÙËÙ· * ∂˘Úˆ·˚΋ ∫ÔÈÓfiÙËÙ· * £Ú¿ÎË,¢˘ÙÈ΋ * ªÔ˘ÛÔ˘ÏÌ¿ÓÔÈ * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ∆ÛÈÁÁ¿ÓÔÈ - ∂η›‰Â˘ÛË * ∫ÔÈÓˆÓÈ΋ ·ÓÈÛfiÙË-Ù· * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· * ∂ÙÂÚfiÙËÙ· * ŒÓÙ·ÍË * ¶ÔÏÈÙÈÛÌÈ΋ Ù·˘-ÙfiÙËÙ· * ™¯ÔÏÂ›Ô * ƒfiÏÔ˜ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ * ¢ÈÂıÓ‹˜ ÔÚÁ·ÓÈÛÌfi˜ * ¶ÔÏÈÙÈ΋ ÁÈ· ·ÏÏÔ‰·Ô‡˜* ¶ÔÏÈÙÈ΋ Ù˘ ∫ÔÈÓfiÙËÙ·˜ * ¶ÔÏ˘ÔÏÈÙÈÛÌÈÎfiÙËÙ· * ∞ÓÂÎÙÈÎfiÙËÙ·

Ã∞∆∑∏¡π∫√§∞√À ∞°°∂§√™, ««∫ÚÈÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÙÔ˘ ·È‰·ÁˆÁÈÎÔ‡ Ï·ÈÛ›Ô˘ ÔÚÁ¿ÓˆÛ˘ Ù˘¢È·ÔÏÈÙÈÛÌÈ΋˜ ∂η›‰Â˘Û˘ Î·È Ô ÚfiÏÔ˜ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓØ Ë Û˘ÓÂÚÁ·Û›· ÙÔ˘˜ Ì ·È‰È¿ ƒÔ-Ì¿», °¤Ê˘Ú˜, Ù¯. 35 (2007), ÛÛ. 6-25.* ¶ÔÏ˘ÔÏÈÙÈÛÌÈÎfiÙËÙ· * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ∆ÛÈÁÁ¿ÓÔ˜ * ƒfiÏÔ˜ ÙԢηıËÁËÙ‹ * ™¯ÔÏÈ΋ ·ÔÙ˘¯›·

77.3 ™Àªµ√À§∂À∆π∫∏ ∫∞π ∂¶∞°°∂§ª∞∆π∫√™ ¶ƒ√™∞¡∞∆√§π™ª√™

µ∞™π§∂π√À-µ√À∆Àƒ∞ ∞¡∞™∆∞™π∞, «∏ ›‰Ú·ÛË Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ ÛÙË Ï‹„Ë Â·ÁÁÂÏÌ·ÙÈÎÒÓ·ÔÊ¿ÛÂˆÓ ·fi Ì·ıËÙ¤˜ ÙˆÓ ∆.∂.∂.», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯.80/81 (2007), ÛÛ. 21-42.* ∆¯ÓÈ΋ ∂·ÁÁÂÏÌ·ÙÈ΋ ∂η›‰Â˘ÛË * ∂·ÁÁÂÏÌ·ÙÈ΋ ÂÎÏÔÁ‹ * √ÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ *∂ÈÚÚÔ‹ * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * ∞ı‹Ó·ñ ™ÎÔfi˜ Ù˘ ·ÚÔ‡Û·˜ ¤Ú¢ӷ˜ Â›Ó·È Ó· Û˘Ì‚¿ÏÂÈ Ì ÂÌÂÈÚÈο ‰Â‰Ô̤ӷ ÛÙÔ Ó· ‰ÈÂÚ¢ÓËı› Ë

Û¯¤ÛË Ù˘ ÔÈÎÔÁÂÓÂȷ΋˜ ÏÂÈÙÔ˘ÚÁ›·˜ Ì ÙȘ ·ÁÁÂÏÌ·ÙÈΤ˜ ÚÔÙÈÌ‹ÛÂȘ ÙˆÓ Ó¤ˆÓ, Ô˘ ÊÔÈ-ÙÔ‡Ó ÛÙË ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË Î·È Û˘ÁÎÂÎÚÈ̤ӷ ÛÙË µ’ Î·È °’ ∆¿ÍË ÙˆÓ ∆.∂.∂. ∆Ô Û˘Ì-ÌÂÙ¤¯ÔÓ ‰Â›ÁÌ· ÛÙËÓ ¤Ú¢ӷ ‹Ù·Ó 150 Ì·ıËÙ¤˜, ÔÈ ÔÔ›ÔÈ ÚÔ¤Ú¯ÔÓÙ·Ó ·fi ∆.∂.∂. Ù˘ ¢˘ÙÈ΋˜∞ı‹Ó·˜. ÃÔÚËÁ‹ıËΠÂÚˆÙËÌ·ÙÔÏfiÁÈÔ ÂÓÈ·›·˜ ÌÔÚÊ‹˜, Ô˘ ··ÚÙ›˙ÂÙ·È ·fi ÙÚ›· ̤ÚË. ∆Ô

86

ÚÒÙÔ Ì¤ÚÔ˜ Â›Ó·È ·˘ÙÔÛ¯¤‰ÈÔ Î·È ·ÊÔÚ¿ ‰ËÌÔÁÚ·ÊÈο Î·È ÔÈÎÔÁÂÓÂȷο ÛÙÔȯ›·. ∆Ô ‰Â‡ÙÂÚÔ̤ÚÔ˜ ·ÔÙÂÏÂ›Ù·È ·fi ÙËÓ ∫ϛ̷η ∞ÍÈÔÏfiÁËÛ˘ Ù˘ √ÈÎÔÁÂÓÂȷ΋˜ §ÂÈÙÔ˘ÚÁ›·˜, FACES II(Family Adaptability and Cohesion Evaluation Scale), ÙÔ˘ David Olson Î·È ÙÔ ÙÚ›ÙÔ Ì¤ÚÔ˜ ·fiÙËÓ ∫ϛ̷η §‹„˘ ∂·ÁÁÂÏÌ·ÙÈ΋˜ ∞fiÊ·Û˘, CDS (Career Decision Scale), ÙÔ˘ SamuelOsipow. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∑∂ƒµ√™ °ƒ∏°√ƒ∏™ £., «√È Â·ÁÁÂÏÌ·ÙÈΤ˜ ÚÔÔÙÈΤ˜ ÙˆÓ ·ÙfiÌˆÓ Ì ·Ó·ËÚ›·», ∂ÈıÂÒÚË-ÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 99-115.* ™ˆÌ·ÙÈο ÌÂÈÔÓÂÎÙÒÓ * ∂·ÁÁÂÏÌ·ÙÈ΋ ÂÎÏÔÁ‹ * ∂·ÁÁÂÏÌ·ÙÈ΋ ·ÔηٿÛÙ·ÛË * ∂ÚÁÔ‰fiÙ˘ *∫ÔÈÓˆÓÈο ÚÔ‚Ï‹Ì·Ù· * πÛÙÔÚÈ΋ ¤Ú¢ӷñ ™ÎÔfi˜ Ù˘ Û˘ÁÎÂÎÚÈ̤Ó˘ ÂÚÁ·Û›·˜ ‹Ù·Ó Ë ‰ÈÂÚ‡ÓËÛË ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Û˘ÌÌÂÙÔ¯‹˜ ÙˆÓ

·ÙfiÌˆÓ Ì ·Ó·ËÚ›· ÛÙȘ ·Ú·ÁˆÁÈΤ˜ ‰È·‰Èηۛ˜ Ù˘ ÎÔÈÓˆÓ›·˜, Ô˘ ˙Ô˘Ó. ¶ÚÔÎÂÈ̤ÓÔ˘Ó· ¤¯Ô˘Ì ÛÊ·ÈÚÈ΋ ÂÈÎfiÓ· ÙÔ˘ ˙ËÙ‹Ì·ÙÔ˜ Ô˘ Ì·˜ ··Û¯fiÏËÛÂ, ıˆڋ۷Ì ÛÎfiÈÌÔ Ó··Ó·ÊÂÚıԇ̠·Ú¯Èο ÙfiÛÔ ÛÙ· ÎÚÈÙ‹ÚÈ· ÂÚÁ·Û›·˜ ÙˆÓ ÂÊ‹‚ˆÓ ÁÂÓÈο Î·È ÛÙ· ÂÌfi‰È· Ù˘·ÁÁÂÏÌ·ÙÈ΋˜ ÂͤÏÈ͢ ÙˆÓ ·Ó·‹ÚˆÓ, fiÛÔ Î·È ÛÙ· ¯·Ú·ÎÙËÚÈÛÙÈο ÙÔ˘ ÎfiÛÌÔ˘ Ù˘ ÂÚÁ·-Û›·˜, fiˆ˜ ·˘Ù¿ ‰È·ÌÔÚÊÒÓÔÓÙ·È ÛÙȘ Û‡Á¯ÚÔÓ˜ ÎÔÈӈӛ˜. ∏ ÈÛÙÔÚÈ΋ ·Ó·ÛÎfiËÛË, Ô˘ÂȯÂÈÚ‹Û·Ì ۯÂÙÈο Ì ÙȘ ·ÁÁÂÏÌ·ÙÈΤ˜ ÚÔÔÙÈΤ˜ ÙˆÓ ·Ó·‹ÚˆÓ Û ‰È¿ÊÔÚ˜ ÎÔÈÓˆ-ӛ˜ ·fi ÙËÓ ·Ú¯·ÈfiÙËÙ· ̤¯ÚÈ Û‹ÌÂÚ· ‹Ù·Ó ¿ÎÚˆ˜ ‰È·ÊˆÙÈÛÙÈ΋ ÁÈ· ÙÔ ı¤Ì· Ì·˜. (¶ÂÚÈÎÔ‹ÂÚ›Ï˄˘)

∫∞∆™πƒ∞™ §∂ø¡π¢∞™, ««∆ÚfiÔ˜ ÂÚÁ·Û›·˜ °ƒ∞™∂¶ (°Ú·Ê›Ԣ ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ∂·ÁÁÂÏÌ·-ÙÈÎÔ‡ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡) ∂ÛÂÚÈÓÔ‡ °˘ÌÓ·Û›Ô˘ ¡. πˆÓ›·˜», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ ηȶÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 314-322.* ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ∂ÛÂÚÈÓfi πÓÛÙÈÙÔ‡ÙÔ * ™‡Ì‚Ô˘ÏÔ˜ ÚÔÛ·Ó·ÙÔ-ÏÈÛÌÔ‡ * ƒfiÏÔ˜ * ªÂϤÙË ÂÚ›ÙˆÛ˘ * ¡¤· πˆÓ›· (∞ÙÙÈ΋)ñ ∏ «™˘Ì‚Ô˘Ï¢ÙÈ΋-¶ÚÔÛ·Ó·ÙÔÏÈÛÌfi˜» Â›Ó·È ÌÈ· ‰È·‰Èηۛ· ·ÏÏËÏ›‰Ú·Û˘ ÌÂٷ͇ ÙÔ˘ Û˘Ì-

‚Ô‡ÏÔ˘ Î·È ÙˆÓ ·ÙfiÌˆÓ Ô˘ ·Â˘ı‡ÓÔÓÙ·È Û’ ·˘ÙfiÓ, Ë ÔÔ›· ÚÔÛÂÁÁ›˙ÂÈ ÎÔÈÓˆÓÈο, ÔÏÈÙÈÛÌÈ-ο, ÎÔÈÓˆÓÈÎÔÔÈÎÔÓÔÌÈο Î·È Û˘Ó·ÈÛıËÌ·ÙÈο ı¤Ì·Ù·. √ ÁÂÓÈÎfi˜ ÛÙfi¯Ô˜ Ù˘ Û˘Ì‚Ô˘Ï¢ÙÈ΋˜Â›Ó·È Ó· ‰ÒÛÂÈ ÛÙ· ¿ÙÔÌ· ¢ηÈڛ˜ Ó· ÂÂÍÂÚÁ·ÛÙÔ‡Ó ı¤Ì·Ù· Ô˘ Ù· ··Û¯ÔÏÔ‡Ó Ì ÛÎÔfi Ó·˙‹ÛÔ˘Ó ÌÈ·, ηٿ ÙËÓ ÎÚ›ÛË ÙÔ˘˜, ÈÔ ÈηÓÔÔÈËÙÈ΋ Î·È ÔχÏ¢ÚË ˙ˆ‹, ÚÔÛˆÈο, ·ÏÏ¿ ηÈÛ·Ó Ì¤ÏË ÌÈ·˜ ¢ڇÙÂÚ˘ ÎÔÈÓˆÓ›·˜. √È Ú·Á‰·›Â˜ ÂÍÂÏ›ÍÂȘ Û’ fiÏÔ˘˜ ÙÔ˘˜ ÙÔÌ›˜ Ù˘ ÎÔÈÓˆÓÈ΋˜˙ˆ‹˜ ηıÈÛÙÔ‡Ó ÂÈÙ·ÎÙÈ΋ ÙËÓ ·Ó¿ÁÎË ÙÔ˘ ıÂÛÌÔ‡. ∆Ô °ƒ∞™∂¶ ÛÙËÚ›¯ıËΠ΢ڛˆ˜ ÛÙË Û˘Ì-‚Ô˘Ï¢ÙÈ΋ Ú¿ÍË. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¶∞¶∞¢√¶√À§√À ∫ø¡™∆∞¡∆π¡∞ ∫., ««¢ÈÂÚ‡ÓËÛË ÙˆÓ Â˘Î·ÈÚÈÒÓ ÂÈÛ·ÁˆÁ‹˜ ÙÔ˘ ÚÔ‚ÏË-Ì·ÙÈÛÌÔ‡ Û ı¤Ì·Ù· ÈÛfiÙËÙ·˜ ÙˆÓ Ê‡ÏˆÓ ÛÙË ‰È·‰Èηۛ· ÙÔ˘ ™¯ÔÏÈÎÔ‡ ∂·ÁÁÂÏÌ·ÙÈÎÔ‡ ¶ÚÔ-Û·Ó·ÙÔÏÈÛÌÔ‡: ÌÂϤÙË ÙÔ˘ Û¯ÔÏÈÎÔ‡ ÂÁ¯ÂÈÚȉ›Ô˘ ™∂¶ ∞’ ÙÙ¿Í˘ ∂ÓÈ·›Ô˘ §˘Î›Ԣ “™¯Â‰È¿˙ˆ ÙÔ̤ÏÏÔÓ ÌÔ˘”», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 197-214.* ¢Â‡ÙÂÚÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ∂·ÁÁÂÏÌ·ÙÈÎfi˜ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌfi˜ * ¢È‰·ÎÙÈ-Îfi ‚È‚Ï›Ô * ∞Ó¿Ï˘ÛË ÂÚȯÔ̤ÓÔ˘ * ¢È·ÎÚ›ÛÂȘ ÏfiÁˆ ʇÏÔ˘ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ·ñ √ ™¯ÔÏÈÎfi˜ ∂·ÁÁÂÏÌ·ÙÈÎfi˜ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌfi˜ Â›Ó·È Ô Î·ÙÂÍÔ¯‹Ó ıÂÛÌfi˜ ÛÙÔ ¯ÒÚÔ Ù˘ Âη›-

‰Â˘Û˘, Ô˘ ÚÔÛʤÚÂÙ·È ÁÈ· ÙËÓ ÚÔÒıËÛË Ó¤ˆÓ ·ÓÙÈÏ‹„ˆÓ, ÛÙ¿ÛÂˆÓ Î·È È‰ÂÒÓ Û ı¤Ì·Ù·ÈÛfiÙËÙ·˜ ÙÔ˘ ʇÏÔ˘. ∏ Û˘ÁÎÂÎÚÈ̤ÓË ¤Ú¢ӷ ‰Ú¿Û˘ ÌÂÏÂÙ¿ ÙÔ Û¯ÔÏÈÎfi ÂÁ¯ÂÈÚ›‰ÈÔ ™∂¶ Ù˘ ∞’Ù¿Í˘ §˘Î›Ԣ, «™¯Â‰È¿˙ˆ ÙÔ Ì¤ÏÏÔÓ ÌÔ˘» Î·È ÛÎÔfi ¤¯ÂÈ Ó· ‰ÈÂÚ¢ӋÛÂÈ Î·Ù¿ fiÛÔ ÂÈÛ¿ÁÂÙ·ÈÔ ÚÔ‚ÏËÌ·ÙÈÛÌfi˜ Ù˘ ÈÛfiÙËÙ·˜ Ì ÙËÓ ÔÙÈ΋ ÙÔ˘ ʇÏÔ˘, ÛÙ· ΛÌÂÓ·, ÛÙȘ ÂÈÎfiÓ˜, ÛÙÔ˘˜

87

·ÁÁÂÏÌ·ÙÈÎÔ‡˜ ÚfiÏÔ˘˜ Î·È Ù›ÙÏÔ˘˜ Î·È ÛÙË ¯Ú‹ÛË Ù˘ ÁÏÒÛÛ·˜ Ô˘ ΢ÚÈ·Ú¯Ô‡Ó ÛÙÔ ‚È‚Ï›Ô.ÃÚËÛÈÌÔÔÈ‹ıËÎÂ Ë Ì¤ıÔ‰Ô˜ Ù˘ ∞Ó¿Ï˘Û˘ ÙÔ˘ ¶ÂÚȯÔ̤ÓÔ˘ (Content Analysis). (¶ÂÚÈÎÔ‹ÂÚ›Ï˄˘)

™π¢∏ƒ√¶√À§√À-¢∏ª∞∫∞∫√À ¢∂™¶√π¡∞, ¶∞À§∞∫√™ ¡π∫√§∞√™ ∫., «∂ÍÂȉÈÎÂ˘Ì¤Ó˜‰ÂÍÈfiÙËÙ˜ ÙˆÓ Û˘Ì‚Ô‡ÏˆÓ ∂·ÁÁÂÏÌ·ÙÈÎÔ‡ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ ÛÙËÓ ∂ÏÏ¿‰·», ∂ÈıÂÒÚËÛË ™˘Ì-‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 231-255.* ™‡Ì‚Ô˘ÏÔ˜ ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * ¢ÂÍÈfiÙËÙ˜ * ∂·ÁÁÂÏÌ·ÙÈ΋ ηٿÚÙÈÛË *∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ·ñ ™ÎÔfi˜ Ù˘ ·ÚÔ‡Û·˜ ¤Ú¢ӷ˜ Â›Ó·È Ó· ηٷÁÚ·Ê› Ô ‚·ıÌfi˜ ÛÙÔÓ ÔÔ›Ô ÔÈ Û‡Ì‚Ô˘ÏÔÈ Â·Á-

ÁÂÏÌ·ÙÈÎÔ‡ ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ ‰È·ı¤ÙÔ˘Ó, ˆ˜ ·ÔÙ¤ÏÂÛÌ· Ù˘ ̤¯ÚÈ ÙÒÚ· Âη›‰Â˘Û‹˜ ÙÔ˘˜,ÔÚÈṲ̂Ó˜ ÂÍÂȉÈÎÂ˘Ì¤Ó˜ ‰ÂÍÈfiÙËÙ˜ Ô˘ ÎÚ›ÓÔÓÙ·È ··Ú·›ÙËÙ˜ ÁÈ· ÙËÓ ¿ÛÎËÛË ÙÔ˘ ¤ÚÁÔ˘ÙÔ˘˜, ηıÒ˜ Î·È ÔÈ ·Ó¿ÁΘ ÙÔ˘˜ ÁÈ· ÂÚ·ÈÙ¤Úˆ Âη›‰Â˘ÛË. ™‡Ìʈӷ Ì ٷ ·ÔÙÂϤÛÌ·Ù· Ù˘¤Ú¢ӷ˜, ÔÈ Û‡Ì‚Ô˘ÏÔÈ ıˆÚÔ‡Ó fiÙÈ ¤¯Ô˘Ó ÂÎ·È‰Â˘Ù› ·ÔÙÂÏÂÛÌ·ÙÈο ÛÙȘ ‰ÂÍÈfiÙËÙ˜ Ù˘ Û˘Ì-‚Ô˘Ï¢ÙÈ΋˜, ÂÓÒ Ë ‰È·¯Â›ÚÈÛË ÏËÚÔÊÔÚÈÒÓ Â›Ó·È Ô ÙÔ̤·˜ ÛÙÔÓ ÔÔ›Ô Ê·›ÓÂÙ·È Ó· ¤¯Ô˘Ó ÙËÌÂÁ·Ï‡ÙÂÚË ·Ó¿ÁÎË Î·Ù¿ÚÙÈÛ˘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

Ã∞ƒ√∫√¶∞∫∏ ∞ƒ°Àƒø, ««¢È·ÌÔÚÊÔ‡ÌÂÓ˜ Ù¿ÛÂȘ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜ Î·È ÔÈ ÂÈÙÒÛÂȘÛÙÔ Ï·›ÛÈÔ Î·È ÙÔ ÂÚȯfiÌÂÓÔ Ù˘ ÂÚÁ·Û›·˜. ∏ ‰È·ÊÔÚÔÔ›ËÛË Ù˘ ·ÓÙ›Ï˄˘ ÁÈ· ÙË ÛÙ·-‰ÈÔ‰ÚÔÌ›·», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 281-295.* ∞ÁÔÚ¿ ÂÚÁ·Û›·˜ * ∆¿ÛË * ™Ù·‰ÈÔ‰ÚÔÌ›· * ∂·ÁÁÂÏÌ·ÙÈ΋ ÎÈÓËÙÈÎfiÙËÙ· * ∂ÍÂȉ›Î¢ÛË * £ÂˆÚË-ÙÈ΋ ¤Ú¢ӷñ ∆Ô Ó¤Ô Ï·›ÛÈÔ ·Ú·ÁˆÁ‹˜, Ì ÙËÓ ·Ó¿Ù˘ÍË Ù˘ ÁÓÒÛ˘ Î·È ÙË ‰È¿¯˘ÛË Ù˘ ÏËÚÔÊÔÚ›·˜ ˆ˜

‚·ÛÈÎÔ‡˜ Û˘ÓÙÂÏÂÛÙ¤˜ Ù˘, ÚÔηÏ› ÚÈ˙ÈΤ˜ ·ÏÏ·Á¤˜ ÛÙËÓ ÚÔÛÊÔÚ¿ Î·È ˙‹ÙËÛË ÂÚÁ·Û›·˜,ÛÙËÓ ÔÚÁ¿ÓˆÛË ·˘Ù‹˜ Û fiÏÔ˘˜ ÙÔ˘˜ ÙÔÌ›˜ ··Û¯fiÏËÛ˘ Î·È ÛÙÔ Â›‰Ô˜ Î·È ÙË Û‡ÓıÂÛË ÙˆÓ·ÁÁÂÏÌ·ÙÈÎÒÓ ‰Ú·ÛÙËÚÈÔًوÓ. ŒÙÛÈ ¤¯Ô˘Ì Ӥ˜ ÌÔÚʤ˜ ÂÚÁ·Û›·˜ Ô˘ Ô‰ËÁÔ‡Ó Î·È Û Ӥ-˜ ·Ú¯¤˜ ·Ó¿Ù˘Í˘ ÙˆÓ ÂÚÁ·ÛÈ·ÎÒÓ ‰Ú·ÛÙËÚÈÔÙ‹ÙˆÓ (‰È·ÊÔÚÔÔÈ‹ÛÂȘ ÛÙȘ ··ÈÙÔ‡ÌÂÓ˜ ‰Â-ÍÈfiÙËÙ˜ ÁÈ· ¤ÓÙ·ÍË Î·È «ÏÂÈÙÔ˘ÚÁÈÎfiÙËÙ·» Û fiÏÔ˘˜ ÙÔ˘˜ ÙÔÌ›˜ ··Û¯fiÏËÛ˘, ÔÏ˘Âȉ›Î¢ÛË(multiskilling), ·ÏÏËÏÔÛ˘ÌÏ‹ÚˆÛË ÂÚÁ·ÛÈ·ÎÒÓ ‰Ú·ÛÙËÚÈÔÙ‹ÙˆÓ (job sharing), ÂÚÁ·Û›· ηٿÔÌ¿‰Â˜ (team work), ÂÌÏÔ˘ÙÈÛÌfi ÙˆÓ ÂÚÁ·ÛÈ·ÎÒÓ Î·ıËÎfiÓÙˆÓ (job enrichment) ηıÒ˜ ηÈÓ¤· ›‰· ÔÚÁ¿ÓˆÛ˘ Ù˘ ÂÚÁ·Û›·˜ (ÙËÏÂÂÚÁ·Û›· ‹ ÂÚÁ·Û›· ÛÙÔ Û›ÙÈ, ÌÂÚÈ΋, Âԯȷ΋ ‹ÚÔÛˆÚÈÓ‹ ··Û¯fiÏËÛË Î.¿.). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

77.4 ∞°ø°∏ À°∂π∞™

∞¶√™∆√§√À πø∞¡¡∞, «∆Ô ·›ÓÈÁÌ· Ù˘ ηÊ½Ó˘», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 319 (2007),ÛÛ. 46-53.* DNA * ∂ÁΤʷÏÔ˜ * º¿Ú̷η * ¢È·Ù·Ú·¯‹ Û˘ÌÂÚÈÊÔÚ¿˜ * ∂ȉfiÛÂȘ

∫∞¡∆∂ƒ∂-§πµ∂ƒ∏ ∞¡∞™∆∞™π∞, ««∏ ·Ó·ÁηÈfiÙËÙ· ÛÙ‹ÚÈ͢ ÙÔ˘ ıÂÛÌÔ‡ ÙˆÓ ¶ÚÔÁÚ·ÌÌ¿ÙˆÓ∞ÁˆÁ‹˜ ÀÁ›·˜ ÛÙ· Û¯ÔÏ›· Ù˘ ¶ÚˆÙÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘», ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 544(2007), ÛÛ. 250-252.

88

* ∫·Ï‹ „˘¯È΋ Î·È Ê˘ÛÈ΋ ηٿÛÙ·ÛË * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ¢È·-ÙÚÔÊ‹ - ¢È·Ù·Ú·¯¤˜ * ∞ÏÎÔfiÏ Î·È ÓÂÔÏ·›· * ™‡Á¯ÚÔÓË ¤Ú¢ӷ

§∞∑∞ƒ∞∫∏ ¡√∆∞, «™‡Ó‰ÚÔÌÔ Ú·‰ÈÂÓ¤ÚÁÂÈ·˜», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 319 (2007), ÛÛ.54-63.* ¶˘ÚËÓÈÎÔ› ·ÓÙȉڷÛÙ‹Ú˜ * ¶˘ÚËÓÈο fiÏ· * ∞ÎÙÈÓÔ‚ÔÏ›· * ™˘ÌÙÒÌ·Ù· * º¿Ú̷η * ªÂÙ·Ìfi-Û¯Â˘ÛË * ŒÚ¢Ó˜ * DNA

— ««ÕÛÎËÛË Î·È ˘Á›· - ∆· ÂÈÛÙËÌÔÓÈο Â˘Ú‹Ì·Ù·», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 318(2007), ÛÛ. 10-19.* °˘ÌÓ·ÛÙÈ΋ * ÀÁ›· * ¶·¯˘Û·ÚΛ· * ™ÒÌ·, ∞ÓıÚÒÈÓÔ

ª¶∂ª¶∏ ™∆À§π∞¡∏, ««∏ ·Ó·ÁηÈfiÙËÙ· Ù˘ ∫˘ÎÏÔÊÔÚȷ΋˜ ∞ÁˆÁ‹˜», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË,Ù¯. 149 (2007), ÛÛ. 157-176.* ∫˘ÎÏÔÊÔÚȷ΋ ∞ÁˆÁ‹ ÁÈ· ·È‰È¿ * ∆ÚÔ¯·›· ·Ù˘¯‹Ì·Ù· * √‰È΋ ·ÛÊ¿ÏÂÈ· * ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋∂η›‰Â˘ÛË * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ŒÚ¢ӷ

™∆∞Ã∆∂∞™ Ã∞ƒ∞§∞ª¶√™ ¶., ∆π§∂§∏ ∞§∂•∞¡¢ƒ∞ ¶., ««∏ ÂÚÈı·Ó¿ÙÈ· ·ÁˆÁ‹ ÙÔ˘ ·È‰ÈÔ‡ˆ˜ ̤ÚÔ˜ Ù˘ ∞ÁˆÁ‹˜ ÀÁ›·˜: ·Ó·ÁηÈfiÙËÙ· Î·È Ï·›ÛÈÔ ·ÚÔ¯‹˜ ÛÙËÓ ÔÈÎÔÁ¤ÓÂÈ· Î·È ÛÙÔ Û¯Ô-Ï›Ô. ∞Ó·˙ËÙÒÓÙ·˜ ÙȘ ¯·Ì¤Ó˜ Á¤Ê˘Ú˜», ¡¤· ¶·È‰Â›·, Ù¯. 123 (2007), ÛÛ. 103-116.* ¶·È‰È¿ Î·È ı¿Ó·ÙÔ˜ * æ˘¯È΋ ˘Á›· * ™˘Ó·ÈÛıËÌ·ÙÈ΋ Âη›‰Â˘ÛË * ™Ù¿ÛË ÁÔÓ¤ˆÓ * ÀÔÛÙ‹ÚÈ-ÍË (√ÈÎÔÁÂÓÂȷΤ˜ Û¯¤ÛÂȘ) * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹

88. ∂∫¶∞π¢∂À∆π∫√ À§π∫√ ∫∞π ∂∫¶∞π¢∂À∆π∫∏ ∆∂á√§√°π∞

∂À∞°°∂§√À √¢À™™∂∞™, «∏ ·Ó¿Ù˘ÍË ÁψÛÛÈÎÒÓ Î·È Ì·ıËÌ·ÙÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ ÛÙËÓ ¶ÚÔÛ¯ÔÏÈ-΋ ∂η›‰Â˘ÛË Ì ÙË ¯Ú‹ÛË ˘ÔÏÔÁÈÛÙÒÓ», ™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯. 58 (2007), ÛÛ. 68-74.* ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * °ÏˆÛÛÈ΋ ·Ó¿Ù˘ÍË * ª·ıËÌ·-ÙÈο - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * §ÔÁÈÛÌÈÎfi

∫∞¡∆∑√À ¡π∫∏, ««ÃÚ‹ÛÈ̘ ‰È·‰ÈÎÙ˘·Î¤˜ ‰È¢ı‡ÓÛÂȘ», ™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯. 58 (2007),Û. 56.* ∫ÔÁ¯‡ÏÈ· * ¢È·‰›ÎÙ˘Ô (Internet) * ¶ÏËÚÔÊÔڛ˜ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

— ««ÃÚ‹ÛÈ̘ ‰È·‰ÈÎÙ˘·Î¤˜ ‰È¢ı‡ÓÛÂȘ», ™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯. 59 (2007), Û. 56.* ∂ÈÚ‹ÓË * ¢È·‰›ÎÙ˘Ô (Internet) * ¶ÏËÚÔÊÔڛ˜ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

— ««ÃÚ‹ÛÈ̘ ‰È·‰ÈÎÙ˘·Î¤˜ ‰È¢ı‡ÓÛÂȘ», ™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯. 60 (2007), Û. 80.* ∞ÓıÚÒÈÓ· ‰ÈηÈÒÌ·Ù· * ¢È·‰›ÎÙ˘Ô (Internet) * ¶ÏËÚÔÊÔڛ˜ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

89

9. ∂∫¶∞π¢∂À∆π∫∏ ∞•π√§√°∏™∏

∑√À°∞¡∂§∏ ∞π∫∞∆∂ƒπ¡∏ [Î.¿.], «∞ÍÈÔÏfiÁËÛË ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ¤ÚÁÔ˘», ∂ÈıÂÒÚËÛË ∂ηÈ-‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯. 13 (2007), ÛÛ. 135-151.* ∂Î·È‰Â˘ÙÈÎfi ¤ÚÁÔ * ∞ÍÈÔÏfiÁËÛË * ¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘ * ∂˘Úˆ·˚΋ ŒÓˆÛË * ∂ÏÏ¿‰· *πÛÙÔÚ›· Ù˘ ∂η›‰Â˘Û˘ñ ∏ ·ÍÈÔÏfiÁËÛË ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ¤ÚÁÔ˘ ·ÔÙÂÏ› ·Ó·ÌÊ›‚ÔÏ· ¤Ó· ·fi Ù· ΢ڛ·Ú¯· ˙ËÙ‹Ì·Ù·

ÛÙË Û‡Á¯ÚÔÓË Û˘˙‹ÙËÛË ÁÈ· ÙËÓ Âη›‰Â˘ÛË Û ÂıÓÈÎfi Î·È ‰ÈÂıÓ¤˜ ›‰Ô. ™‹ÌÂÚ· fiÏÔ Î·ÈÂÚÈÛÛfiÙÂÚÔ ·Ó·ÁÓˆÚ›˙ÂÙ·È Ë ¿Ô„Ë fiÙÈ Ë ·ÍÈÔÏfiÁËÛË ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ¤ÚÁÔ˘ ÌÔÚ› Ó··ÔÙÂϤÛÂÈ Ì˯·ÓÈÛÌfi ·Ó·ÙÚÔÊÔ‰fiÙËÛ˘ Î·È ÚÔ¸fiıÂÛË ‚ÂÏÙ›ˆÛ˘ Ù˘ ÔÈfiÙËÙ·˜ Ù˘ Âη›-‰Â˘Û˘. ™ÙÔ Ï·›ÛÈÔ ·˘Ùfi, ÛÙfi¯Ô˜ ÙÔ˘ ¿ÚıÚÔ˘ ›ӷÈ: ·) Ó· ·ÔÛ·ÊËÓÈÛÙ› Ë ¤ÓÓÔÈ· ÙÔ˘ ÂηÈ-‰Â˘ÙÈÎÔ‡ ¤ÚÁÔ˘ Î·È Ù˘ ·ÍÈÔÏfiÁËÛ‹˜ ÙÔ˘, ‚) Ó· ηٷÁÚ·ÊÔ‡Ó ÔÈ Ù¿ÛÂȘ Ô˘ ÂÈÎÚ·ÙÔ‡Ó ÛÙȘ Û˘-˙ËÙ‹ÛÂȘ Î·È ÛÙȘ ÂÊ·ÚÌÔÁ¤˜ Ô˘ ˘ÈÔıÂÙÔ‡ÓÙ·È Û ıÂÛÌÈÎfi Ï·›ÛÈÔ ÛÙȘ ¯ÒÚ˜ Ù˘ ∂˘Úˆ·˚΋˜ŒÓˆÛ˘ Î·È Î˘Ú›ˆ˜ ÛÙË ¯ÒÚ· Ì·˜ Î·È Á) Ó· ·Ú·ÙÂıÔ‡Ó Ù· Û˘ÌÂÚ¿ÛÌ·Ù· ·˘Ù‹˜ Ù˘ ‰ÈÂÚ‡ÓË-Û˘ Î·È Ó· ÂÓÙÔÈÛÙÔ‡Ó Ù· ÛËÌ›· ÚÔ‚ÏËÌ·ÙÈÛÌÔ‡ Ô˘ ηıÈÛÙÔ‡Ó ÙËÓ ·ÍÈÔÏfiÁËÛË ÙÔ˘ ÂηÈ-‰Â˘ÙÈÎÔ‡ ¤ÚÁÔ˘ ÛÙË ¯ÒÚ· Ì·˜ ˙‹ÙËÌ· ÔχÏÔÎÔ Î·È ‰˘ÛÂ›Ï˘ÙÔ.

∫∂§¶∞¡π¢∏™ ª. [Î.¿.], ««∞fi„ÂȘ ÂÎ·È‰Â˘ÙÈÎÒÓ ¶ÚˆÙÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ Î·È ¢Â˘ÙÂÚÔ‚¿ı-ÌÈ·˜ ∂η›‰Â˘Û˘ ÁÈ· ÙËÓ ·ÍÈÔÏfiÁËÛË ÙÔ˘ ¤ÚÁÔ˘ ÙÔ˘˜: ÂÚ¢ÓËÙÈΤ˜ ‰È·ÈÛÙÒÛÂȘ», ¶·È‰·ÁˆÁÈ΋∂ÈıÂÒÚËÛË, Ù¯. 44 (2007), ÛÛ. 157-177.* ∞ÍÈÔÏfiÁËÛË ÂÎ·È‰Â˘ÙÈÎÔ‡ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∫·ıË-ÁËÙ‹˜ * °ÓÒÌË * ∂ÌÂÈÚÈ΋ ¤Ú¢ӷñ The paper presented probes into recent research data concerning teachers the educators’

opinions perceptions about the controversial institutionalization of a system of teacherevaluation of their work in Greece our country. The research was carried out in January 2005by from a group the of post-graduate students of the Department of Education of the AristotleUniversity of Thessaloniki under the guidance of Prof. Kelpanides. The sample included 461educators from primary and secondary school teachers in Eastern, Central and WesternThessalonikcia and in as well as Eastern (Greek) Macedonia. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

MAPINH™ ™TE§IO™, ««∏ Pisa Á¤ÚÓÂÈ... ‰ÂÍÈ¿», ∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯. 84 (2007), ÛÛ.57-61.* ∂η›‰Â˘ÛË - ∞ÍÈÔÏfiÁËÛË * √√™∞ * ∂Î·È‰Â˘ÙÈ΋ ÛÙ·ÙÈÛÙÈ΋ * ∞Ô‰¤ÎÙ˜ Ù˘ ·È‰Â›·˜ * ∂›‰Ô-ÛË ÛÙȘ ÛÔ˘‰¤˜ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ·

ª∞Àƒ√ª∞∆∏™ πø∞¡¡∏™ [Î.¿.], ««∞ÍÈÔÏfiÁËÛË ÙÔ˘ Ì·ıËÙ‹», ∂ÈıÂÒÚËÛË ∂Î·È‰Â˘ÙÈÎÒÓ £ÂÌ¿-ÙˆÓ, Ù¯. 13 (2007), ÛÛ. 84-98.* ª·ıËÙ‹˜ * ∞ÍÈÔÏfiÁËÛË * ∂˘Úˆ·˚΋ ŒÓˆÛË * ∂ÏÏ¿‰· * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢Â˘ÙÂÚÔ-‚¿ıÌÈ· ∂η›‰Â˘ÛËñ ∏ ÂÎ·È‰Â˘ÙÈ΋ ·ÍÈÔÏfiÁËÛË ˆ˜ ıÂÛÌÈο ηıÈÂڈ̤ÓË ‰È·‰Èηۛ· Û˘ÓÈÛÙ¿ Ì›· ·fi ÙȘ ÛËÌ·ÓÙÈ-

ÎfiÙÂÚ˜ ·Ú·Ì¤ÙÚÔ˘˜ Ù˘ ÂÎ·È‰Â˘ÙÈ΋˜ ÏÂÈÙÔ˘ÚÁ›·˜. ∞ÔÙÂÏ› ‚·ÛÈÎfi ÛÙÔÈ¯Â›Ô ÁÈ· ÙË ‰È·ÎÚ›-‚ˆÛË ÙÔ˘ ‚·ıÌÔ‡ ›Ù¢Í˘ ÙˆÓ ‰È‰·ÎÙÈÎÒÓ ÛÙfi¯ˆÓ Î·È ÙËÓ ÂÎÙ›ÌËÛË Ù˘ Û˘ÓÔÏÈ΋˜ ÈηÓfiÙËÙ·˜ÙÔ˘ Ì·ıËÙ‹. ª¤Ûˆ ·˘Ù‹˜ Á›ÓÂÙ·È Ë ÂÈÏÔÁ‹ ÁÈ· ÚÔ·ÁˆÁ‹ ÙˆÓ Ì·ıËÙÒÓ Î·È Ë ÂÈÛ·ÁˆÁ‹ Û ·ÓÒ-ÙÂÚ˜ ÂÎ·È‰Â˘ÙÈΤ˜ ‚·ıÌ›‰Â˜. ¶·Ú¿ÏÏËÏ·, ·ÔÙÂÏ› ̤ÛÔ ÂÓË̤ڈÛ˘ ÙˆÓ ÂӉȷÊÂÚÔ̤ӈÓÎ·È ·Ó·ÙÚÔÊÔ‰fiÙËÛ˘ ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜. ™ÙËÓ ÂÓfiÙËÙ· Ô˘ ·ÎÔÏÔ˘ı› ÔÚ›˙ÂÙ·È Ë

90

¤ÓÓÔÈ· Ù˘ ·ÍÈÔÏfiÁËÛ˘ ÙÔ˘ Ì·ıËÙ‹, ·Ó·Ê¤ÚÔÓÙ·È ÌÔÚʤ˜ ·ÍÈÔÏfiÁËÛ˘ Î·È ÂÈÛËÌ·›ÓÔÓÙ·È ÔÈ΢ÚÈfiÙÂÚÔÈ ÛÎÔÔ› Î·È ÔÈ Û˘Ó‹ıÂȘ Ù¯ÓÈΤ˜ ·ÍÈÔÏfiÁËÛ˘. ¶·ÚÔ˘ÛÈ¿˙ÔÓÙ·È ÔÈ Û‡Á¯ÚÔÓ˜ Ù¿ÛÂȘÁÈ· ÙËÓ ·ÍÈÔÏfiÁËÛË ÙÔ˘ Ì·ıËÙ‹ ÛÙËÓ ∂˘ÚÒË, ÂÚÈÁÚ¿ÊÂÙ·È ÙÔ Û‡ÛÙËÌ· ·ÍÈÔÏfiÁËÛ˘ ÙÔ˘ Ì·-ıËÙ‹ ÛÙËÓ ¶ÚˆÙÔ‚¿ıÌÈ· Î·È ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË ÛÙËÓ ∂ÏÏ¿‰·, fiˆ˜ ÔÚ›˙ÂÙ·È Ù· ÙÂÏ¢-Ù·›· 25 ¯ÚfiÓÈ· ÛÙË ÓÔÌÔıÂÛ›·, Î·È Û¯ÔÏÈ¿˙ÂÙ·È Ë ÂÊ·ÚÌÔÁ‹ Ù˘ ıÂÛÌÔıÂÙË̤Ó˘ ·ÍÈÔÏfiÁËÛ˘ÛÙÔ Û¯ÔÏ›Ô.

™∆ƒ∞∆√Àƒ∞™ °∂øƒ°π√™, «∞˘ÙÔ·ÍÈÔÏfiÁËÛË Ù˘ Û¯ÔÏÈ΋˜ ÌÔÓ¿‰·˜. ∏ ÂÚ›ÙˆÛË Ù˘ ∫ÔÈÓÔÚ·-Í›·˜ “∞ıËÓ¿”: ÎÚÈÙÈ΋ ÁÈ· ÙÔ˘˜ ‰Â›ÎÙ˜ ÎÚÈÙËÚ›Ô˘ 2», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148 (2007), ÛÛ.105-115.* ™¯ÔÏÂ›Ô * ∞˘ÙÔ·ÍÈÔÏfiÁËÛË * ™¯¤‰ÈÔ (ÚfiÙ·ÛË) ÌÂÙ·ÚÚ‡ıÌÈÛ˘ * ∫ÚÈÙÈ΋ * ∫‡ÚÔ˜

110. ∂∫¶∞π¢∂À∆π∫√™

∞¢∞ª√¶√À§√™ πø∞¡¡∏™ °., «∞ÓÙÈÏ‹„ÂȘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ¡ÔÌÈÎÒÓ-¶ÔÏÈÙÈÎÒÓ ∂ÈÛÙËÌÒÓÛÙË ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË ÁÈ· ÙÔ Â¿ÁÁÂÏÌ¿ ÙÔ˘˜ Î·È ÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ ÈηÓÔÔ›ËÛË», ∆Ôµ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 50 (2007), ÛÛ. 193-220.* ¡ÔÌÈÎÔ› * ∂¿ÁÁÂÏÌ· ÙÔ˘ ηıËÁËÙ‹ * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂·ÁÁÂÏÌ·ÙÈ΋ ·Ó¤ÏÈÍË *∂·ÁÁÂÏÌ·ÙÈ΋ ÈηÓÔÔ›ËÛË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ∏ ·ÚÔ‡Û· ÂÚ¢ÓËÙÈ΋ ÚÔÛ¿ıÂÈ· ÂÈÎÂÓÙÚÒÓÂÈ ÙÔ ÂӉȷʤÚÔÓ Ù˘ Û ÌÈ· Û˘ÁÎÂÎÚÈ̤ÓË ÔÌ¿-

‰· ÂÎ·È‰Â˘ÙÈÎÒÓ Ù˘ ‰Â˘ÙÂÚÔ‚¿ıÌÈ·˜ Âη›‰Â˘Û˘, ·˘Ù‹ ÙˆÓ Ù˘¯ÈÔ‡¯ˆÓ ÓÔÌÈÎÒÓ Î·È ÔÏÈÙÈ-ÎÒÓ ÂÈÛÙËÌÒÓ. ∏ ÂÚÁ·Û›· Â›Ó·È ÌÈ· ÂÌÂÈÚÈ΋ ¤Ú¢ӷ Ô˘ ¤ÁÈÓ ÙÔ 2002-2003 Ì ‚¿ÛË ¤Ó·‰Â›ÁÌ· 308 ηıËÁËÙÒÓ Ô˘ ˘ËÚÂÙÔ‡Ó Û οıÂ Ù‡Ô Û¯ÔÏ›Ԣ Û fiÏË ÙË ¯ÒÚ·. ™Â ÔÚÈ·Îfi ÛË-ÌÂ›Ô ÌÂٷ͇ Ù˘ ∫ÔÈÓˆÓÈÔÏÔÁ›·˜ ÙˆÓ ∂·ÁÁÂÏÌ¿ÙˆÓ, Ù˘ ∂η›‰Â˘Û˘ Î·È Ù˘ ∫ÔÈÓˆÓÈ΋˜ æ˘-¯ÔÏÔÁ›·˜ ÂÚÂ˘Ó¿Ù·È ÙÔ Â·ÁÁÂÏÌ·ÙÈÎfi ÚÔÊ›Ï ÙˆÓ Î·ıËÁËÙÒÓ Ù˘ Û˘ÁÎÂÎÚÈ̤Ó˘ ÂȉÈÎfiÙËÙ·˜.(¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∞¡¢ƒ∂∞¢∞∫∏™ ¡π∫√™, ∫∞¢π∞¡∞∫∏ ª∞ƒπ∞, •∞¡£∞∫√À °πø∆∞, ««∞˘ÙÔ·ÍÈÔÏfiÁËÛË ÂηÈ-‰Â˘ÙÈÎÔ‡: ÂÈÙÒÛÂȘ ÛÙÔ ¤ÚÁÔ ÙÔ˘ Î·È Ù¯ÓÈΤ˜ Ô˘ Û˘ÓÂÈÛʤÚÔ˘Ó ÛÙË Û˘ÛÙËÌ·ÙÔÔ›ËÛ‹ Ù˘», ∆Ôµ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 49 (2007), ÛÛ. 225-250.* ∂Î·È‰Â˘ÙÈÎÔ› * ∞˘ÙÔ·ÍÈÔÏfiÁËÛË * ∞ÍÈÔÏfiÁËÛË Ì ·Ó·ÊÔÚ¿ Û ÎÚÈÙ‹ÚÈÔ * µÂÏÙ›ˆÛË * ∂·ÁÁÂÏ-Ì·ÙÈ΋ ÈηÓÔÔ›ËÛË * ∂›Ï˘ÛË ÚÔ‚ÏËÌ¿ÙˆÓ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ √ ÂÎ·È‰Â˘ÙÈÎfi˜ ηٿ ÙËÓ ·˘ÙÔ·ÍÈÔÏfiÁËÛ‹ ÙÔ˘, ÔÏϤ˜ ÊÔÚ¤˜ ¯ˆÚ›˜ Û˘ÛÙËÌ·ÙÈÎfi ÙÚfiÔ ‹ ¯ˆ-

Ú›˜ Â͈ÙÂÚÈ΋ ·Ú¤Ì‚·ÛË, ·Ó·Ï·Ì‚¿ÓÂÈ Ó· ÂÎÙÈÌ‹ÛÂÈ ÙËÓ ·Í›· ÙÔ˘ ·˘ÙÔ‡ ÙÔ˘ ‹ ÙˆÓ ¤ÚÁˆÓ ÙÔ˘‚·ÛÈ˙fiÌÂÓÔ˜ ÛÂ Û˘ÁÎÂÎÚÈ̤ӷ ÎÚÈÙ‹ÚÈ·, Ù· ÔÔ›· ‹ ¤¯ÂÈ ‰È·ÌÔÚÊÒÛÂÈ Ô ›‰ÈÔ˜ ‹ ¤¯Ô˘Ó ‰È·ÌÔÚ-ʈı› ·fi ÙËÓ ÎÔÈÓˆÓ›·. ∏ ·ÚÔ‡Û· ¤Ú¢ӷ ÌÂÏÂÙ¿ ÙȘ ·fi„ÂȘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÁÈ· ÙȘ Û˘-Ó¤ÂȘ Ù˘ ·˘ÙÔ·ÍÈÔÏfiÁËÛ˘ Î·È ÙÔ˘˜ ÙÚfiÔ˘˜ Û˘ÛÙËÌ·ÙÔÔ›ËÛ˘ ·˘Ù‹˜ Ù˘ ‰È·‰Èηۛ·˜. ∆ԉ›ÁÌ· ·ÔÙ¤ÏÂÛ·Ó 621 ÂÎ·È‰Â˘ÙÈÎÔ›. √È ÏËÚÔÊÔڛ˜ Û˘ÏϤ¯ıËÎ·Ó Ì ÁÚ·Ùfi ÂÚˆÙËÌ·ÙÔÏfi-ÁÈÔ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∞¡∆ø¡π√À Ã. [Î.¿.], ««∏ ·ÁÁÂÏÌ·ÙÈ΋ ÈηÓÔÔ›ËÛË ÙˆÓ Î·ıËÁËÙÒÓ º˘ÛÈ΋˜ ∞ÁˆÁ‹˜ Û ۇ-ÁÎÚÈÛË Ì ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ¿ÏÏˆÓ ÂȉÈÎÔًوӻ, ÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯. 45 (2007), ÛÛ. 76-82.

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* º˘ÛÈ΋ ∞ÁˆÁ‹ * ∫·ıËÁËÙ‹˜ * ∂·ÁÁÂÏÌ·ÙÈ΋ ÈηÓÔÔ›ËÛË * ∂ÚÁ·Û›· Î·È ÂÚÁ·˙fiÌÂÓÔÈ * ¶Úˆ-ÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ™˘ÁÎÚÈÙÈ΋ ¤Ú¢ӷñ √ ÛÎÔfi˜ Ù˘ ·ÚÔ‡Û·˜ ÌÂϤÙ˘ ‹Ù·Ó Ó· ÂÍÂÚ¢ӋÛÂÈ ÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ ÈηÓÔÔ›ËÛË Î·ıË-

ÁËÙÒÓ Ê˘ÛÈ΋˜ ·ÁˆÁ‹˜ (º.∞.) Û ۯ¤ÛË Ì ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ¿ÏÏˆÓ ÂȉÈÎÔÙ‹ÙˆÓ ÙˆÓ ‰‡Ô ÚÒ-ÙˆÓ ‚·ıÌ›‰ˆÓ Ù˘ Âη›‰Â˘Û˘. ™ÙËÓ ¤Ú¢ӷ ‹Ú·Ó ̤ÚÔ˜ 410 ÂÎ·È‰Â˘ÙÈÎÔ›, 190 ¿Ó‰Ú˜ ηÈ220 Á˘Ó·›Î˜, ·fi ÙÔ˘˜ ÔÔ›Ô˘˜ 134 ‹Ù·Ó ηıËÁËÙ¤˜/ÙÚȘ º.∞., 162 ‰¿ÛηÏÔÈ/˜ Î·È 114 η-ıËÁËÙ¤˜/ÙÚȘ ¿ÏÏˆÓ ÂȉÈÎÔÙ‹ÙˆÓ ÂÓfi˜ ÓÔÌÔ‡ Ù˘ ∫ÂÓÙÚÈ΋˜ ª·Î‰ÔÓ›·˜. °È· ÙËÓ ·ÍÈÔÏfiÁËÛ˯ÚËÛÈÌÔÔÈ‹ıËΠÙÔ «Employee Satisfaction Inventory» (Koustelios & Bagiatis, 1997) ÙÔ ÔÔ›ÔÂÚÈÏ·Ì‚¿ÓÂÈ ÙÔ˘˜ ÂÍ‹˜ ·Ú¿ÁÔÓÙ˜: «Û˘Óı‹Î˜ ÂÚÁ·Û›·˜», «ÚÔ·ÁˆÁ‹», «Ê‡ÛË Ù˘ ÂÚÁ·Û›·˜»,«ÌÈÛıfi˜», «ÔÚÁ·ÓÈÛÌfi˜ ˆ˜ ÔÏfiÙËÙ·» Î·È «ÚÔ˚ÛÙ¿ÌÂÓÔ˜». (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∞ƒ°Àƒ√¶√À§√À ™√ºπ∞, «∏ Û˘Ì‚ÔÏ‹ Ù˘ Ú·ÎÙÈ΋˜ ¿ÛÎËÛ˘ ÛÙË ‰È·ÌfiÚʈÛË Ù˘ “ÚÔÛˆÈ-΋˜ ıˆڛ·˜” ÙˆÓ ˘Ô„‹ÊÈˆÓ ‰·Ûοψӻ, ∫›ÓËÙÚÔ, Ù¯. 8 (2007), ÛÛ. 83-97.* ∂η›‰Â˘ÛË Î·ıËÁËÙÒÓ * ¶Ú·ÎÙÈΤ˜ ·Û΋ÛÂȘ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ºÔÈÙËÙ‹˜/™Ô˘‰·ÛÙ‹˜* ¶ÚÔÛˆÈÎfiÙËÙ· * µÂÏÙ›ˆÛË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ With regard to the education of prospective teachers, we are primarily concerned with their

scientific development as well as with formulation of their personality, so that they will beefficient in teaching, both meditatively and critically. Teacher’s in-class practice is part of thecurriculum which brings together theory and practice, thus contributing determinatively in theattitude (personal theory) which the prospective teacher will apply in his/her classroom as anactive teacher.

∞™∏ª∞∫∏ ∞¡¡∞, ««√È ·fi„ÂȘ ÙˆÓ ‰·ÛÎ¿ÏˆÓ ÁÈ· ÙË Û˘Ì‚ÔÏ‹ Ù˘ ÂÈÌfiÚʈÛ˘ ÛÙÔ ÂÎ·È‰Â˘ÙÈ-Îfi ÙÔ˘˜ ¤ÚÁÔ», ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 75-90.* ∂ÈÌfiÚʈÛË * ∫·ıËÁËÙ‹˜ * °ÓÒÌË * ¢È¿ ‚›Ô˘ Âη›‰Â˘ÛË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ * ªÂϤÙË Â-Ú›ÙˆÛ˘ñ The study in aiming at the investigation of views of primary teachers –graduates of Pedagogic

Academies– having studied in the program of supplementary studies, which was realised theacademic year 2004-2005 in Pyrgos by the Department of Education of the University Patras,concerning the contribution of training in confronting problems of their educational work. Thedata indicates that teachers of the sample expect direct profits from the training, that are mainlyrelated to the resolution of practical problems facing in their work (new technologies,administration, theory in practice).

°∂øƒ°π∞¢∏™ ¢∏ª∏∆ƒπ√™, ∑√Àƒπ¢∏™ ÃAƒ∞§∞ª¶√™, «« √ ÚfiÏÔ˜ ÙÔ˘ ‰È¢ı˘ÓÙ‹ ÂÓfi˜ ™¯Ô-Ï›Ԣ ¢Â‡ÙÂÚ˘ ∂˘Î·ÈÚ›·˜», ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 295-304.* ™¯ÔÏÂ›Ô ¢Â‡ÙÂÚ˘ ∂˘Î·ÈÚ›·˜ * ¢È¢ı˘ÓÙ‹˜ * ∂·ÁÁÂÏÌ·ÙÈο ÚÔÛfiÓÙ· * ƒfiÏÔ˜ * ∂η›‰Â˘ÛË *¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓñ The last years is signalled a new season for the world of education and training. The

phenomena of globalisation and elation of information technology could not leave unaffectedthe developments in the organisation and administration of school units. The administrativescience constitutes henceforth a basic factor of educational process. While, the role of directorin a school unit is therefore strategic and multifaceted. Aim of this work is the detection of skillswhich a director of a unit of adults education is required to have as in a Second ChanceSchool.

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°π∞°∫√À¡π¢∏™ ¶∞¡∞°πø∆∏™, «√ ·ÔÙÂÏÂÛÌ·ÙÈÎfi˜ ÂÎ·È‰Â˘ÙÈÎfi˜ Î·È Ô ÚfiÏÔ˜ ÙÔ˘ ÛÙȘ ‰È·ÚÔ-ÛˆÈΤ˜ Û¯¤ÛÂȘ Ì ÙÔ˘˜ Ì·ıËÙ¤˜», ∫›ÓËÙÚÔ, Ù¯. 8 (2007), ÛÛ. 109-117.* ™¯¤ÛË Î·ıËÁËÙ‹ - Ì·ıËÙ‹ * ¶·È‰·ÁˆÁÈ΋ æ˘¯ÔÏÔÁ›· * ™˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ ηıËÁËÙ‹ * ™˘Ó·È-ÛıËÌ·ÙÈ΋ Âη›‰Â˘ÛË * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ∞ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÙÔ˘ Û¯ÔÏ›Ԣñ Die Schule heute hat Anspruch auf einen Lehrer, der für bessere Leistungen des Schüler und den

Qualitätsstand der Schule verantwortlich ist. Deshalb sind Reformen notwendig z.B. ein anderespädagogisches Klima und eine bessere Interaktion zwischen Lehrer und Schüler. Die BeziehungLehrer-Schüler in der Schulklasse ist notwendig, weil davon die Qualität des Lernens und derFortschritt der Schüler abhängt. Der Lehrer kann für seine Schüler ein Hemmschuh sein oder erkann auch seine Schüler so fördern, dass sie tatsächlich besondere Leistungen hervorbringen, wiedas Beispiel der finnischen und schwedischen Schulen beweisen. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¢√À∫∞™ Ãπ™∆√™ [Î.¿.], ««∏ ÚÔÛ¤ÁÁÈÛË Ù˘ ÔÈfiÙËÙ·˜ ÛÙËÓ ÂÈÌfiÚʈÛË: ÂÈÌfiÚʈÛË ÁÈ· ÙËÓ·ÁÁÂÏÌ·ÙÈ΋ ·Ó¿Ù˘ÍË ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Î·È ÙË ‚ÂÏÙ›ˆÛË ÙÔ˘ Û¯ÔÏ›Ԣ», ∂ÈıÂÒÚËÛË ∂ηÈ-‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯. 13 (2007), ÛÛ. 113-123.* ∂ÈÌfiÚʈÛË * ¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘ * ∂·ÁÁÂÏÌ·ÙÈ΋ ·Ó¤ÏÈÍË * ¢ÈÂıÓ‹˜ Âη›‰Â˘ÛË * ∂ÏÏ¿‰·* ∂ÈÛÎfiËÛË Ù˘ ηٿÛÙ·Û˘ ÂÓfi˜ ı¤Ì·ÙÔ˜ñ ∏ ‰ËÌÔÛ›Â˘ÛË ·˘Ù‹ ‰ÈÂÚÂ˘Ó¿ ÙË Û¯¤ÛË ÌÂٷ͇ Ù˘ ÂÈÌfiÚʈÛ˘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Î·È Ù˘

ÔÈfiÙËÙ·˜ Ù˘ Âη›‰Â˘Û˘. ∂ȉÈÎfiÙÂÚ·, Ë ‰ÈÂÚ‡ÓËÛË ÂÚÈÏ·Ì‚¿ÓÂÈ ÙË ÌÂϤÙË ‰È¿ÊÔÚˆÓ ÚÔ-ÛÂÁÁ›ÛÂˆÓ Ù˘ ÂÈÌfiÚʈÛ˘ ̤۷ ·fi ÙË Û¯ÂÙÈ΋ ‚È‚ÏÈÔÁÚ·Ê›·, ηıÒ˜ Î·È ÙˆÓ Ù¿ÛÂˆÓ Ô˘ÂÌÊ·Ó›˙ÔÓÙ·È ÛÙȘ ÔÏÈÙÈΤ˜ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘. ∂ÈϤÔÓ ·ÚÔ˘ÛÈ¿˙ÂÈ ÌÈ· ηٷÁÚ·Ê‹ÙˆÓ ÂÍÂÏ›ÍÂˆÓ Ù˘ ÂÈÌfiÚʈÛ˘ ÛÙÔÓ ÂÏÏËÓÈÎfi ¯ÒÚÔ. ∏ ‚·ÛÈ΋ ‰È·›ÛÙˆÛË Ù˘ ÌÂϤÙ˘ Â›Ó·È ËÌÂÙ·ÙfiÈÛË ÙˆÓ Û¯ÂÙÈÎÒÓ ÚÔÛÂÁÁ›ÛÂˆÓ ·fi ÙËÓ ÂÈÌfiÚʈÛË ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÛÙËÓ Â·Á-ÁÂÏÌ·ÙÈ΋ ÙÔ˘˜ ·Ó¿Ù˘ÍË Ì ÛÙfi¯Ô ÙË Û˘Ó¯‹ ‚ÂÏÙ›ˆÛË ÙÔ˘ Û¯ÔÏ›Ԣ. ªÂ ‚¿ÛË ÙË ‰È·›ÛÙˆÛË·˘Ù‹, Ë ‰ËÌÔÛ›Â˘ÛË Î·Ù·Ï‹ÁÂÈ Û ¤Ó· ÂÚ¢ÓËÙÈÎfi Ï·›ÛÈÔ ÁÈ· ÙË ‰È·ÌfiÚʈÛË Î·È ÙËÓ ·ÔÙ›ÌË-ÛË ÙˆÓ ‚·ÛÈÎÒÓ Û˘ÓÙÂÏÂÛÙÒÓ Ù˘ ÔÈfiÙËÙ·˜ Ù˘ ÂÈÌfiÚʈÛ˘-·ÁÁÂÏÌ·ÙÈ΋˜ ·Ó¿Ù˘Í˘ ÙˆÓÂÎ·È‰Â˘ÙÈÎÒÓ.

¢√À§∞µ∂ƒ∞™ ∞ƒπ™∆∂π¢∏™, ««∏ Û˘Ì‚ÔÏ‹ ÙÔ˘ ™¯ÔÏÈÎÔ‡ ™˘Ì‚Ô‡ÏÔ˘ ÛÙËÓ ÂÈÛÙËÌÔÓÈ΋ Î·È ·È-‰·ÁˆÁÈ΋ ηıÔ‰‹ÁËÛË ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ», ¶Ï¿ÙˆÓ ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂ηȉ‡Ûˆ˜,Ù¯. 4 (2006-2007), ÛÛ. 237-266.* ™¯ÔÏÈÎfi˜ ™‡Ì‚Ô˘ÏÔ˜ * ƒfiÏÔ˜ * ∫·ıËÁËÙ‹˜ * ∂Î·È‰Â˘ÙÈ΋ ηıÔ‰‹ÁËÛË * ∂ÈÌfiÚʈÛË * ∂È-Ûً̘ Ù˘ ∞ÁˆÁ‹˜ * ∂ÈÙ˘¯›· ÛÙÔ Û¯ÔÏ›Ô

∑πø°√À-∫∞ƒ∞™∆∂ƒ°π√À ™., ¢∞§∞∫√Àƒ∞ ∫. π., ««°˘Ó·›Î˜ ÂÎ·È‰Â˘ÙÈÎÔ› Î·È Â·ÁÁÂÏÌ·ÙÈ΋ٷ˘ÙfiÙËÙ·», ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4 (2007), ÛÛ. 19-31.* °˘Ó·ÈÎÂ›Ô Ê‡ÏÔ * ∂¿ÁÁÂÏÌ· ÙÔ˘ ηıËÁËÙ‹ * ∆·˘ÙfiÙËÙ· * ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * °ÓÒÌË *∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ What does “being or becoming teacher” mean today for the female students of the so called

teachers’ faculties? Which representations and historical properties of the teaching professionconstruct nowadays the perception of the “teacher” and the “teaching work”? The paperpresents the results of a research concerning the female future teachers’ professional identity.Thereby their subjectivities, self perception as “professionals” and their understandings aboutthe “the teacher as carer” are studied as essential and indicative parameters of theconstruction/content of their professional identity. Subjectivity, professionalism and care are thecategories used for the qualitative content analysis chosen as the research method of the issue.

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ª∞¡π∞∆∏™ ∞¡∆ø¡π√™ ¶., «√ ÂΉËÌÔÎÚ·ÙÈÛÌfi˜ ÙˆÓ ÌÔÚʈÙÈÎÒÓ ÏÂÈÙÔ˘ÚÁÈÒÓ ÙˆÓ ÂÎ·È‰Â˘ÙÈ-ÎÒÓ», ¢ÈÔÈÎËÙÈ΋ ∂ÓË̤ڈÛË, Ù¯. 42 (2007), ÛÛ. 14-20.* ∂Î·È‰Â˘ÙÈÎÔ› * ¶ÂÚȯfiÌÂÓÔ Ù˘ Âη›‰Â˘Û˘ * ™‡ÛÙËÌ· ∂η›‰Â˘Û˘ * ∂ΉËÌÔÎÚ·ÙÈÛÌfi˜ *¶ÚfiÁÚ·ÌÌ· ηٿÚÙÈÛ˘ * ªÂϤÙË ÂÚ›ÙˆÛ˘

¡∂√ºÀ∆π¢∏™ ¡. [Î.¿.], ««¶ÚÔÛ‰Ô˘ ¿ÚÎÂÈ·˜ ‰È¢ı˘ÓÙÒÓ Û ۯ¤ÛË Ì ÙË ÊıÔÚ¿ Ô˘ ÓÈÒ-ıÔ˘Ó Î·È ÙËÓ ÂÌÈÛÙÔÛ‡ÓË ÚÔ˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜, Ì·ıËÙ¤˜ Î·È ÁÔÓ›˜», ¶·È‰·ÁˆÁÈ΋ ∂ÈıÂÒÚËÛË,Ù¯. 44 (2007), ÛÛ. 178-194.* ¢È¢ı˘ÓÙ‹˜ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∞˘ÙÔ·ÍÈÔÏfiÁËÛË * ∂ÌÂÈÚÈ΋ ŒÚ¢ӷ * ∫‡ÚÔ˜ñ The main goal of this piece of research was to investigate the beliefs of Cyprus primary school

principals about their self-efficacy and how these beliefs affect their sense of burnout and trustthey show towards teachers, students, and parents. A questionnaire was given to 55 primaryschool principals in order to find out these views. Results indicate that these school principalshave a high degree of self-efficacy which is positively correlated with regards to how much trustthey indicate towards their students, teachers and parents; further, this sense of self-efficacy isnegatively correlated with the burnout they feel. Based on these results some suggestions areoffered for future research in the area of principals’ sense of self-efficacy.

¡∆√∫∞ ∞°§∞´∞, ª¶ƒ√À∑√™ ∞¡¢ƒ∂∞™, ««√È Â·ÁÁÂÏÌ·ÙÈΤ˜ ‰ÈÂΉÈ΋ÛÂȘ ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ÛÙÔÓ ËÌÂÚ‹ÛÈÔ ·ıËÓ·˚Îfi Ù‡Ô», ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4 (2007), ÛÛ. 67-78.* ∆‡Ô˜ * ∂¿ÁÁÂÏÌ· ÙÔ˘ ηıËÁËÙ‹ * ∂ÚÁ·Û›· Î·È ÂÚÁ·˙fiÌÂÓÔÈ - ∂η›‰Â˘ÛË * ªÈÛıÔ› Î·È ËÌÂ-ÚÔÌ›ÛıÈ· * ™˘Ó‰ÈηÏÈÛÌfi˜ * ∞ÂÚÁ›Â˜ Î·È ·ÓÙ·ÂÚÁ›Â˜ñ The aim of the present study is to investigate the way which the professional claims of the

teacher, the strike fights, the mobilizations for the improvement of salary and his workingconditions are presented in the Athens Daily Press. Moreover, to take down objective difficultiesand the interceptive reasons that hinder his work. The publications that have been recordedgive the most “negative” attitude for the educational policy of Ministry of National Education.The “negative” characterizations are related with his salary, the necessity employment of theteachers, the lack of school infrastructure.

— ««∏ ÚÔÛˆÈÎfiÙËÙ· Î·È ÙÔ ¤ÚÁÔ ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÛÙÔÓ ∏ÌÂÚ‹ÛÈÔ ∞ıËÓ·˚Îfi ∆‡Ô»,∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 50 (2007), ÛÛ. 115-142.* ∂Î·È‰Â˘ÙÈÎÔ› * ∂η›‰Â˘ÛË - ∫ÔÈÓˆÓÈΤ˜ ·fi„ÂȘ * ª¤Û· Ì·˙È΋˜ ÂÓË̤ڈÛ˘ - ∂›‰Ú·ÛË *∂ÊËÌÂÚ›‰Â˜ * ™ÙÂÚÂfiÙ˘Ô * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ∞fi ÙË ‚È‚ÏÈÔÁÚ·ÊÈ΋ ·Ó·ÛÎfiËÛË Ì ı¤Ì· ÙË ÌÂϤÙË Ù˘ “ÂÈÎfiÓ·˜” ÙÔ˘ ŒÏÏËÓ· ÂÎ·È‰Â˘ÙÈ-

ÎÔ‡ ÛÙ· ª¤Û· ª·˙È΋˜ ∂ÓË̤ڈÛ˘ (ªª∂) ‰È·ÈÛÙÒıËΠfiÙÈ Û¯ÂÙÈο Ì ÙÔ ·ÓÙÈΛÌÂÓÔ ·˘Ùfi˘¿Ú¯Ô˘Ó ÂÏ¿¯ÈÛÙ˜ ÂÚÁ·Û›Â˜. øÛÙfiÛÔ, Ë ·Ó¿ÁÓˆÛË Ù˘ “ÂÈÎfiÓ·˜” ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÛÙÔÓ ∆‡-Ô ÂËÚ¿˙ÂÈ ÙfiÛÔ ÙËÓ ·˘ÙÔ·ÍÈÔÏfiÁËÛ‹ ÙÔ˘ ˆ˜ ÏÂÈÙÔ˘ÚÁÔ‡, fiÛÔ Î·È ÙË ‚ÂÏÙ›ˆÛË Ù˘ ·È‰·ÁˆÁÈ-΋˜ ÙÔ˘ Û˘ÌÂÚÈÊÔÚ¿˜. µ·ÛÈÎfi˜ ÏÔÈfiÓ ÛÙfi¯Ô˜ Ù˘ ÂÚÁ·Û›·˜ ·˘Ù‹˜ Â›Ó·È Ó· ÌÂÏÂÙ‹ÛÂÈ ÙËÓ “ÂÈ-ÎfiÓ·” Ù˘ ÚÔÛˆÈÎfiÙËÙ·˜ Î·È ÙÔ˘ ¤ÚÁÔ˘ ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡, fiˆ˜ ÂÌÊ·Ó›˙ÂÙ·È ÛÙËÓ ·ÚıÚÔ-ÁÚ·Ê›· ÙÔ˘ ∏ÌÂÚ‹ÛÈÔ˘ ∞ıËÓ·˚ÎÔ‡ ∆‡Ô˘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¶∞ƒ∞™∫∂À√¶√À§√À-∫√§π∞ ∂Àºƒ√™À¡∏-∞§∫∏™∆∏, ««°˘Ó·›Î˜ ÂÎ·È‰Â˘ÙÈÎÔ›: ¿ÁÁÂÏÌ·ÂÈÏÔÁ‹˜ ‹ ·ÎfiÏÔ˘ıÔ ÛÙÂÚÂÔÙ‡ˆÓ;», ∂ÈıÂÒÚËÛË ∂ÚÁ·ÛÈ·ÎÒÓ ™¯¤ÛˆÓ, Ù¯. 48 (2007), ÛÛ. 52-64.* °˘Ó·ÈÎÂ›Ô Ê‡ÏÔ * ∂·ÁÁÂÏÌ·ÙÈÎfi˜ ¶ÚÔÛ·Ó·ÙÔÏÈÛÌfi˜ * ∂·ÁÁÂÏÌ·ÙÈ΋ ÂÎÏÔÁ‹ * ™ÙÂÚÂfiÙ˘Ô *∫·ıËÁËÙ‹˜ * ∂ÏÏ¿‰· * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

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ƒ∂™ °π∞¡¡∏™, «™Ù¿ÛÂȘ Î·È ·ÓÙÈÏ‹„ÂȘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÁÈ· ÙËÓ ÂÈÌfiÚʈۋ ÙÔ˘˜», ∆Ô µ‹Ì·ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 49 (2007), ÛÛ. 251-270.* ∂Î·È‰Â˘ÙÈÎÔ› * ∂ÈÌfiÚʈÛË * ∂·ÁÁÂÏÌ·ÙÈ΋ ·Ó¤ÏÈÍË * ∞ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÙÔ˘ Û¯ÔÏ›Ԣ *ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ∏ ÂÈÌfiÚʈÛË ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ıˆÚÂ›Ù·È Û‹ÌÂÚ· fi¯È ÌfiÓÔ ÌÈ· ·fi ÙȘ ·ÚȘ ·Ú·Ì¤ÙÚÔ˘˜

Ù˘ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·˜ ÙÔ˘ Û¯ÔÏ›Ԣ, ·ÏÏ¿ Î·È ÌÔ¯Ïfi˜ ·Ó·Ó¤ˆÛ˘ Î·È ÂÎÛ˘Á¯ÚÔÓÈÛÌÔ‡ ÙˆÓÂÎ·È‰Â˘ÙÈÎÒÓ Û˘ÛÙËÌ¿ÙˆÓ. √È ÚÔÛ‰Ô˘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ, ÙfiÛÔ ·fi ÙËÓ ÔÏÈÙ›· fiÛÔ Î·ÈÙÔ˘˜ ›‰ÈÔ˘˜, ÁÈ· ÙÔ ÚfiÏÔ ÙÔ˘˜ ÛÙÔ Û¯Â‰È·ÛÌfi, ÙËÓ ˘ÏÔÔ›ËÛË Î·È ·ÍÈÔÏfiÁËÛË Ù˘ ÂÈÌÔÚʈÙÈ-΋˜ ÔÏÈÙÈ΋˜, ·ÔÙÂÏ› ·ÓÙÈΛÌÂÓÔ ‰È·Ú·ÁÌ¿Ù¢Û˘ Ù˘ ·ÚÔ‡Û·˜ ¤Ú¢ӷ˜. ªÂ ·Ó·ÊÔÚ¤˜ÛÙËÓ ÈÛÙÔÚÈ΋ Î·È ‚È‚ÏÈÔÁÚ·ÊÈ΋ ·Ó·ÛÎfiËÛË, ¤ÁÈÓ ÌÈ· ‰ÈÂÚ¢ÓËÙÈÎÔ‡ Ù‡Ô˘ ÚÔÛ¤ÁÁÈÛË ÌÂÙËÓ Ù¯ÓÈ΋ Ù˘ Û˘Ó¤ÓÙ¢Í˘. ∆Ô ‰Â›ÁÌ· Ù˘ ¤Ú¢ӷ˜ ·ÔÙ¤ÏÂÛ·Ó 40 ÂÎ·È‰Â˘ÙÈÎÔ› Ô˘ ˘ËÚÂ-ÙÔ‡Û·Ó ÛÙÔ ¡. Ã›Ô˘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∆™√À§π∞™ ¡π∫√™, ««∞Ú¯È΋ Âη›‰Â˘ÛË ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Ù˘ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘»,ºÈÏfiÏÔÁÔ˜, Ù¯. 129 (2007), ÛÛ. 383-400.* ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂η›‰Â˘ÛË Î·ıËÁËÙÒÓ * ¶·È‰·ÁˆÁÈ΋ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ·* ∂·ÁÁÂÏÌ·ÙÈ΋ ·Ó¤ÏÈÍË * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ∂˘Úˆ·˚΋ ŒÓˆÛË

Ã∞ƒπ∆√™ µ∞™π§∂π√™, ¶∞¶∞™∆∞ª∞∆∏™ ∞¢∞ª∞¡∆π√™, ¶π∂ƒƒ√À ∂Àºƒ√™À¡∏, ««∑ËÙ‹Ì·-Ù· ÂÈÌfiÚʈÛ˘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ», ∂Î·È‰Â˘ÙÈ΋ ∫ÔÈÓfiÙËÙ·, Ù¯. 84 (2007), ÛÛ. 24-29.* ∫·ıËÁËÙ‹˜ * ∂ÈÌfiÚʈÛË * πÛÙÔÚ›· Ù˘ ∂η›‰Â˘Û˘ * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * ∂Î·È‰Â˘ÙÈÎfi ¤Ï-ÏÂÈÌÌ· * ¢È¿ ‚›Ô˘ Âη›‰Â˘ÛË

111. ª∞£∏™∏

∞¶√™∆√§√À ª∞πƒ∏, «¶·Ú·ÁˆÁÈΤ˜ Î·È ÌË ·Ú·ÁˆÁÈΤ˜ ·ÈÙȷΤ˜ ·Ô‰fiÛÂȘ ÙˆÓ ·È‰ÈÒÓ ÛÙÔ¯ÒÚÔ ÙÔ˘ Û¯ÔÏ›Ԣ», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 149 (2007), ÛÛ. 95-110.* ª·ıËÙ‹˜ * ∂›‰ÔÛË ÛÙȘ ÛÔ˘‰¤˜ * °ÓÒÌË * ∞˘ÙÔÁÓˆÛ›· * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * £ÂˆÚËÙÈ΋¤Ú¢ӷ

°∂ƒ∞ƒ∏™ ∏§π∞™, ª∞∫∞∆™∞ ∫ø¡™∆∞¡∆π¡∞, ««√ ÚfiÏÔ˜ ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÛÙËÓ Ì¿ıËÛË Ì·ڷًÚËÛË Î·È Ì›ÌËÛË», ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 542, 543 (2007), ÛÛ. 179-183, 196-201.* ¢È·‰Èηۛ· Ì¿ıËÛ˘ * ¶·Ú·Ù‹ÚËÛË (∂Î·È‰Â˘ÙÈ΋ ̤ıÔ‰Ô˜) * ª›ÌËÛË * ¶ÚfiÙ˘· * ∞Ó¿Ù˘ÍËÚÔÛˆÈÎfiÙËÙ·˜ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹

LOLI E., ««Flexible - Learning in Compulsory Education: The Development of Concept - BasedInstruction by Utilizing Research Practices», ∫›ÓËÙÚÔ, Ù¯. 8 (2007), ÛÛ. 29-42.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ¢È·‰Èηۛ· Ì¿ıË-Û˘ * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ª¿ıËÛË Ì ·Ó·Î¿Ï˘„Ë * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛËñ From the perspective of postmoderninst teaching theory the students’ readiness to comprehend

concepts is a fundamental ability, since concepts constitute tolls that help students develop adeeper understanding of subject matters and a prerequisite for the interdischiplinary approach

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to knowledge. We argue that the most effective way to establish a concept-based instruction isthe active student’s involvement in the process of seeking knowledge by means of researchprocedures. More precisely, in this paper an attempt is made to investigate the feasibility ofapplying at the classroom teaching research practices derived from the qualitative method ofdata analysis. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

ª∞¡ø§∞™ ∂À∞°°∂§√™ π., «∫Ï·ÛÈ΋ ÎÔÈÓˆÓÈÔÏÔÁÈ΋ ıˆڛ·: Ù¯ÓÈΤ˜ ÂÓÂÚÁËÙÈ΋˜ Ì¿ıËÛ˘ ÁÈ·ÙËÓ ∆ÚÈÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË», ¡¤· ¶·È‰Â›·, Ù¯. 124 (2007), ÛÛ. 23-29.* ∫ÔÈÓˆÓÈÔÏÔÁ›· - ªÂıÔ‰ÔÏÔÁ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (∞ÓÒÙ·ÙË) * Durkheim, Emile (1858-1917) * Marx, Karl (1818-1883) * Weber, Max (1864-1920) * ™˘ÓÂÚÁ·Û›· ÛÔ˘‰·ÛÙÒÓ Î·È ÂηÈ-‰Â˘ÙÈÎÒÓ * √Ì·‰È΋ ÂÚÁ·Û›· ÛÙËÓ Âη›‰Â˘ÛË

ª¶√À§¡∆∏ ¢∂™¶√π¡∞, ««√È ÔÏϷϤ˜ ÓÔËÌÔÛ‡Ó˜ Û˘Ó·ÓÙÔ‡Ó... ÙË ªÔ˘ÛÈ΋», ™‡Á¯ÚÔÓÔ ¡Ë-È·ÁˆÁ›Ô, Ù¯. 59 (2007), ÛÛ. 36-44.* ¡ÔËÌÔÛ‡ÓË * Gardner, Howard (1943- ) * °ÓÒÛË, £ÂˆÚ›· Ù˘ * ªÔ˘ÛÈ΋ * ¢ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·-ÛÙËÚÈfiÙËÙ˜ * °ÓˆÛÙÈ΋ ·Ó¿Ù˘ÍË

™∞∫∞ƒπ∫√™ µ∞™π§∏™, ««∆Ô ·ÚÂÛÙfi Û ۯ¤ÛË Ì ÙÔ ÂӉȷʤÚÔÓ ÛÙË ‰È·‰Èηۛ· Ù˘ Ì¿ıËÛ˘»,∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ ™›ÙÈ, Ù¯. 488 (2007), ÛÛ. 387-392.* ¢È‰·Ûηϛ· * ¢È·‰Èηۛ· Ì¿ıËÛ˘ * ª·ıËÙ‹˜ * ∂ӉȷʤÚÔÓ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * ¶·ÚÒıË-ÛË Â›‰ÔÛ˘

™π¡∞¡π¢√À ª∞ƒπ∞ ¢., ««ª¤Û· ª·˙È΋˜ ∂ÓË̤ڈÛ˘ Î·È ∂η›‰Â˘ÛË: ÙËÏÂÔÙÈ΋ ‚›· Î·È ·È‰›»,∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 546 (2007), ÛÛ. 298-304.* ª¤Û· Ì·˙È΋˜ ÂÓË̤ڈÛ˘ - ∂›‰Ú·ÛË * ∆ËÏÂfiÚ·ÛË Î·È ·È‰È¿ * µ›· ÛÙËÓ ÙËÏÂfiÚ·ÛË * ∆ËÏÂÔ-ÙÈ΋ ‰È·Ê‹ÌÈÛË * ™˘ÓÂÚÁ·Û›· ÁÔÓ¤ˆÓ Î·È ÂÎ·È‰Â˘ÙÈÎÒÓ * ∞ÏÏ·Á‹ ÛÙ¿Û˘

™√Àª¶∞™∏ ™∆∞Àƒ√À§∞, ««¢Ú. °ÎÂfiÚÁÎÈ §Ô˙¿ÓÔÊ: ¤Ó·˜ Û‡Á¯ÚÔÓÔ˜ Ó¢ÚÔÂÈÛÙ‹ÌÔÓ·˜ ÌÈÏ¿ÂÈÁÈ· ÙËÓ “·È‰·ÁˆÁÈ΋ Ù˘ ·Á¿Ë˜”», ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 543 (2007), ÛÛ. 209-215.* Lozanov, Georgi (1926- ) * ¡Â˘ÚÔ„˘¯È·ÙÚÈ΋ * °˘Ó·›Î˜ ÂÈÛÙ‹ÌÔÓ˜ * °ÏÒÛÛ˜, ™‡Á¯ÚÔÓ˜ -™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· - ªÂıÔ‰ÔÏÔÁ›· * ™¯¤ÛË Î·ıËÁËÙ‹ - Ì·ıËÙ‹ * ¶·ÚÒıËÛË ÁÈ· ÛÔ˘‰¤˜ *∞Á¿Ë - ∂›‰Ú·ÛË

∆™∞°∫∞ƒ§∏-¢π∞ª∞¡∆∏ ∂À∞°°∂§π∞, ««¢È‰·Ûηϛ˜ ÌÔÓÔıÂÌ·ÙÈΤ˜», ∫ÔÈÓˆÓ›·, Ù¯. 3 (2007),ÛÛ. 260-268.* ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ * ¢È·‰Èηۛ· Ì¿ıËÛ˘ * ¢È‰·ÎÙÈ΋ Ú·ÎÙÈ΋ *¶ÚfiÙ˘Ô ‰È‰·Ûηϛ·˜ * ∞Ô‰¤ÎÙ˜ Ù˘ ·È‰Â›·˜ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹

ºƒÀ¢∞∫∏ ∂À∞°°∂§π∞, ««∞fi ÙË ‰È‰·Ûηϛ· ÛÙË Ì¿ıËÛË: ·Ó·˙ËÙÒÓÙ·˜ ÙȘ ¯·Ì¤Ó˜ Á¤Ê˘Ú˜»,¡¤· ¶·È‰Â›·, Ù¯. 123 (2007), ÛÛ. 53-70.* ¢È‰·Ûηϛ· * ™ÙÚ·ÙËÁÈ΋ Ù˘ Ì¿ıËÛ˘ * ™¯ËÌ·ÙÈÛÌfi˜ ÂÓÓÔÈÒÓ * ™˘ÓÂÚÁ·Û›· ÛÔ˘‰·ÛÙÒÓ Î·ÈÂÎ·È‰Â˘ÙÈÎÒÓ * ∂ÚÁ·Û›· ÛÙËÓ Ù¿ÍË * ™‡Á¯ÚÔÓË ¤Ú¢ӷ

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12. æÀÃ√§√°π∞

∞¡¢ƒ∂∞¢∞∫∏™ ¡π∫√™ [Î.¿.], «∂ÎÊÔ‚ÈÛÌfi˜ Î·È ı˘Ì·ÙÔÔ›ËÛË: ÌÈ· Ú·ÁÌ·ÙÈÎfiÙËÙ· ÛÙÔ Û¯ÔÏÈÎfiÂÚÈ‚¿ÏÏÔÓ», ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4 (2007), ÛÛ. 187-195.* ∂ÎÊÔ‚ÈÛÌfi˜ * ∂ÈıÂÙÈÎfiÙËÙ· * ™˘ÓÔÌ‹ÏÈÎÔÈ * ™¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ *¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛËñ The aim of the research is to study bullying behaviors in primary school. The methodology of

quantitative approach (questionnaires) was used for the study of bullying in a sample of about800 students (11 and 12 years old) from 14 primary schools in Athens and Piraeus in Greece(urban areas). The findings showed that 38.4% of pupils were accepted victimization at schooland 18.8% of them very often (once a week or many times a week). The findings also indicatethat Greek pupils from sixth class are the majority of victims.

°∞§∞¡∞∫∏ ∂., µ√°π∞∆∑√°§√À ¶., ««∂ÎÊÔ‚ÈÛÌfi˜/£˘Ì·ÙÔÔ›ËÛË ÛÙÔ Û¯ÔÏÈÎfi Ï·›ÛÈÔ Î·È ÌÔ-Ó·ÍÈ¿», ¶·È‰·ÁˆÁÈ΋ ∂ÈıÂÒÚËÛË, Ù¯. 44 (2007), ÛÛ. 7-24.* ª·ıËÙ‹˜ * ∂ÎÊÔ‚ÈÛÌfi˜ * ªÔÓ·ÍÈ¿ * ™¯ÔÏÂ›Ô * ∂Ú¢ÓËÙÈ΋ ·Ó·ÊÔÚ¿ñ The theoretical study presents an overview of the links between bullying/victimization and

loneliness during childhood. Bullying and victimization are conceptually clarified and researchevidence is briefly reviewed aboutt bullying and victimization as risk factors for children’smental health. Next, this study focuses on the links between bullying / victimization andloneliness mainly in the school context. Complex paths leading from bullying / victimization toloneliness and vice versa, and developmental trajectories of this association emerged from theexisting cuncurrent and longitudinal data. Finally, some research implications for preventionand intervention efforts aiming at reducing bullying in school are discussed.

¢π∞ª∞¡∆√¶√À§√™ ¢π√¡À™∏™, ««√ ÎÔÈÓˆÓÈÎÔÔÈËÙÈÎfi˜ ÚfiÏÔ˜ ÙÔ˘ ·ÈÁÓȉÈÔ‡», ∆Ô ™¯ÔÏ›ÔÎ·È ÙÔ ™›ÙÈ, Ù¯. 487 (2007), ÛÛ. 264-270.* ¶·ÈÁÓ›‰È * ¶·È‰› * ∫ÔÈÓˆÓÈÎÔÔ›ËÛË (ÕÓıÚˆÔ˜) * ∞Ó·Ù˘Íȷ΋ æ˘¯ÔÏÔÁ›· * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜

¢ƒ√™π¡√À ª∞ƒπ∞, ««™˘˙‹ÙËÛË Ì ηÎÔÔÈË̤ÓÔ˘˜ ÁÔÓ›˜ Û ı¤Ì·Ù· ÛÂÍÔ˘·ÏÈ΋˜ ‰È··È‰·ÁÒ-ÁËÛ˘ ÙˆÓ ·È‰ÈÒÓ», ¶·È‰·ÁˆÁÈÎfi µ‹Ì· ∞ÈÁ·›Ô˘, Ù¯. 66 (2007), ÛÛ. 97-114.* ∫·ÎÔÔÈË̤ÓÔ ·È‰› * °ÔÓ›˜ * µ›· * √ÈÎÔÁÂÓÂȷ΋ ·ÁˆÁ‹ * ™ÂÍÔ˘·ÏÈ΋ ·ÁˆÁ‹ * ∞ÔÎÏ›ÓÔ˘Û·Û˘ÌÂÚÈÊÔÚ¿ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

HELLENIC JOURNAL OF PSYCHOLOGY (¶∂ƒπ√¢π∫√), ««∞ÊȤڈ̷: Special Issue: Issues inPersonality and Cognition», Hellenic Journal of Psychology, Ù¯. 4/2 (2007), ÛÛ. 111-232.* ∞˘ÙÔÂÎÙ›ÌËÛË * ŒÊË‚Ô˜ * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂Óı¿ÚÚ˘ÓÛË * ∞ıÏËÙÈ΋ ÈηÓfiÙËÙ· *ª·ıËÌ·ÙÈο * ¢˘ÛÎÔÏ›· Ì¿ıËÛ˘ * ∞Ó¿ÁÓˆÛË * ∞Ó·ÁÓÒÚÈÛË Ï¤ÍÂˆÓ * √ÚıÔÁÚ·Ê›· * ∫Ô˘Êfi˜ *¶ÔÏÈÙÈÛÙÈ΋ Ù·˘ÙfiÙËÙ· * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

— ««∞ÊȤڈ̷: Special Section: Social Development and Social Context», HellenicJournal of Psychology, Ù¯. 4/3 (2007), ÛÛ. 233-352.* ¶·È‰È¿ - æ˘¯ÔÏÔÁ›· * ™¯¤ÛË ÁÔÓÈÔ‡ - ·È‰ÈÔ‡ * √ÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ * ¶ÓÂ˘Ì·ÙÈ΋ ·Ó¿-Ù˘ÍË * ¶·È‰È¿ - æ˘¯Ô·ıÔÏÔÁ›· * ¶·È‰È΋ ËÏÈΛ· * ƒfiÏÔ˜ ÙÔ˘ ÁÔÓÈÔ‡ * ¶·È‰› ÌÂÙ·Ó¿ÛÙË * ¶·È-‰È¿ - æ˘¯È΋ ˘Á›·

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∫∞π¡√Àƒ°π√À ∂§∂¡∏, «™˘Ó¿ÊÂÈ· ·Ó¿ÌÂÛ· ÛÙËÓ „˘¯Ô‰˘Ó·ÌÈ΋ Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ Î·È ÛÙËÓ ÚÔ-ÛˆÈÎfiÙËÙ· ÙÔ˘ ·È‰ÈÔ‡», ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 109-117.* √ÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ * ¶·È‰› * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜ * ∞ÏÏËÏÂÓ¤ÚÁÂÈ· * æ˘¯ÔÏÔÁ›·Ù˘ ™˘ÌÂÚÈÊÔÚ¿˜ * ∫ÔÈÓˆÓÈÔÏÔÁ›· Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ñ Soziale und psychologische Faktoren beeinflussen die Psychodynamik der Familie für die

Auberung entprechenden Verhaltens gegenüber dem Kind. Die Rolle den Eltern wird von denMenschen auf unterschiedlicher Art aufgenommen, wie die von der Forschung bewiesin wird.Im Rahmen also, sowohl den Familie, als auch des organisierten sozialen Baus warden dierichtigen Belingungen für die Erschaffung einer festen psychosozialen Entwicklung des Kindesgefordert.

∫∞∫∞µ√À§∏™ ∞§∂•∞¡¢ƒ√™, ««∏ Û˘ÁÁÓÒÌË ˆ˜ ‰È·ÚÔÛˆÈ΋ Î·È ·È‰·ÁˆÁÈ΋ Û¯¤ÛË», ∂ÏÏË-ÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 544 (2007), ÛÛ. 236-239.* ™˘ÁÁÓÒÌË - ∏ıÈΤ˜ Î·È ıÚËÛ΢ÙÈΤ˜ ·fi„ÂȘ * ¢È·ÚÔÛˆÈΤ˜ Û¯¤ÛÂȘ - ∂›‰Ú·ÛË * ∫ÔÈÓˆÓÈ-΋ æ˘¯ÔÏÔÁ›· * æ˘¯ÔÏÔÁ›·, ∂Ê·ÚÌÔṲ̂ÓË * ÃÚÈÛÙÈ·ÓÈ΋ ˙ˆ‹ - µÈ‚ÏÈ΋ ‰È‰·Ûηϛ· * ¶·Ù¤Ú˜Ù˘ ∂ÎÎÏËÛ›·˜ - ∞ÔÛ¿ÛÌ·Ù·, ¯ˆÚ›· Î.Ï.

∫∞ª∆™π√™ ™¶Àƒπ¢ø¡, ««∆Ô ÛÙÚ˜ ÛÙÔ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ Î·È Ë ·ÓÙÈÌÂÙÒÈÛ‹ ÙÔ˘», ∞ÓÔȯÙfi™¯ÔÏ›Ô, Ù¯. 104 (2007), ÛÛ. 45-49.* ™ÙÚ˜ (æ˘¯ÔÏÔÁ›·) * ª·ıËÙ‹˜ * ∞ÈÙÈfiÙËÙ· * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ *∞ÓÙÈÌÂÙÒÈÛË

∫∞ƒ∞µπ∞ ∂À∞°°∂§π∞, ««∆Ô ÌÔÓÙ¤ÏÔ Ù˘ ÁÓˆÛÙÈ΋˜ ıÂڷ›·˜ Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙ· ·È‰È¿ Î·È Ë Î·-Ù·ÏÏËÏfiÙËÙ¿ ÙÔ˘», ¶·È‰·ÁˆÁÈÎfi µ‹Ì· ∞ÈÁ·›Ô˘, Ù¯. 66 (2007), ÛÛ. 115-124.* ¶·È‰› * ™˘ÌÂÚÈÊÔÚ¿ * £Âڷ¢ÙÈ΋ ·ÁˆÁ‹ * °ÓˆÛÙÈ΋ ‰ÈÂÚÁ·Û›· * ∂ÈÛً̘ Ù˘ ™˘ÌÂÚÈÊÔ-Ú¿˜ * √ÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ

∫∞ƒ∞°π∞¡¡√¶√À§√À ∂À∞°°∂§π∞, ««∞Ó·Ù˘Íȷο ¯·Ú·ÎÙËÚÈÛÙÈο Ù˘ ÂÊ˂›·˜ Î·È “·ʋ”ÙÔ˘ ÂÊ‹‚Ô˘ Ì ÙË ÁÓÒÛË», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148 (2007), ÛÛ. 116-132.* ∂Ê˂›· * æ˘¯ÔÏÔÁÈο ¯·Ú·ÎÙËÚÈÛÙÈο * °ÓÒÛË * ¢È·‰Èηۛ· Ì¿ıËÛ˘ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ *™¯¤ÛË Î·ıËÁËÙ‹-Ì·ıËÙ‹

∫∞ƒ∞¡∆∑π¡∏™ £øª∞™ °., ««∏ Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ Ó˛Ԣ ÛÙÔ ·ÈÁÓ›‰È», ¡¤· ¶·È‰Â›·, Ù¯. 124(2007), ÛÛ. 124-141.* ¶·ÈÁÓ›‰È * ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ¡ËÈ·ÁˆÁÔ› - ∂›‰Ú·ÛË * ™˘Ó·ÈÛıËÌ·ÙÈ΋ Âη›‰Â˘ÛË* æ˘¯ÔÎÈÓËÙÈ΋ ·Ó¿Ù˘ÍË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

∫∞ƒ∞¶∂∆™∞™ ∞ƒ°Àƒ∏™ µ., ∑À°√Àƒ∏™ ¡π∫√™ Ã., ««∏ ›‰Ú·ÛË Ù˘ ÓÈÎÔÙ›Ó˘ ÛÙȘ ÂȉfiÛÂȘÙ˘ ÌÓ‹Ì˘ Î·È ÛÙËÓ ËÏÂÎÙÚÔÊ˘ÛÈÔÏÔÁÈ΋ ‰È·ÌfiÚʈÛË ÙÔ˘ ƒ.300», æ˘¯ÔÏÔÁ›·, Ù¯. 14/2 (2007),ÛÛ. 127-142.* ∫¿ÓÈÛÌ· - ∂›‰Ú·ÛË * ªÓ‹ÌË * °ÓˆÛÙÈ΋ ÈηÓfiÙËÙ· * ¡Â˘ÚÔ„˘¯ÔÏÔÁ›· * ªÂϤÙË ÂÚ›ÙˆÛ˘ *∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ À¿Ú¯Ô˘Ó ÔÏÏ¿ ÂÚ¢ÓËÙÈο ‰Â‰Ô̤ӷ Ô˘ ˘Ô‰ÂÈÎÓ‡Ô˘Ó fiÙÈ ÙÔ Î¿ÓÈÛÌ· ÂËÚ¿˙ÂÈ ÙȘ ÁÓˆÛÙÈ-

Τ˜ ÏÂÈÙÔ˘ÚÁ›Â˜. ∏ ÂÈÚÚÔ‹ ·˘Ù‹ ÔÊ›ÏÂÙ·È Î˘Ú›ˆ˜ ÛÙȘ Ê·ÚÌ·ÎÔÏÔÁÈΤ˜ ÂȉڿÛÂȘ Ô˘ ·ÛΛ ËÓÈÎÔÙ›ÓË. ∆Ô Û˘ÁÎÂÎÚÈ̤ÓÔ ÂÚ¢ÓËÙÈÎfi ÚˆÙfiÎÔÏÏÔ ÂÎÔÓÂ›Ù·È Ì ÛÙfi¯Ô Ó· ·ÓȯÓ‡ÛÂÈ Î·È Ó·ÛÙÔȯÂÈÔıÂÙ‹ÛÂÈ ÙËÓ Â›‰Ú·ÛË Ù˘ ÓÈÎÔÙ›Ó˘ Î·È ÛÙȘ ·ÓÒÙÂÚ˜ ÁÓˆÛÙÈΤ˜ ÏÂÈÙÔ˘ÚÁ›Â˜, ÁÂÓÈÎfiÙÂ-

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Ú·, ·ÏÏ¿ Î·È ÈÔ ÂÍÂȉÈÎÂ˘Ì¤Ó· ÛÙË ÌÓ‹ÌË. °È· ÙÔ ÛÎÔfi ·˘Ùfi ¤¯Ô˘Ó ¯ÚËÛÈÌÔÔÈËı› ÎÏ·ÛÈΤ˜Ó¢ÚÔ„˘¯ÔÏÔÁÈΤ˜ ‰ÔÎÈ̷ۛ˜ ·ÎÔ˘ÛÙÈ΋˜ Î·È ÔÙÈ΋˜ ÌÓ‹Ì˘ Î·È °ÓˆÛÙÈο ¶ÚÔÎÏËÙ¿ ¢˘Ó·ÌÈ-ο (Event Related Potentials, ERPs) Ì ¯ÔÚ‹ÁËÛË ·ÎÔ˘ÛÙÈÎÔ‡ ÂÚÂı›ÛÌ·ÙÔ˜. ∏ Û˘ÁÎÂÎÚÈ̤ÓËËÏÂÎÙÚÔÊ˘ÛÈÔÏÔÁÈ΋ Ù¯ÓÈ΋ ¯ÚËÛÈÌÔÔÈÂ›Ù·È ÁÈ·Ù› Ì·˜ ·Ú¤¯ÂÈ ÙË ‰˘Ó·ÙfiÙËÙ· Ó· ¤¯Ô˘Ì ·ÓÙÈÎÂÈ-ÌÂÓÈο ·ÔÙÂϤÛÌ·Ù· ÁÈ· ÙËÓ ÂÁÎÂÊ·ÏÈ΋ ÏÂÈÙÔ˘ÚÁ›· ÙÔ˘ ·ÙfiÌÔ˘ ηٿ ÙË ‰È¿ÚÎÂÈ· Ù˘ ÂÂÍÂÚÁ·-Û›·˜ ÂÓfi˜ ÂÚÂı›ÛÌ·ÙÔ˜ Û ڷÁÌ·ÙÈÎfi ¯ÚfiÓÔ (real time recording). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫∂¡∞¡π¢∏™ ∫ø¡™∆∞¡∆π¡√™ ™., «∏ ÛËÌ·Û›· Ù˘ ·ÓÙÈÎÂÈÌÂÓÈ΋˜ ÈÂÚ¿Ú¯ËÛ˘ ÙÔ˘ Û˘ÛÙ‹Ì·ÙÔ˜·ÍÈÒÓ ÙÔ˘ Û˘Ì‚Ô˘Ï¢Ô̤ÓÔ˘ ·fi ÙÔ Û‡Ì‚Ô˘ÏÔ, ηٿ ÙË ‰È¿ÚÎÂÈ· Ù˘ Û˘Ì‚Ô˘Ï¢ÙÈ΋˜ ‰È·‰Èηۛ·˜,Û‡Ìʈӷ Ì ÙË ıˆڛ· Ù˘ ‰È·ÁÂÓ·΋˜ ÌÂÙ¿‚·Û˘ ÙˆÓ Bowen Î·È Nagy», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘-Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 163-174.* ™‡ÛÙËÌ· ·ÍÈÒÓ * ™˘Ì‚Ô˘Ï¢ÙÈ΋ * √ÈÎÔÁ¤ÓÂÈ· * ƒfiÏÔ˜ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ ªÂ ÙËÓ ·ÚÔ‡Û· ÂÚÁ·Û›·, ÂÈı˘Ìԇ̠ӷ ηٷ‰Â›ÍÔ˘Ì ÙÔ ‚·ÛÈÎfi ÚfiÏÔ Ô˘ ‰È·‰Ú·Ì·Ù›˙ÂÈ Ë

‰È·‰Èηۛ· Ù˘ ‰È·ÁÂÓ·΋˜ ÌÂÙ¿‚·Û˘ ÛÙË ‰È·ÌfiÚʈÛË ÌÈ·˜ «·ÓÙÈÎÂÈÌÂÓÈ΋˜» (ÛÙÔ Ï·›ÛÈÔÙÔ˘ ‰˘Ó·ÙÔ‡) ÈÂÚ¿Ú¯ËÛ˘ Î·È ·ÍÈÔÏfiÁËÛ˘ ÙÔ˘ Û˘ÛÙ‹Ì·ÙÔ˜ ·ÍÈÒÓ ÙÔ˘ Û˘Ì‚Ô˘ÏÂ˘Ì¤ÓÔ˘ ·fi ÙÔÛ‡Ì‚Ô˘ÏÔ, Ë ÔÔ›· ‰È·‰Ú·Ì·Ù›˙ÂÈ Î·ıÔÚÈÛÙÈÎfi ÚfiÏÔ ÛÙË ıÂÙÈ΋ ‹ ÌË ¤Î‚·ÛË Ù˘ Û˘Ì‚Ô˘Ï¢ÙÈ-΋˜ ‹ Ù˘ ıÂڷ¢ÙÈ΋˜ ‰È·‰Èηۛ·˜. ∏ Û‡Á¯ÚÔÓË ¤Ú¢ӷ (PAFSQ, Bray, Williamson & Malone1984, Differentiation of Self Inventory, Skowron & Friedlander, 1998 Î.·.) ¤¯ÂÈ Ó· ηٷ‰Â›ÍÂÈÏ‹ıÔ˜ Û‡Á¯ÚÔÓˆÓ „˘¯ÔÌÂÙÚÈÎÒÓ ÂÚÁ·Ï›ˆÓ Ô˘ ηٷ‰ÂÈÎÓ‡Ô˘Ó ÙË ÛËÌ·ÓÙÈÎfiÙËÙ· Ù˘ ‰È·‰È-ηۛ·˜ Ù˘ ‰È·ÁÂÓ·΋˜ ÌÂÙ¿‚·Û˘ ÓÔÌÔÙÂÏÂÈÒÓ (΢ڛˆ˜ ·fi ÙËÓ ÔÈÎÔÁ¤ÓÂÈ· ÚÔ¤Ï¢Û˘),ÛÙËÓ ‰È·ÌfiÚʈÛË ÚÔÛˆÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜ ·ÍÈÒÓ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫√ƒ∫√µ∂§√À ∞°°. π., ««∏ Ù·ÈÓ›·: “∆· ·È‰È¿ Ù˘ ¯ÔÚˆ‰›·˜”. ªÈ· ÚfiÙ·ÛË ÁÈ· Û˘˙‹ÙËÛË ÛÙËÓ Ù¿-ÍË Ì ı¤Ì· ÙȘ ÂÚÈÙÒÛÂȘ/ÂÚÈÛÙ¿ÛÂȘ ·ÔÎÏ›ÓÔ˘Û·˜ Û˘ÌÂÚÈÊÔÚ¿˜ ÙˆÓ ÂÊ‹‚ˆÓ», ∆· ∂Î·È‰Â˘-ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 69-78.* ∂Ê˂›· * ∞ÔÎÏ›ÓÔ˘Û· Û˘ÌÂÚÈÊÔÚ¿ * ¡ÂfiÙËÙ· * ∫ÈÓËÌ·ÙÔÁÚ¿ÊÔ˜ * ¢È‰·ÎÙÈ΋ ÚfiÙ·ÛË *¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË

∫√À°π√Àª∆∑∏ ∞Àƒ∞, ««∏ ÁÓˆÛÙÈ΋ ıÂڷ›· ·ÔηٿÛÙ·Û˘ ÌÂÙ¿ ·fi ÂÁÎÂÊ·ÏÈ΋ ‰È·Ù·Ú·¯‹»,æ˘¯ÔÏÔÁ›·, Ù¯. 14/2 (2007), ÛÛ. 143-151.* °ÓˆÛÙÈ΋ ÈηÓfiÙËÙ· * ∞ÔηٿÛÙ·ÛË * ∂ÁÎÂÊ·ÏÈ΋ οΈÛË * ª¿ıËÛË * ªÓ‹ÌË * ¡Â˘ÚÔ„˘¯Ô-ÏÔÁ›· ñ ∏ ÁÓˆÛÙÈ΋ ıÂڷ›· ·ÔηٿÛÙ·Û˘ (°£∞) Â›Ó·È Ë ‰È·‰Èηۛ· ‚ÂÏÙ›ˆÛ˘ ‹ ÂÚÈÔÚÈÛÌÔ‡ ÙˆÓ

ÁÓˆÛÙÈÎÒÓ ÚÔ‚ÏËÌ¿ÙˆÓ Ô˘ ÚÔ·ÙÔ˘Ó ÌÂÙ¿ ·fi ÌÈ· ÂÁÎÂÊ·ÏÈ΋ ‰È·Ù·Ú·¯‹. ∆Ô ·Ú·Î¿Ùˆ¿ÚıÚÔ ı· ÚÔÛ·ı‹ÛÂÈ Ó· ÚÔÛ‰ÈÔÚ›ÛÂÈ ÙË ÁÓˆÛÙÈ΋ ·ÔηٿÛÙ·ÛË Î·È Ó· ·ÍÈÔÏÔÁ‹ÛÂÈ ÙËÓ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÙˆÓ ÁÓˆÛÙÈÎÒÓ ·ÚÂÌ‚¿ÛÂˆÓ Î·È ÙˆÓ Ù¯ÓÈÎÒÓ Ô˘ ¤¯Ô˘Ó ¯ÚËÛÈÌÔÔÈËı›ÁÈ· Ó· ·ÓÙÈÛÙ·ıÌ›ÛÔ˘Ó Ù· ÚÔ‚Ï‹Ì·Ù· ÛÙȘ ÁÓˆÛÙÈΤ˜ ÂÚÈÔ¯¤˜ Ì ·ÛıÂÓ›˜ ηÙfiÈÓ ÂÁÎÂÊ·ÏÈ-΋˜ ‚Ï¿‚˘. √ ۯ‰ȷÛÌfi˜ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ·ÔηٿÛÙ·Û˘ ‚·Û›˙ÂÙ·È ÛÙËÓ ·ÍÈÔÏfiÁËÛË ÙˆÓÁÓˆÛÙÈÎÒÓ ÂÏÏÂÈÌÌ¿ÙˆÓ ÙÔ˘ ·ÛıÂÓÔ‡˜ ̤ۈ Ù˘ ¯Ú‹Û˘ „˘¯ÔÌÂÙÚÈÎÒÓ ÂÚÁ·Ï›ˆÓ, ÛÙË Ì¤ÙÚË-ÛË Ù˘ ›‰Ú·Û‹˜ ÙÔ˘˜ ÛÙȘ ηıËÌÂÚÈÓ¤˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Î·È ÛÙÔÓ ÚÔÛ‰ÈÔÚÈÛÌfi ‚Ú·¯˘ÚfiıÂ-ÛÌˆÓ Î·È Ì·ÎÚÔÚfiıÂÛÌˆÓ ÛÙfi¯ˆÓ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫√Àª¶π∞™ ∂ªª∞¡√À∏§, ««¶ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ Ì·ıËÙÒÓ ¶ÚˆÙÔ‚¿ıÌÈ·˜ - ¢Â˘ÙÂÚÔ-‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘», ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 251-264.* ª·ıËÙ‹˜ * ¢È·Ù·Ú·¯‹ Û˘ÌÂÚÈÊÔÚ¿˜ * ∞ÈÙÈfiÙËÙ· * ¶ÚÔÛ·ÚÌÔÁ‹ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË *¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

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ñ This paper presents a comparative study regarding Behaviour Problems exhibited by studentsin Primary and Secondary education. The behaviour problems of 1220 students from primaryand secondary schools in the wider area of Attica were assessed via the Achenbach RTFQuestionnaire. The findings provided a comparative analysis of the two sample groupsregarding the type and the frequency of the behaviour problems of the students. The eightsyndromes of problem begaviour of the RTF Questionnaire were described in terms of thespecial characteristics of each group (age, sex, etc.) and were assessed on a single-variable andmulti-variable level. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫√À™√À§∞™ ºø∆∏™, §À°∂ƒ√™ ¡π∫√™, «¢ËÌÈÔ˘ÚÁÈÎfiÙËÙ· Î·È ‰ËÌÈÔ˘ÚÁÈ΋ ¤ÎÊÚ·ÛË», ∫›ÓË-ÙÚÔ, Ù¯. 8 (2007), ÛÛ. 19-27.* ¢ËÌÈÔ˘ÚÁÈÎfiÙËÙ· * ¢ËÌÈÔ˘ÚÁÈ΋ ÛΤ„Ë * ™¯ËÌ·ÙÈÛÌfi˜ ÂÓÓÔÈÒÓ * ¢ËÌÈÔ˘ÚÁ›· (§ÔÁÔÙ¯ÓÈ΋,ηÏÏÈÙ¯ÓÈ΋ Î.Ï.) * √ÏÈÛÌfi˜ * °ÓˆÛÙÈ΋ æ˘¯ÔÏÔÁ›· * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ Problems on creativity definitions arise from the level or style approach of this complex quality.

In this article we study these two approaches in order to clarify the distinction between creativityand creative expression. We argue at the end that a more holistic view of the creativephenomena is needed, where creativity as possibility and creation as result overlap the multipledefinitions problem.

ª∞¡∆∂™∏ ∞¡∞™∆∞™π∞, ««∏ æ˘¯ÔÏÔÁ›· ÙÔ˘ ‰È·ÛÙ‹Ì·ÙÔ˜», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 319(2007), ÛÛ. 12-21.* ™˘ÓÂÚÁ·Û›· * ∆ÂÛÙ * ™˘ÌÙÒÌ·Ù· * ∫ÔÈÓˆÓÈ΋ ·ÏÏËÏ›‰Ú·ÛË * ªÔÓ·ÍÈ¿, ∂ÈÎÔÈÓˆÓ›· *∞ÓıÚˆÔÏÔÁ›· * ∂ÈÏÔÁ‹

— ««∏ ÛÎÔÙÂÈÓ‹ Ù¤¯ÓË Ù˘ ·Ó¿ÎÚÈÛ˘», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 320 (2007), ÛÛ. 46-54.* æ˘¯ÔÏÔÁ›· (∞ÙÔÌÈ΋) * ∆ÚÔÌÔÎÚ·Ù›· * ∞ÓıÚÒÈÓ· ‰ÈηÈÒÌ·Ù· * ∞ÛÊ¿ÏÂÈ· * ÕÁ¯Ô˜

ª∂∆√Ãπ∞¡∞∫∏™ ∏§π∞™, ««¶·ÁÎÔÛÌÈÔÔ›ËÛË, ¶·ÁÎÔÛÌÈfiÙËÙ· Î·È ∂ÏÏËÓÈ΋ ¶·È‰Â›·», ¶·È‰·-ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 235-247.* ¶·ÁÎÔÛÌÈÔÔ›ËÛË * √ÈÎÔ˘ÌÂÓÈÎfiÙËÙ· * ∞ÓıÚˆÈÛÙÈ΋ ËıÈ΋ * ∂η›‰Â˘ÛË - ∂ÏÏ¿‰· * ¶ÔÏÈÙÈ-ÛÌfi˜, ∂ÏÏËÓÈÎfi˜ * ∂ÈÚÚÔ‹

ªÀ§ø¡∞™ £∂√¢øƒ√™, ««∏ ‰˘Ó·ÌÈ΋ Ù˘ ÔÌ¿‰·˜ Î·È Ë Û¯ÔÏÈ΋ Ù¿ÍË», ∫ÔÈÓˆÓ›·, Ù¯. 4 (2007),ÛÛ. 354-362.* ™¯ÔÏ›· - ∫ÔÈÓˆÓÈÔÏÔÁÈΤ˜ ·fi„ÂȘ * ™‡ÓıÂÛË Ù˘ Ù¿Í˘ * ∫·ıËÁËÙ¤˜ £ÂÔÏfiÁÔÈ * ™˘ÌÂÚÈÊÔÚ¿ÙÔ˘ ηıËÁËÙ‹ - ∂›‰Ú·ÛË * ™˘ÌÂÚÈÊÔÚ¿ ÔÌ¿‰·˜ * ∫ϛ̷ Ù˘ Ù¿Í˘

¡π∫√§√¶√À§√™ ¢∏ª∏∆ƒ∏™ ™., ««¶·ÚÔ¯‹ „˘¯ÔÏÔÁÈÎÒÓ ˘ËÚÂÛÈÒÓ ÛÙÔ Û¯ÔÏ›Ô: Ë “˘Ô‚·ı-ÌÈṲ̂ÓË” Û˘Ì‚ÔÏ‹ ÙÔ˘ Û¯ÔÏÈÎÔ‡ „˘¯ÔÏfiÁÔ˘ ÛÙÔ ÂÏÏËÓÈÎfi ÂÎ·È‰Â˘ÙÈÎfi Û‡ÛÙËÌ·», æ˘¯ÔÏÔÁ›·, Ù¯.14/1 (2007), ÛÛ. 58-75.* ™‡ÛÙËÌ· ∂η›‰Â˘Û˘ * ∂ÏÏ¿‰· * ™¯ÔÏÈÎfi˜ „˘¯ÔÏfiÁÔ˜ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· ñ ∏ Û¯ÔÏÈ΋ „˘¯ÔÏÔÁ›· Â›Ó·È ¤Ó·˜ ÎÏ¿‰Ô˜ Ô ÔÔ›Ô˜ ıÂÛ›ÛÙËÎÂ Î·È ÁÓÒÚÈÛ ‰ÈÂıÓÒ˜ ηıÔÏÈ΋

·Ó·ÁÓÒÚÈÛË ÙȘ ÙÂÏÂ˘Ù·›Â˜ ‰ÂηÂٛ˜. ªÂ ÙËÓ ¿ÚÔ‰Ô ÙÔ˘ ¯ÚfiÓÔ˘ ÔÈ ÚfiÏÔÈ Î·È ·ÚÌÔ‰ÈfiÙËÙÂ˜ÙˆÓ Û¯ÔÏÈÎÒÓ „˘¯ÔÏfiÁˆÓ ‰È·ÊÔÚÔÔÈ‹ıËÎ·Ó Û ÛËÌ·ÓÙÈÎfi ‚·ıÌfi. √È ·Ó¿ÁΘ Î·È Ù· ÚÔ-‚Ï‹Ì·Ù· Ù˘ Û‡Á¯ÚÔÓ˘ ÂÔ¯‹˜ η٤ÛÙËÛ·Ó ·Ó·Áη›· ÙËÓ ·ÚÔ¯‹ „˘¯ÔÏÔÁÈÎÒÓ ˘ËÚÂÛÈÒÓ̤۷ ÛÙÔ Û¯ÔÏ›Ô, ÂÚÈÛÛfiÙÂÚÔ ·fi ÔÙ¤. ™ÙȘ ∏ӈ̤Ó˜ ¶ÔÏÈÙ›˜ Ù˘ ∞ÌÂÚÈ΋˜ ‹ Û ¿ÏϘ

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Â˘Úˆ·˚Τ˜ ¯ÒÚ˜, ÔÈ Û¯ÔÏÈÎÔ› „˘¯ÔÏfiÁÔÈ ‰È·‰Ú·Ì¿ÙÈÛ·Ó Î·È ‰È·‰Ú·Ì·Ù›˙Ô˘Ó Î˘Ú›·Ú¯Ô ÚfiÏÔÛÙËÓ ·ÚÔ¯‹ „˘¯ÔÏÔÁÈÎÒÓ ˘ËÚÂÛÈÒÓ, ÚÔÛʤÚÔÓÙ·˜ ·ÍÈfiÈÛÙ˜ χÛÂȘ ÛÙËÓ ÏËıÒÚ· ÙˆÓÚÔ‚ÏËÌ¿ÙˆÓ Ô˘ ‰ËÌÈÔ˘ÚÁÔ‡ÓÙ·È Î·ıËÌÂÚÈÓ¿ ÛÙÔ Û¯ÔÏ›Ô. ™ÙËÓ ∂ÏÏ¿‰· Ë ÈÛÙÔÚ›· Ù˘ Û¯ÔÏÈ-΋˜ „˘¯ÔÏÔÁ›·˜ Â›Ó·È ·ÎfiÌË ÈÔ Û‡ÓÙÔÌË. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¡π∫√§√À¢∏ µ∞™π§π∫∏, «π‰ÈÔÛ˘ÁÎÚ·ÛÈ·ÎÔ› Ù‡ÔÈ Ì·ıËÙÒÓ Î·È Û¯ÔÏÈ΋ ¤ÓÙ·ÍË», £¤Ì·Ù· ∂ȉÈ-΋˜ ∞ÁˆÁ‹˜, Ù¯. 39 (2007-2008), ÛÛ. 160-177.* ™¯ÔÏÈ΋ ¤ÓÙ·ÍË * ™˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ Ì·ıËÙ‹ * ÷ڷÎÙ‹Ú·˜ * ∂›‰ÔÛË * ™¯ÔÏÈÎfi˜ „˘¯ÔÏfiÁÔ˜ *ƒfiÏÔ˜ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ∏ ·ÚÔ‡Û· ÌÂϤÙË ÂȯÂÈÚ› Ó· ‰ÈÂÚ¢ӋÛÂÈ ÙË Û¯¤ÛË Ô˘ ˘¿Ú¯ÂÈ ·Ó¿ÌÂÛ· ÛÙ· ȉÈÔÛ˘ÁÎÚ·-

Ûȷο ¯·Ú·ÎÙËÚÈÛÙÈο ÙˆÓ ·È‰ÈÒÓ Î·È ÛÙË Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘˜ ÛÙÔ ÔÈÎÔÁÂÓÂÈ·Îfi Î·È Û¯ÔÏÈÎfiÙÔ˘˜ ÂÚÈ‚¿ÏÏÔÓ. ∆· Â˘Ú‹Ì·Ù· Ù˘ ÌÂϤÙ˘, Ù· ÔÔ›· ÚԤ΢„·Ó ·fi ··ÓÙ‹ÛÂȘ Ì·ıËÙÒÓ ÛÂÛ¯ÂÙÈο ÂÚˆÙËÌ·ÙÔÏfiÁÈ·, Û˘Ì›ÙÔ˘Ó Ì ٷ ̤¯ÚÈ ÛÙÈÁÌ‹˜ ıˆÚËÙÈο ‰Â‰Ô̤ӷ. ¶ÈÔ Û˘ÁÎÂÎÚÈ-̤ӷ, ÔÈ Ì·ıËÙ¤˜ Ù›ÓÔ˘Ó Ó· ˘ÈÔıÂÙÔ‡Ó Û˘ÁÎÂÎÚÈ̤ӷ ÛÙÈÏ Û˘ÌÂÚÈÊÔÚ¿˜ - Ù‡Ô˘˜ Ì·ıËÙÒÓ,‚¿ÛÂÈ ÙˆÓ È‰ÈÔÛ˘ÁÎÚ·ÛÈ·ÎÒÓ ÙÔ˘˜ ¯·Ú·ÎÙËÚÈÛÙÈÎÒÓ, Ù· ÔÔ›· ÂËÚ¿˙Ô˘Ó ¿ÌÂÛ· Î·È ¤ÌÌÂÛ·ÙÔ˘˜ ÙÚfiÔ˘˜ Ì ÙÔ˘˜ ÔÔ›Ô˘˜ Û˘ÌÂÚÈʤÚÔÓÙ·È, Ì·ı·›ÓÔ˘Ó, ÏÂÈÙÔ˘ÚÁÔ‡Ó, ·ÏÏËÏÂȉÚÔ‡Ó ÌÂÙËÓ ÔÈÎÔÁ¤ÓÂÈ·, ÙÔ˘˜ ‰·ÛοÏÔ˘˜ Î·È ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ ÙÔ˘˜, Î·È ÚÔÛ·ÚÌfi˙ÔÓÙ·È ÛÙȘ ··ÈÙ‹-ÛÂȘ ÙÔ˘ ÂοÛÙÔÙ ÂÚÈ‚¿ÏÏÔÓÙÔ˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¶∏°π∞∫∏ ∞ƒπ™∆∂∞, ««∆Ô ÏÂÎÙÈÎfi ¯ÈÔ‡ÌÔÚ ·È‰ÈÒÓ 5-7 ÂÙÒÓ ÛÙÔ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ: ÌÂϤÙ˜ Â-Ú›ÙˆÛ˘», ¡¤· ¶·È‰Â›·, Ù¯. 124 (2007), ÛÛ. 30-45.* ¶Ó‡̷ Î·È ¯ÈÔ‡ÌÔÚ * ¶·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ¶·È‰·ÁˆÁÈÎfi ·È¯Ó›‰È - ∂›‰Ú·ÛË * ∞Ó¿-Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜ * Freud, Sigmund ( 1856-1939) * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

™πª√™ ¶∞¡∞°πø∆∏™, ««™‡Á¯ÚÔÓ˜ ̤ıÔ‰ÔÈ ¤Ú¢ӷ˜ ÛÙË ¡Â˘ÚÔ„˘¯ÔÏÔÁ›·: ‚·ÛÈ΋ Î·È ÂÊ·ÚÌÔ-Ṳ̂ÓË ¤Ú¢ӷ», æ˘¯ÔÏÔÁ›·, Ù¯. 14/2 (2007), ÛÛ. 209-212.* ¡Â˘ÚÔ„˘¯ÔÏÔÁ›· * ™‡Á¯ÚÔÓË ¤Ú¢ӷ * ∂ÈÛً̘ Ù˘ ™˘ÌÂÚÈÊÔÚ¿˜ * °ÏˆÛÛÈ΋ ·Ó¿Ù˘ÍË *ª¤ıÔ‰Ô˜ ¤Ú¢ӷ˜

™π¡∞¡π¢√À ª∞ƒπ∞ ¢., ««¢˘ÛÏÂÍ›·: Ó¢ÚÔ„˘¯ÔÏÔÁÈ΋ ÚÔÛ¤ÁÁÈÛË. ∆· ‰Â‰Ô̤ӷ Ù˘ ·ÂÈÎÔÓÈÛÙÈ-΋˜ Ù¯ÓÈ΋˜», ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 545 (2007), ÛÛ. 271-278.* ¢˘ÛÏÂÍ›· * §fiÁÔ˜, ¢È·Ù·Ú·¯¤˜ ÙÔ˘ - ¶·È‰È¿ * ∂ÁΤʷÏÔ˜ - ÷ÚÙÔÁÚ¿ÊËÛË * ¢˘ÛÎÔÏ›· Ì¿ıËÛ˘* ¡Â˘ÚÔ„˘¯ÔÏÔÁ›· * ™‡Á¯ÚÔÓË ¤Ú¢ӷ

∆™∂ƒ°∞™ ¡π∫√§∞√™, ««∏ ™˘Ì‚Ô˘Ï¢ÙÈ΋ ̤ۈ ‰È·‰ÈÎÙ‡Ô˘», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ ηȶÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 256-266.* æ˘¯È΋ ˘Á›· * ™˘Ì‚Ô˘Ï¢ÙÈ΋ * ¢È·‰›ÎÙ˘Ô * ∂ÈÛÙ‹ÌË - ªÂıÔ‰ÔÏÔÁ›· * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ √È ÂÍÂÏ›ÍÂȘ ÛÙȘ ∆¯ÓÔÏÔÁ›Â˜ Ù˘ ¶ÏËÚÔÊÔÚ›·˜ Î·È Ù˘ ∂ÈÎÔÈÓˆÓ›·˜ ¤¯Ô˘Ó ÂȉڿÛÂÈ Û οıÂ

ÙÔ̤· ·ÁÁÂÏÌ·ÙÈ΋˜ ‰Ú·ÛÙËÚÈfiÙËÙ·˜. ∆Ô ¿ÚıÚÔ ·˘Ùfi ‰ÈÂÚÂ˘Ó¿ ÙË ¯Ú‹ÛË Ù˘ Û˘Ì‚Ô˘Ï¢ÙÈ΋˜Ì¤Ûˆ ‰È·‰ÈÎÙ‡Ô˘ ÁÈ· ÙËÓ ÚÔÛˆÈ΋ ·Ó¿Ù˘ÍË Î·È ıÂڷ›·. ∂ÍÂÙ¿˙ÔÓÙ·È ÚÔ‚Ï‹Ì·Ù· Ô˘·ÊÔÚÔ‡Ó ÛÙË ¯Ú‹ÛË Ù˘ Û¯ÂÙÈ΋˜ ÂÈÛÙËÌÔÓÈ΋˜ ÔÚÔÏÔÁ›·˜, ÙȘ ÂӉ›ÍÂȘ Î·È ÙȘ ·ÓÙÂӉ›ÍÂȘÙ˘ Û˘Ì‚Ô˘Ï¢ÙÈ΋˜ ̤ۈ ‰È·‰ÈÎÙ‡Ô˘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

Ã∞∆∑∏°∂øƒ°π∞¢√À ™., ««∏ ‰ÈÂÚ‡ÓËÛË Ù˘ ÈηÓfiÙËÙ·˜ ÙˆÓ ·È‰ÈÒÓ ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ Ó· ·È-ÙÈÔÏÔÁÔ‡Ó ÙË Û˘ÌÂÚÈÊÔÚ¿ Ô˘ ‚·Û›˙ÂÙ·È Û ϷÓı·Ṳ̂ÓË ÂÔ›ıËÛË ÛÙÔ Ï·›ÛÈÔ Ù˘ ıˆڛ·˜ ÙÔ˘ÓÔ˘», ¶·È‰·ÁˆÁÈ΋ ∂ÈıÂÒÚËÛË, Ù¯. 44 (2007), ÛÛ. 195-212.

101

* ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ¡fiËÛË * ™˘ÌÂÚÈÊÔÚ¿ * ∂Ú¢ÓËÙÈ΋ ·Ó·ÊÔÚ¿ * ∂ÌÂÈÚÈ΋ ¤Ú¢-Ó· * £ÂÛÛ·ÏÔÓ›ÎËñ The past 20 years have seen rapid growth of a new field of developmental research, known as

children’s theory of mind, which investigates the development of children’s ability tounderstand human activity by the attribution of mental states to people and especially theirbeliefs about mental states. In the present study we examined the ability of preschool childrento invoke false belief when the direction of inference is from behavior to belief than from beliefto behavior. Children examined an action based on false belief and judged on the outcome,rather than foretelling the protagonist ‘s action as in the “unexpected transfer” task. Ourmethodological design was based on Wimmer & Perner (1983) and Robinson & Mitchell(1995) research. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

Ã∞∆∑∏ª∞¡ø§∏ ¢∏ª∏∆ƒ∞, «∆ËÏÂÔÙÈ΋ ‚›· Î·È ·È‰›», ∞ÓÔȯÙfi ™¯ÔÏ›Ô, Ù¯. 105 (2007), ÛÛ.30-35.* µ›· ÛÙËÓ ÙËÏÂfiÚ·ÛË * ∆ËÏÂÔÙÈο ÚÔÁÚ¿ÌÌ·Ù· * ¶·È‰› * ∆·‡ÙÈÛË (æ˘¯ÔÏÔÁ›·) * °ÔÓ›˜ * ™˘Ì-‚Ô˘Ï¢ÙÈ΋ñ ™ÙËÓ ÂÚÁ·Û›· Ì·˜ ·˘Ù‹ ·ÊÔ‡ ηْ ·Ú¯‹Ó ÂÚÈÁÚ¿„Ô˘Ì ÙËÓ ÙËÏÂÔÙÈ΋ ‚›· ÁÂÓÈο Î·È ÙËÓ ÙËÏÂ-

ÔÙÈ΋ ‚›· ÙˆÓ ·È‰ÈÎÒÓ ÙËÏÂÔÙÈÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ, ÂȯÂÈÚԇ̠ÌÈ· Û‡ÓÙÔÌË Î·Ù·ÁÚ·Ê‹ ÙˆÓÂȉڿÛÂˆÓ Ù˘ ÙËÏÂÔÙÈ΋˜ ‚›·˜ ÛÙÔ ·È‰›, fiˆ˜ ηٷÁÚ¿ÊÔÓÙ·È ÛÙË Û¯ÂÙÈ΋ Ì ÙÔ ı¤Ì· ‚È-‚ÏÈÔÁÚ·Ê›·. ∆¤ÏÔ˜ ÛÙÔ Ï·›ÛÈÔ ÌÈ·˜ ÙËÏÂÔÙÈ΋˜ Û˘Ì‚Ô˘Ï¢ÙÈ΋˜ ÙˆÓ ÁÔÓ¤ˆÓ, ··ÚÈıÌÔ‡ÌÂÛÂÈÚ¿ ‚·ÛÈÎÒÓ ÂÓÂÚÁÂÈÒÓ - ‰Ú¿ÛÂˆÓ ·’ ·˘ÙÔ‡˜ ÁÈ· ÙËÓ Î·ÏÏȤÚÁÂÈ· ÌÈ·˜ ÔÚı‹˜ ÙËÏÂÔÙÈ΋˜·ÁˆÁ‹˜ ÙˆÓ ·È‰ÈÒÓ ÙÔ˘˜.

Ã√§∂µ∞™ ¡.∫., ««√È ÂÈÙÒÛÂȘ ÙÔ˘ ‰È·˙˘Á›Ô˘ ÛÙÔÓ „˘¯ÈÎfi-Û˘Ó·ÈÛıËÌ·ÙÈÎfi ÎfiÛÌÔ ÙÔ˘ ·È‰ÈÔ‡»,∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ. 129-140.* ¢È·˙‡ÁÈÔ * æ˘¯ÔÏÔÁ›· ÙÔ˘ ·È‰ÈÔ‡ * ™˘Ó·ÈÛıËÌ·ÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿ * ¢È·ÊÔÚ¿ ʇÏÔ˘ * æ˘¯Ô-ÏÔÁÈ΋ ÌÂÙ·‚›‚·ÛË * ™Ù¿ÛË ÁÔÓ¤ˆÓ * ™¯¤ÛË ÁÔÓÈÔ‡-·È‰ÈÔ‡

113. ∂¶π™∆∏ª∂™ ∆∏™ ∞°ø°∏™

µ∞ªµ√À∫∞™ ªπÃ∞§∏™ π., «∏ ÛÙÔ¯ÔÎÂÓÙÚÈ΋ ‰È‰·ÎÙÈ΋ Ú¿ÍË», ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4(2007), ÛÛ. 7-17.* ¢È‰·Ûηϛ· Ì ÛÙfi¯Ô˘˜ * ¢È‰·ÎÙÈ΋ Ú·ÎÙÈ΋ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜ *ª·ıËÙ‹˜ * ™ÎfiÈÌË Ì¿ıËÛËñ L’ objet d’ étude suivante n’ est pas neuf, étant donné qu’ il attire les théoriciens de l’Education

ainsi que les praticiens de l’ enseignement les quatre dernières décennies avec un intérêt plusou moins constant. Au début on fait un effleurement rétrospectif de théories de l’ enseignementen se concentrant sur ses trois principales composantes, à savoir le maître, l’élève et la matièrede l’ enseignement et on parle respectivement de dascalocentrisme, paidocentrisme etstochocentrisme. En suite on essaie de fixer le contenu des termes: but, objectif et critère dansle domaine de l’ enseignement, on clarifie la notion de l’ objectif fonctionnel et on décrit laprocédure d’ opérationnalisation des buts de l’ enseignement.

102

µ√À°π√À∫∞™ ∫ø¡™∆∞¡∆π¡√™, «∂ÈÛ·ÁˆÁ‹ (;) ÛÙȘ ∂ÈÛً̘ (;) Ù˘ ∞ÁˆÁ‹˜ (;)», ¡¤· ¶·È‰Â›·,Ù¯. 123 (2007), ÛÛ. 36-52.* ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ™¯ËÌ·ÙÈÛÌfi˜ ÂÓÓÔÈÒÓ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ∂ÏÏ¿‰· * ªÂϤÙË Â-Ú›ÙˆÛ˘ * µÈ‚ÏÈÔÁÚ·Ê›·

°π∞°∫√À¡π¢∏™ ¶∞¡∞°πø∆∏™, ««∏ ·È‰·ÁˆÁÈ΋ ÚÔÛ¤ÁÁÈÛË ÙÔ˘ Reggio Emilia: ÂÎ·È‰Â˘ÙÈ΋ڷÁÌ·ÙÈÎfiÙËÙ· Î·È ÚÔÔÙÈΤ˜», ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 119-138.* ¶·È‰·ÁˆÁÈ΋ * ™Ùfi¯ÔÈ Ù˘ Âη›‰Â˘Û˘ * ¶·È‰› * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜ * ∫·ÈÓÔÙÔÌ›· *¢È·‰Èηۛ· Ì¿ıËÛ˘ * ™¯¤ÛË ÁÔÓÈÔ‡-Û¯ÔÏ›Ԣñ Im Rahmen dieser Arbeit wird über die Philosophie und den Prinzipien der Pädagogik von

Rezzio Emilia Bezug genommen. Es werden die Möglichkeiten dargestellt, die zu geistigerEntwicklung und die Kreativität der Kinder fördern; auˇerdem wird über die Rolle derbeteiligten Lehrer-Eltern in diesem Unterrichtsprozeˇ dargestellt. Zum Schluˇ folgt ein Vergleichder Pädagogik von Reggio Emilia mit den traditionellen Unterrichtsmethoden und es wird einSchülerzentrierter und Erlebnis-Kommunikativer Unterricht gefordet.

∫∞ƒ¡∞µ∞™ ∞¶√™∆√§√™, ∫∞§√°∂ƒ√¶√À§√À ºø∆∂π¡∏, ««∆Ô ·ÈÁÓ›‰È, Ë ‰È‰·ÎÙÈ΋ ÙÔ˘·ÍÈÔÔ›ËÛË Î·È Ô ·È‰·ÁˆÁÈÎfi˜ ÙÔ˘ ÚfiÏÔ˜: ÌÈ· ÚfiÙ·ÛË Ù¯ÓÈ΋˜ ‰È‰·ÎÙÈ΋˜ ÚÔÛ¤ÁÁÈÛ˘ ÛÙ·∆Ì‹Ì·Ù· ŒÓÙ·Í˘», ∆Ô ™¯ÔÏÂ›Ô Î·È ÙÔ ™›ÙÈ, Ù¯. 487 (2007), ÛÛ. 271-275.* ¶·ÈÁÓ›‰È * ª¿ıËÛË * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ * ∆Ì‹Ì·(Ù·) ¤ÓÙ·Í˘ *∂Ê·ÚÌÔÁ‹

¡∞∆™π√¶√À§√À ∆ƒπ∞¡∆∞ºÀ§§π∞, ™√À§πø∆∏™ ªπª∏™, ««∆Ô ·È‰ÈÎfi ‚È‚Ï›Ô ÛÙËÓ ∂ÏÏ¿‰·Î·Ù¿ ÙË ‰ÂηÂÙ›· 1990-1999», ºÈÏfiÏÔÁÔ˜, Ù¯. 129 (2007), ÛÛ. 439-450.* ¶·È‰ÈÎfi ‚È‚Ï›Ô * µÈ‚Ï›· Î·È ·Ó¿ÁÓˆÛË * ∂ÏÏ¿‰· * ∂˘ÚÒË * ∂ΉfiÙ˜ Î·È ÂΉfiÛÂȘ * ™‡Á¯ÚÔÓˤÚ¢ӷ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

¡∆√∫∞ ∞¡∆π°√¡∏-∞§∂•∞¡¢ƒ∞, ««∏ ·ÏÙÔ˘ÛÂÚÈ·Ó‹ ÛΤ„Ë Î·È Ë ·Ó·ÁˆÁ‹ Ù˘ ÛÙÔ Â‰›Ô Ù˘·È‰·ÁˆÁÈ΋˜ Ú·ÎÙÈ΋˜», ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 285-294.* Louis Althuser (1918-1990) * ∂η›‰Â˘ÛË - ºÈÏÔÛÔÊ›· * ¡ÂfiÙËÙ· * °ÓˆÛÙÈÎfi ·ÓÙÈΛÌÂÓÔ * ¶·È-‰·ÁˆÁÈ΋ * ∂Ê·ÚÌÔÁ‹ñ Ziel der vorliegendern Arbeit ist es, eine erste Verbindung der philosophischen Betrachtungen

von Luis Althusser im Bereich der Pädagogik als Wissenschaft herzustellen, und zwar imRahmen der Kriterien, die innerhalb der Pädagogischen Verfahrensweisen gegeben sind. Es sollversucht werden, die Bedeutung der relativen Autonomie der pädagogischen Praxis zuverifizieren und deren Vorausgreifenden Charakter auzuzeigen. Das Zusammenbringen vonTheorieverstandnis und praktisch-pädagogischem. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¶∞¶∞ªπÃ∞∏§ ª., [Î.¿.], ««∆· ·È¯Ó›‰È· ÙÔ˘ ·Ú¯·›Ô˘ ÂÏÏËÓÈÎÔ‡ ÎfiÛÌÔ˘ Î·È Ô ÚfiÏÔ˜ ÙÔ˘˜ ÛÙËÓ·ÁˆÁ‹», ÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯. 45 (2007), ÛÛ. 121-128.* ∂ÏÏ¿‰· ∞Ú¯·›· - ∫ÔÈÓˆÓÈΤ˜ Û˘Óı‹Î˜ * ¶·ÈÁÓ›‰È * ƒfiÏÔ˜ * ∏ıÈ΋ ·ÁˆÁ‹ * ª›ÌËÛË * ºÈÏÔÛÔ-Ê›·, ∞Ú¯·›· ÂÏÏËÓÈ΋ ñ ∞ÓÙÈΛÌÂÓÔ Ù˘ ÂÚÁ·Û›·˜ ·˘Ù‹˜, ·ÔÙ¤ÏÂÛÂ Ë Û˘ÛÙËÌ·ÙÈ΋ ηٷÁÚ·Ê‹ ÙˆÓ ÏËÚÔÊÔÚÈÒÓ, ÔÈ

Ôԛ˜ Û¯ÂÙ›˙ÔÓÙ·È Ì ٷ ·È¯Ó›‰È· ÙÔ˘ ·Ú¯·›Ô˘ ÂÏÏËÓÈÎÔ‡ ÎfiÛÌÔ˘, ÚÔÎÂÈ̤ÓÔ˘ Ó· ·Ó·‰ÂȯıÂ›Ô ÚfiÏÔ˜ Ô˘ ·˘Ù¿ ÂÈÙÂÏÔ‡Û·Ó ÛÙËÓ ·ÁˆÁ‹. ∞Ó·Ï˘ÙÈÎfiÙÂÚ·, ¯ÚËÛÈÌÔÔÈ‹ıËÎ·Ó ÚˆÙÔÁÂÓ›˜Î·È ‰Â˘ÙÂÚÔÁÂÓ›˜ ËÁ¤˜ Ô˘ ÂÛÙÈ¿˙ÔÓÙ·È ÛÙÔÓ ·Ú¯·ÈÔÂÏÏËÓÈÎfi ÙÚfiÔ ˙ˆ‹˜ Î·È ÛÙ· ·Ú¯·›· ÂÏ-

103

ÏËÓÈο ·È¯Ó›‰È·. ª¤Û· ·fi ÙËÓ ¤Ú¢ӷ ÙÔ˘ ˘ÏÈÎÔ‡ Ô˘ ·ÊÔÚ¿ ÛÙËÓ ÎÔÈÓˆÓÈ΋ ˙ˆ‹ ÛÙËÓ ·Ú-¯·›· ∂ÏÏ¿‰·, ‰È·ÈÛÙÒıËÎÂ Ë ‚·Ú‡ÓÔ˘Û· ÛËÌ·Û›· Ô˘ ›¯·Ó ÙfiÛÔ Ù· ÓÂ˘Ì·ÙÈο fiÛÔ Î·È Ù· ÎÈ-ÓËÙÈο ·È¯Ó›‰È·, ηıfiÙÈ ˆ˜ ̤ÛÔ ·ÁˆÁ‹˜ Î·È ˆ˜ ÁÂÓÈ΋ ÊÈÏÔÛÔÊ›· ˙ˆ‹˜, Ù· ·È¯Ó›‰È· Û˘Ófi-‰Â˘·Ó ÙÔÓ ¿ÓıÚˆÔ ·fi ÙË Á¤ÓÓËÛ‹ ÙÔ˘ Û fiÏË ÙË ‰È¿ÚÎÂÈ· Ù˘ ˙ˆ‹˜ ¤ˆ˜ Î·È ÙË ÛÙÈÁÌ‹ ÙˆÓÂÈ΋‰ÂÈˆÓ ÙÂÏÂÙÒÓ. ∂ȉÈÎfiÙÂÚ·, Ù· ÎÈÓËÙÈο ·È¯Ó›‰È·, ˆ˜ Ë ·Ú¯¤Ù˘Ë ÌÔÚÊ‹ Ù˘ ·ıÏËÙÈ΋˜¿ÛÎËÛ˘, ηÙ›¯·Ó ÙÔ ÛËÌ·ÓÙÈÎfiÙÂÚÔ Ì¤ÚÔ˜ Ù˘ ηıËÌÂÚÈÓ‹˜ ÚÔÂÙÔÈÌ·Û›·˜ ÌÈÎÚÒÓ Î·È ÌÂÁ¿-ÏˆÓ ÁÈ· ÙË ˙ˆ‹. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

™À°Ãƒ√¡∞ £∂ª∞∆∞ (¶∂ƒπ√¢π∫√) [∂ÈÌ.: ª·Ú›· ¶·ÁÒÓË], «∞ÊȤڈ̷: ¶·È‰·ÁˆÁÈ΋ Freinet:¤Ú¢ӷ Á‡Úˆ ·fi ¤Ó· ÓˆÙÂÚÈÛÙÈÎfi Û¯ÔÏÂ›Ô ÛÙË °·ÏÏ›·», ™‡Á¯ÚÔÓ· £¤Ì·Ù·, Ù¯. 99 (2007), ÛÛ. 5-84.* ∂Î·È‰Â˘ÙÈ΋ ηÈÓÔÙÔÌ›· * °·ÏÏ›· * Freinet Célestin (1896-1966) * ªÂϤÙË ÂÚ›ÙˆÛ˘ * ∂ηÈ-‰Â˘ÙÈ΋ ¤Ú¢ӷ * ª·ıËÙ‹˜ * ¢È·‰Èηۛ· Ì¿ıËÛ˘ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * ¶ÚÔÛ¯ÔÏÈ΋ ∞ÁˆÁ‹ *°ÏˆÛÛÈ΋ ·Ó¿Ù˘ÍË * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * °Ú·Ê‹ * ∞Ó¿ÁÓˆÛË * ¢È‰·ÎÙÈ΋ Ú·ÎÙÈ΋ *°ÓÒÛË * ª·ıËÌ·ÙÈο * ™¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ * µ›· ÛÙ· Û¯ÔÏ›· * ª·ıËÙÈΤ˜ ÎÔÈÓfiÙËÙ˜ * ¢˘ÛÎÔ-Ï›· Ì¿ıËÛ˘ * ™˘Ó·ÈÛıËÌ·ÙÈ΋ ÛÙ¤ÚËÛË

114. ∂∫¶∞π¢∂À™∏ ∫∞π ∫√π¡ø¡π∞

µ∂ƒ°π¢∏™ ¢∏ª∏∆ƒ∏™ ∫., ™∆∞ª∂§√™ °πøƒ°√™, «∏ ˘ÔÂη›‰Â˘ÛË ÛÙËÓ ∂ÏÏ¿‰·», ∆Ô µ‹Ì·ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 49 (2007), ÛÛ. 199-223.* ∂η›‰Â˘ÛË - ∂ÏÏ¿‰· * ∞Ó·ÏÊ·‚ËÙÈÛÌfi˜ * ™¯ÔÏÈ΋ ·ÔÙ˘¯›· * ∫ÔÈÓˆÓÈÎfi˜ ·ÔÎÏÂÈÛÌfi˜ * ªÂ-ϤÙË ÂÚ›ÙˆÛ˘ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ∏ Ì›ˆÛË Ù˘ Û¯ÔÏÈ΋˜ ·ÔÙ˘¯›·˜ Î·È Ù˘ ‰È·ÚÚÔ‹˜ ÛÙËÓ ÂÓÓÈ¿¯ÚÔÓË ˘Ô¯ÚˆÙÈ΋ Âη›‰Â˘ÛË

ÛÙË ¯ÒÚ· Ì·˜, Ô˘ ηٷÁÚ¿ÊÂÙ·È ÛÙȘ Û¯ÂÙÈΤ˜ ÌÂϤÙ˜, Ê·›ÓÂÙ·È Ó· Û˘ÛÎÔÙ›˙ÂÈ ÙÔ Û‡Á¯ÚÔÓÔÚfi‚ÏËÌ· Ù˘ ˘ÔÂη›‰Â˘Û˘. ∆fiÛÔ Ë UNESCO fiÛÔ Î·È Ë ∂ÈÙÚÔ‹ ÙˆÓ ∂˘Úˆ·˚ÎÒÓ ∫ÔÈÓÔ-Ù‹ÙˆÓ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔ˘Ó ÛÙÔ ÂÏ¿¯ÈÛÙÔ ··ÈÙÔ‡ÌÂÓÔ ˘fi‚·ıÚÔ ÂÊÔ‰›ˆÓ ÙˆÓ ÔÏÈÙÒÓ Î·È Î˘-Ú›ˆ˜ ÙˆÓ ÂÚÁ·˙ÔÌ¤ÓˆÓ fi¯È ÌfiÓÔ ÙȘ ‚·ÛÈΤ˜ ÁÓÒÛÂȘ Î·È ‰ÂÍÈfiÙËÙ˜ (·Ó¿ÁÓˆÛË, ÁÚ·Ê‹ ηȷÚÈıÌËÙÈÎÔ› ˘ÔÏÔÁÈÛÌÔ›), ·ÏÏ¿ Î·È Ó¤Â˜ ‰ÂÍÈfiÙËÙ˜ Ô˘ ›Û˘ ıˆÚÔ‡ÓÙ·È ‚·ÛÈΤ˜ ÛÙÔ Ú·-Á‰·›· ÌÂÙ·Ï·ÛÛfiÌÂÓÔ ÎfiÛÌÔ Ì·˜ (‰ÂÍÈfiÙËÙ˜ Û˘ÌÌÂÙÔ¯‹˜ ÛÙËÓ ÎÔÈÓˆÓ›·, ¯Ú‹Û˘ Ó¤ˆÓ Ù¯ÓÔ-ÏÔÁÈÒÓ Î.¿.). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

°∫π∑∂§∏ µπ∫∞ ¢. [Î.¿.], ««∫ÔÈÓˆÓÈ΋ ·Ô‰Ô¯‹», ∂ÈıÂÒÚËÛË ∂Î·È‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯. 13(2007), ÛÛ. 166-180.* ™‡ÛÙËÌ· Eη›‰Â˘Û˘ * ∫ÔÈÓˆÓ›· * °ÓÒÌË * ™¯¤ÛË Û¯ÔÏ›Ԣ-ÎÔÈÓfiÙËÙ·˜ * ¶ÔÈfiÙËÙ· Âη›‰Â˘-Û˘ ñ ™ÙËÓ ·ÚÔ‡Û· ÌÂϤÙË ÂȯÂÈÚÂ›Ù·È Ë ‰ÈÂÚ‡ÓËÛË ÙˆÓ ÛÙ¿ÛÂˆÓ ÙÔ˘ ÎÔÈÓˆÓÈÎÔ‡ Û˘ÓfiÏÔ˘ (ÛÙ¿-

ÛÂȘ ·Ô‰Ô¯‹˜, ÂÈÊ˘Ï·ÎÙÈÎfiÙËÙ·˜, ·fiÚÚȄ˘ Î.Ô.Î.) ¤Ó·ÓÙÈ ÙÔ˘ ÈÛ¯‡ÔÓÙÔ˜ ÂÎ·È‰Â˘ÙÈÎÔ‡ Û˘-ÛÙ‹Ì·ÙÔ˜ Î·È Ù˘ Û‡ÓÔÏ˘ ÂÎ·È‰Â˘ÙÈ΋˜ Ú·ÁÌ·ÙÈÎfiÙËÙ·˜. ∏ ·Ô‰Ô¯‹ (‹ Ë ·fiÚÚÈ„Ë) ÙˆÓ ‰Â-‰ÔÌ¤ÓˆÓ Ù˘ ÂÎ·È‰Â˘ÙÈ΋˜ Ú·ÁÌ·ÙÈÎfiÙËÙ·˜ ÂΠ̤ÚÔ˘˜ ÙÔ˘ ÎÔÈÓˆÓÈÎÔ‡ Û˘ÓfiÏÔ˘ Â›Ó·È ¤ÓÓÔÈ·‰˘ÛÚÔÛ¤ÁÁÈÛÙË, ηıÒ˜ ÂËÚ¿˙ÂÙ·È ·fi ÚfiÙ˘· Î·È ÛÙÂÚÂfiÙ˘·, ˘ÔÎÚ‡ÙÂÈ ÛÙfi¯Ô˘˜ ÛȈ-ËÚÔ‡˜ ‹ ÔÌÔÏÔÁË̤ÓÔ˘˜, ÂÎÊÚ¿˙ÂÈ ÚÔÛ‰Ô˘ ÔÈΛÏ˘ ÚÔ¤Ï¢Û˘ Î·È ·ÈÙÈÔÏÔÁ›·˜. ÀÔη-

104

ıÈÛÙ¿, ÂÍ¿ÏÏÔ˘, ÔÏϤ˜ ÊÔÚ¤˜ ÙËÓ Ú·ÁÌ·ÙÈ΋ ÂȯÂÈÚËÌ·ÙÔÏÔÁ›· ÙˆÓ ÛÙԯ‡ÛÂˆÓ Î·È ÙˆÓ ÂÈ-ÏÔÁÒÓ ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÚÔÁÚ·ÌÌ·ÙÈÛÌÔ‡. øÛÙfiÛÔ, Ë ÔÔÈ·Û‰‹ÔÙ ÌÔÚÊ‹˜ Û˘ÌÌÂÙÔ¯‹ ÙÔ˘ÎÔÈÓˆÓÈÎÔ‡ Û˘ÓfiÏÔ˘ ÛÙ· ÂÎ·È‰Â˘ÙÈο ÙÂÎÙ·ÈÓfiÌÂÓ· ıˆÚÂ›Ù·È –Î·È Â›Ó·È– ÚÔ¸fiıÂÛË ÂÎ ÙˆÓˆÓ Ô˘Î ¿Ó¢ ÁÈ· ÙË ÛÙ·ıÂÚ‹, ·ÔÙÂÏÂÛÌ·ÙÈ΋ Î·È ÂÓ Á¤ÓÂÈ ÂÈÙ˘¯‹ ÂÊ·ÚÌÔÁ‹ ÙˆÓ ÂÎ·È‰Â˘ÙÈ-ÎÒÓ ÂÈÏÔÁÒÓ Ù˘ ¶ÔÏÈÙ›·˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¢ƒ∂∆∆∞∫∏™ ª∞¡√§∏™ °., «∫·Ù¿ 150% ·˘Í‹ıËÎ·Ó ÔÈ Ì·ıËÙ¤˜ Ì ·ÏÈÓÓÔÛÙÔ‡ÓÙ˜ Î·È ·ÏÏÔ-‰·Ô‡˜ ÁÔÓ›˜ ÙË ‰ÂηÂÙ›· 1995/96 - 2004/05», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 148 (2007), ÛÛ. 43-56.* ª·ıËÙ‹˜ * ¶·È‰› ·ÏÏÔ‰·Ô‡ * °ÔÓ›˜ * ∂·Ó··ÙÚÈÛÌfi˜ * ∂ıÓÈ΋ ™Ù·ÙÈÛÙÈ΋ ÀËÚÂÛ›· Ù˘∂ÏÏ¿‰Ô˜ * ™Ù·ÙÈÛÙÈο ‰Â‰Ô̤ӷ

— ««ªÂÁ¿Ï˜ ‰È·ÊÔÚ¤˜ ÛÙËÓ Î·Ù¿ ÓÔÌÔ‡˜ ηٷÓÔÌ‹ ÙˆÓ Ì·ıËÙÒÓ Ì ·ÏÈÓÓÔÛÙÔ‡ÓÙÂ˜Î·È ·ÏÏÔ‰·Ô‡˜ ÁÔÓ›˜», ™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯. 150 (2007), ÛÛ. 45-54.* ¶ÏËı˘ÛÌfi˜ Û¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ¶·È‰› ·ÏÏÔ‰·Ô‡ * °ÔÓ›˜ * ∂·Ó··ÙÚÈÛÌfi˜ * ∫·Ù·ÓÔÌ‹ ÏË-ı˘ÛÌÔ‡ * ™Ù·ÙÈÛÙÈο ‰Â‰Ô̤ӷ

∑∞Ã√™ ¢∏ª∏∆ƒ∏™, ««√ÈÎÔÓÔÌ›· Ù˘ ·ÁÔÚ¿˜ Î·È Û¯ÔÏÈ΋ “·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·”», ™‡Á¯ÚÔÓ·£¤Ì·Ù·, Ù¯. 97 (2007), ÛÛ. 43-50.* ¢ÈÂıÓ‹˜ ÔÈÎÔÓÔÌ›· * ∞ÁÔÚ¿ ÂÚÁ·Û›·˜ * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ∫ÔÈÓˆÓÈ΋ ·ÓÈÛfiÙËÙ· * ™¯ÔÏÈ΋·ÔÙ˘¯›· * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

πø∞¡¡π¢∏™ ∫Àƒπ∞∫√™, ««ŸÙ·Ó Ë ∫ÔÌÈÛÈfiÓ ÌÈÏ¿ÂÈ ÁÈ· «Û¯ÔÏ›· ÙÔ˘ 21Ô˘ ·ÈÒÓ·»», £¤Ì·Ù· ¶·È-‰Â›·˜, Ù¯. 30 (2007), ÛÛ. 96-106.* ∂˘ÚÒË * ∂η›‰Â˘ÛË, ÀÔ¯ÚˆÙÈ΋ * ™¯ÔÏ›· - ∫ÔÈÓˆÓÈÔÏÔÁÈΤ˜ ·fi„ÂȘ * ¢È¿ ‚›Ô˘ Âη›‰Â˘-ÛË * ™‡ÛÙËÌ· Eη›‰Â˘Û˘ * ¢ÂÍÈfiÙËÙ· * √ÈÎÔÓÔÌÈ΋ ·Ó¿Ù˘ÍË

∫∞ƒ∞§∏™ £∞¡∞™∏™, ª¶∞§π∞™ ™∆∞£∏™, ««π‰ÈfiÙËÙ· ÙÔ˘ ÔÏ›ÙË Î·È ¢È¿ ‚›Ô˘ Âη›‰Â˘ÛË ÛÙȘۇÁ¯ÚÔÓ˜ ‰ËÌÔÎÚ·ÙÈΤ˜ ÎÔÈӈӛ˜», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 50 (2007), ÛÛ.143-161.* ¢È¿ ‚›Ô˘ Âη›‰Â˘ÛË * ¶ÔÏÈÙÈ΋ Î·È Âη›‰Â˘ÛË * ¶·ÁÎÔÛÌÈÔÔ›ËÛË - ∂›‰Ú·ÛË * ¶ÔÏ˘ÔÏÈÙÈ-ÛÌÈÎfiÙËÙ· * ∫ÔÈÓˆÓ›· ÙˆÓ ÔÏÈÙÒÓ * ¢ËÌÔÎÚ·Ù›· * ∂˘Úˆ·˚΋ ŒÓˆÛË - ∫ÔÈÓˆÓÈ΋ ÔÏÈÙÈ΋ñ ™‹ÌÂÚ·, Ë È‰ÈfiÙËÙ· ÙÔ˘ ÔÏ›ÙË ·¤ÎÙËÛ Ӥ· ÂÚȯfiÌÂÓ· ÂÍ·ÈÙ›·˜ ÙˆÓ ·Ó·ÁÎÒÓ Ô˘ Á¤ÓÓËÛ·Ó

ÔÈ ÎÔÈÓˆÓÈÎÔ-ÔÈÎÔÓÔÌÈΤ˜ ÌÂÙ·‚ÔϤ˜, ÔÈ Ôԛ˜, ÌÂٷ͇ ¿ÏψÓ, ·Ó¤ÙÚ„·Ó Ù· ·Ú·‰ÔÛȷο ‰Â-‰Ô̤ӷ ÛÙÔ ¯ÒÚÔ Ù˘ Âη›‰Â˘Û˘, ·Ó·‰ÂÈÎÓ‡ÔÓÙ·˜ Ù·˘Ùfi¯ÚÔÓ· ÙË ¢È¿ ‚›Ô˘ Âη›‰Â˘ÛË Û·ӷÁη›Ô ̤ÛÔ ÂÓ›Û¯˘Û˘ Ù˘ ȉÈfiÙËÙ·˜ ÙÔ˘ ÔÏ›ÙË. ŸÌˆ˜ Ù›ıÂÙ·È ÙÔ ÂÚÒÙËÌ·, ·Ó Ë ¢È¿ ‚›Ô˘ ÂÎ-·›‰Â˘ÛË Â›Ó·È ·ÔÙÂÏÂÛÌ·ÙÈÎfi ̤ÛÔ ÂÓ›Û¯˘Û˘ Ù˘ Û‡Á¯ÚÔÓ˘ ȉÈfiÙËÙ·˜ ÙÔ˘ ÔÏ›ÙË, ηıÒ˜ Î·È·Ó ÔÈ ÙÚ¤¯Ô˘Û˜ ÔÏÈÙÈΤ˜ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘ ¢ÓÔÔ‡Ó ÌÈ· Û˘ÌÌÂÙÔ¯È΋ ÂΉԯ‹ Ù˘ ȉÈfi-ÙËÙ·˜ ÙÔ˘ ÔÏ›ÙË ‹ ÛÙËÚ›˙Ô˘Ó ÙË ÏÂÈÙÔ˘ÚÁ›· Ù˘ ·ÁÔÚ¿˜.

∫∞∆™πƒ∞™ §∂ø¡π¢∞™, ««√ ÚfiÏÔ˜ Ù˘ Û˘Ì‚Ô˘Ï¢ÙÈ΋˜ ·Ú¤Ì‚·Û˘ ÛÙËÓ ÎÔÈÓˆÓÈ΋ Î·È Â·ÁÁÂÏ-Ì·ÙÈ΋ ·ӤÓÙ·ÍË ÙˆÓ ·Ó‹ÏÈÎˆÓ ·Ú·‚·ÙÒÓ», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈ-ÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 145-162.* ¶·Ú·ÙˆÌ·ÙÈÎfiÙËÙ· ·ÓËÏ›ÎˆÓ * ™˘Ì‚Ô˘Ï¢ÙÈ΋ * ÿ‰Ú˘Ì· * ¶ÚfiÁÚ·ÌÌ· ηٿÚÙÈÛ˘ * ∫ÔÈÓˆÓÈ-ÎÔÔ›ËÛËñ √È ·Ó‹ÏÈÎÔÈ Â›Ó·È Ë ÈÔ Â˘·›ÛıËÙË Î·ÙËÁÔÚ›· ·ÓıÚÒˆÓ Ô˘ ¯ÚÂÈ¿˙ÂÙ·È È‰È·›ÙÂÚË ÚÔÛÔ¯‹,

·Á¿Ë Î·È Î·Ù·ÓfiËÛË. ∏ Âη›‰Â˘ÛË, Ë Â·ÁÁÂÏÌ·ÙÈ΋ ηٿÚÙÈÛË Î·È Ô ÌË ·ÔÎÏÂÈÛÌfi˜ ÙˆÓ

105

·ÓËÏ›ÎˆÓ ·fi ÙËÓ ÂÚÁ·Û›·, ÛÎÔfi ‰ÂÓ ¤¯ÂÈ ÌfiÓÔ ÙËÓ ·ÚÔ¯‹ ÁÓÒÛÂˆÓ ‹ ÙËÓ ÂÍ·ÛÊ¿ÏÈÛË ¯ÚË-Ì¿ÙˆÓ, ·ÏÏ¿ Î·È ÙËÓ ‚›ˆÛË ·fi ·˘ÙÔ‡˜ ÂÌÂÈÚÈÒÓ ·Ô‰Ô¯‹˜ ÎÈ ÂÏ¢ıÂÚ›·˜, ÙËÓ ÂÓ›Û¯˘ÛË Ù˘·˘ÙÔÂÎÙ›ÌËÛ‹˜ ÙÔ˘˜ Î·È ÙË ÁÓˆÚÈÌ›· ÙÔ˘˜ Ì ¤Ó· ‰È·ÊÔÚÂÙÈÎfi ÙÚfiÔ ˙ˆ‹˜. ∏ ·Ó·ÁηÈfiÙËÙ· ÙË˜Û˘Ì‚Ô˘Ï¢ÙÈ΋˜ ·Ú¤Ì‚·Û˘ Â›Ó·È ··Ú·›ÙËÙË. ∞ӷʤÚÂÙ·È ÛÙË ÛÙ‹ÚÈÍË Î·È Âη›‰Â˘ÛË ÙˆÓ·ÓËÏ›ÎˆÓ ·Ú·‚·ÙÒÓ Î·È ÙˆÓ ÔÈÎÔÁÂÓÂÈÒÓ ÙÔ˘˜ Ì ÙË ‚Ô‹ıÂÈ· ηٿÏÏËÏÔ˘ ÂÎ·È‰Â˘Ì¤ÓÔ˘ÚÔÛˆÈÎÔ‡, ̤۷ ·fi ÂȉÈΤ˜ ‰Ô̤˜ ÚfiÏ˄˘, ÚÔ·ÁˆÁ‹˜ Ù˘ ˘Á›·˜, Âη›‰Â˘Û˘, ÂÈÎÔÈ-ÓˆÓ›·˜, Û˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È Â·ÁÁÂÏÌ·ÙÈ΋˜ ηٿÚÙÈÛ˘, „˘¯·ÁˆÁ›·˜ Î·È ÛÙ¤Á·Û˘. (¶ÂÚÈÎÔ‹ÂÚ›Ï˄˘)

§π∞ª¶∞™ ∞¡∞™∆∞™π√™, ∫∞™∫∞ƒ∏™ πø∞¡¡∏™, «∫ÚÈÙÈÎfi˜ ÌÂÙ·ÌÔÓÙÂÚÓÈÛÌfi˜, ÎÚÈÙÈ΋ ·È‰·-ÁˆÁÈ΋ Î·È Ù· ȉÂÔÏÔÁÈο Û¯‹Ì·Ù· ÙÔ˘ ÓÂÔÊÈÏÂÏ¢ıÂÚÈÛÌÔ‡ ÛÙËÓ Âη›‰Â˘ÛË», £¤ÛÂȘ, Ù¯. 99(2007), ÛÛ. 127-140.* ∂η›‰Â˘ÛË * ªÂÙ·ÌÔÓÙÂÚÓÈÛÌfi˜ * ¡ÂÔÊÈÏÂÏ¢ıÂÚÈÛÌfi˜ * ∫ÚÈÙÈ΋ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ

ª√À§π∞¡π∆∏™ µ∞™π§∏™ ∂., ««∞fi Ù· ÌÔÓÔÔÏÈÙÈÛÙÈο Û¯‹Ì·Ù· ÛÙȘ ÔÏ˘ÔÏÈÙÈÛÌÈΤ˜ Ù·˘ÙfiÙË-Ù˜: ÂÈÙÒÛÂȘ ÛÙËÓ Âη›‰Â˘ÛË», ∫›ÓËÙÚÔ, Ù¯. 8 (2007), ÛÛ. 43-51.* ªÂÙ·ÓˆÙÂÚÈÎfiÙËÙ· * ¶ÔÏÈÙÈÛÙÈ΋ Ù·˘ÙfiÙËÙ· * ¢È·ÔÏÈÙÈÛÌÈ΋ Âη›‰Â˘ÛË * ¶ÚfiÁÚ·ÌÌ· ™Ô˘-‰ÒÓ * ∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ÿÛ˜ ¢ηÈڛ˜ * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ñ In der Postmoderne die kulturelle Schemata gehen systematisch einher mit dem Produktion-

sprozess. Die monokulturellen Schemata des reifen Kapitalismous werden von multikulturellenIdentitäten ersetzt. Unter diesen Bendingungen wandelt sich das Erziehungssystem um und ve-rändert sich der pädagogische und didaktische Prozess. Der Curriculum verlockert sich, der Un-terricht wird individualisiert, die Auffassung über Kenntnisse und Lernen wird neu definiert. DieLehrerrolle ändert sich. All diese Bendingungen fuhren zu neuen Ungleichheiten im Erziehungs-system.

¶∞¶∞¢∞∫∏™ ¡π∫√™, ¢π∞ª∞¡∆∞∫∏ ∂§§∏, ««√È ÔÏÈÙÈΤ˜ ·ÁÁÂÏÌ·ÙÈ΋˜ Âη›‰Â˘Û˘ ηÈηٿÚÙÈÛ˘ (VET) ÛÙÔÓ ·ÛÙÂÚÈÛÌfi Ù˘ §ÈÛÛ·‚fiÓ·˜: ÌÈ· ÂÈÛ·ÁˆÁÈ΋ ÂÈÛÎfiËÛË ÙˆÓ fiÚˆÓ(·Ó·)Û˘ÁÎÚfiÙËÛ‹˜ ÙÔ˘˜», ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4 (2007), ÛÛ. 143-150.* ∂·ÁÁÂÏÌ·ÙÈ΋ Âη›‰Â˘ÛË * ∂·ÁÁÂÏÌ·ÙÈ΋ ηٿÚÙÈÛË * ∂˘Úˆ·˚΋ ŒÓˆÛË * √ÈÎÔÓÔÌ›· *¶ÚÔÛfiÓ * ¶ÈÛÙÔÔ›ËÛË ñ The paper deals with the EU policy agenda for VET (within the Lisbon Strategy and subse-

quently in the context of the EU Work Program “Education & Training 2010”). VocationalEducation & Training (VET) is getting modified, while it is re-contextualised, in favour of thesupra-nationality in both the VET policy planning and policy implementation. VET is gettingmore and more institutionally related with employability, competitiveness and sustainability. Onall these grounds, policy making in VET concerns many aspects and facets of the humanrecourse development (HRD) and subequently has a certain impact on the ongoing transitionsin economy, society and the relevant decision making processes. Therefore the focus is also oninterrelated policy initiatives (i.e. EQF) and on the relevant major policy trends within EUregarding VETs’ contribution in the “reskilling’ ongoing process.

¶∞¶∞¡∆ø¡π√À ∞¡∆ø¡π√™, ««∂Î·È‰Â˘ÙÈΤ˜ Î·È Â·ÁÁÂÏÌ·ÙÈΤ˜ ÂÈÏÔÁ¤˜ ·ÙfiÌˆÓ Ô˘ ÎÈÓ‰˘-ÓÂ‡Ô˘Ó ·fi ÎÔÈÓˆÓÈÎfi ·ÔÎÏÂÈÛÌfi (Ì·ıËÙ¤˜-ÙÚȘ Á˘ÌÓ·Û›ˆÓ ™Ì›Óı˘, °Ï·‡Î˘, ∂¯›ÓÔ˘ Î·È £ÂÚ-ÌÒÓ ÓÔÌÔ‡ •¿Óı˘)», ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ.215-230.

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* ∫ÔÈÓˆÓÈ΋ ·ÓÈÛfiÙËÙ· * ¶ÚÒÙÔ˜ ·ÎÏÔ˜ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ∂η›‰Â˘Û˘ * ∂·ÁÁÂÏÌ·ÙÈ΋ ÂÎÏÔÁ‹* ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * ¶ÔÌ¿ÎÔÈ * •¿ÓıË (¡ÔÌfi˜)ñ ¶·Ú¿ ÙÔ ÁÂÁÔÓfi˜ fiÙÈ Ë ∂˘Úˆ·˚΋ ŒÓˆÛË Â›Ó·È Û‹ÌÂÚ· ÌÈ· ‰ÈÂıÓ‹˜ Ú·ÁÌ·ÙÈÎfiÙËÙ·, Ë Â˘Úˆ-

·˚΋ ÎÔÈÓˆÓÈ΋ ÔÏÈÙÈ΋ ¿Û¯ÂÈ. ∏ ÊÙÒ¯ÂÈ·, Ô ÎÔÈÓˆÓÈÎfi˜ ·ÔÎÏÂÈÛÌfi˜ Î·È Ë ·ÓÈÛfiÙËÙ· ÂÍ·-ÎÔÏÔ˘ıÔ‡Ó Ó· ·ÔÙÂÏÔ‡Ó ÛËÌ·ÓÙÈο ÚÔ‚Ï‹Ì·Ù· ÁÈ· ÙËÓ ∂˘Úˆ·˚΋ ŒÓˆÛË. °È· ¢·ı›˜ÎÔÈÓˆÓÈΤ˜ ÔÌ¿‰Â˜ Î·È ÌÂÈÔÓfiÙËÙ˜ Ë ÚfiÛ‚·ÛË ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜ ηı›ÛÙ·Ù·È ÂÍ·ÈÚÂÙÈο‰˘Û¯ÂÚ‹˜ ÛÙȘ Ë̤Ú˜ Ì·˜ Î·È ÂȉÂÈÓÒÓÂÙ·È Û˘Ó¯Ҙ ÛÙÔ ·ÁÎÔÛÌÈÔÔÈË̤ÓÔ ÂÚÈ‚¿ÏÏÔÓ Ì¤-Û· ÛÙÔ ÔÔ›Ô ˙Ô‡ÌÂ. ™ÎÔfi˜ Ù˘ ·ÚÔ‡Û·˜ ¤Ú¢ӷ˜ Â›Ó·È Ë ·ÔÙ‡ˆÛË ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Î·Èηٿ Û˘Ó¤ÂÈ· ·ÁÁÂÏÌ·ÙÈÎÒÓ ÂÈÏÔÁÒÓ, Ì·ıËÙÒÓ/-ÙÚÈÒÓ Ù˘ °’ °˘ÌÓ·Û›ˆÓ Ù˘ ÔÌ·ÎÈ΋˜ÌÂÈÔÓfiÙËÙ·˜ (™Ì›Óı˘, °Ï·‡Î˘, ∂¯›ÓÔ˘ Î·È £ÂÚÌÒÓ). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∆√ µ∏ª∞ ∆ø¡ ∫√π¡ø¡π∫ø¡ ∂¶π™∆∏ªø¡ (¶∂ƒπ√¢π∫√), ««∞ÊȤڈ̷: ∂η›‰Â˘ÛË - ¡¤Â˜∆¯ÓÔÏÔÁ›Â˜ - ∞ÓıÚˆÈÛÌfi˜», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 48 (2006), ÛÛ. 5-257.* ∂η›‰Â˘ÛË - ¶ÏËÚÔÊÔÚÈ΋ * ∞ÓıÚˆÈÛÙÈ΋ ·È‰Â›· * ∫ÔÈÓˆÓ›· Ù˘ ¶ÏËÚÔÊÔÚ›·˜ * ¡¤Â˜ ∆Â-¯ÓÔÏÔÁ›Â˜ * ∫ÔÈÓˆÓÈÔÏÔÁ›· Ù˘ ∂η›‰Â˘Û˘ * ∂·ÁÁÂÏÌ·ÙÈ΋ ηٿÚÙÈÛË * ∆¯ÓÈ΋ Âη›‰Â˘ÛË *∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ¢È·ÊˆÙÈÛÌfi˜ * ∞ÓıÚˆÈÛÙ¤˜ - ¶ÓÂ˘Ì·ÙÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ * µÈÔÌ˯·Ó›·- πÛÙÔÚ›· * ∫ÂÊ·Ï·ÈÔÎÚ·Ù›· - ∂›‰Ú·ÛË * ∂˘Úˆ·˚΋ ŒÓˆÛË - ™˘Óı‹Î˜ * ∞ÓıÚˆÈÛÙÈ΋ ËıÈ΋ *∞Ó·ÙÔÏ‹ Î·È ¢‡ÛË * ∫ÚÈÙÈ΋ ¶·È‰·ÁˆÁÈ΋ * ™‡ÁÎÏÈÛË ÂÎ·È‰Â˘ÙÈÎÒÓ Û˘ÛÙËÌ¿ÙˆÓ * ¶·ÁÎfiÛÌÈÔ˜fiÏÂÌÔ˜, 1914-1918 * ¶·ÁÎfiÛÌÈÔ˜ fiÏÂÌÔ˜, 1939-1945 * ∂η›‰Â˘ÛË - ∫ÔÈÓˆÓÈΤ˜ ·fi„ÂȘ *¶·È‰·ÁˆÁÈ΋ ·ÓıÚˆÔÏÔÁ›· * ∫ÔÌÌÔ˘ÓÈÛÙÈ΋ Âη›‰Â˘ÛË * ∆¯ÓÔÏÔÁ›· Î·È ÔÏÈÙÈÛÌfi˜ * ¡ÂˆÙÂ-ÚÈÎfiÙËÙ· * ¶·ÁÎÔÛÌÈÔÔ›ËÛË * ∂η›‰Â˘ÛË - √ÈÎÔÓÔÌÈΤ˜ ·fi„ÂȘ * ª¤Û· Ì·˙È΋˜ ÂÓË̤ڈÛË˜Î·È ·È‰È¿ * ∆ËÏÂÏËÚÔÊÔÚÈ΋ * ∂Î·È‰Â˘ÙÈÎfi ÏÔÁÈÛÌÈÎfi * ∏ÏÂÎÙÚÔÓÈÎÔ› ˘ÔÏÔÁÈÛÙ¤˜ Î·È ·È‰È¿* æËÊȷ΋ ‚È‚ÏÈÔı‹ÎË * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ * ¶ÚÔÂÙÔÈÌ·Û›· ÁÈ· ÙË ˙ˆ‹ ÙÔ˘ ÂÓ‹ÏÈη * ∂η›‰Â˘-ÛË - ∂ÏÏ¿‰· * ªÂϤÙË ÂÚ›ÙˆÛ˘ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

∆™∞°∫∞™ πø∞¡¡∏™ µ., ««∏ ·Í›· Î·È Ë ·Ó·ÁηÈfiÙËÙ· ÙÔ˘ Û¯ÔÏ›Ԣ», ∫ÔÈÓˆÓ›·, Ù¯. 4 (2007), ÛÛ.363-370.* ™¯ÔÏ›·, ∂ÏÏËÓÈο * ™¯ÔÏÂ›Ô Î·È Â͈ۯÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ * ÃÚÈÛÙÈ·ÓÈ΋ ·ÁˆÁ‹ * ∞Ô‰¤ÎÙ˜ Ù˘·È‰Â›·˜ * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜ * ∫ÔÈÓˆÓÈ΋ ÔÏÔÎÏ‹ÚˆÛË

∆™∞¶√Àƒ¡∞™ ∫ø¡™∆∞¡∆π¡√™, ««∏ ‡·ÚÍË ·ÓÈÛÔÙ‹ÙˆÓ ÛÙȘ ÂÎ·È‰Â˘ÙÈΤ˜ ÂÈÏÔÁ¤˜ ÙˆÓ Ì·ıË-ÙÒÓ-ÂÊ‹‚ˆÓ Î·È Ë ·Ó·ÁηÈfiÙËÙ· Û˘Ì‚Ô˘Ï¢ÙÈ΋˜ ÛÙ‹ÚÈ͢ Ì·ıËÙÒÓ Ô˘ ·Ó‹ÎÔ˘Ó Û ÔÌ¿‰Â˜ ÂıÓÔ-ÔÏÈÙÈÛÌÈÎÒÓ ‰È·ÊÔÚÒÓ Î·È ÌÂÈÔÓÔًوӻ, ∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡,Ù¯. 80/81 (2007), ÛÛ. 329-334.* ŒÊË‚Ô˜ * ¶ÚfiÛ‚·ÛË ÛÙËÓ Âη›‰Â˘ÛË * ¢È·ÊÔÚÂÙÈÎfiÙËÙ· * ∫ÔÈÓˆÓÈ΋ ·ÓÈÛfiÙËÙ· * ∂Î·È‰Â˘ÙÈ-΋ ηıÔ‰‹ÁËÛË * ƒfiÏÔ˜ ÙÔ˘ ηıËÁËÙ‹ñ ∏ ÂͤÏÈÍË Ù˘ ¤ÓÓÔÈ·˜ ÙÔ˘ fiÚÔ˘ ÈÛfiÙËÙ·, ·ÎÔÏÔ˘ı› fiϘ ÙȘ ·ÏÏ·Á¤˜ Ô˘ ˘Ê›ÛÙ·Ù·È ‰È·¯ÚÔÓÈ-

ο Ë ÂÏÏËÓÈ΋ ÎÔÈÓˆÓ›· Û fiÏÔ ÙÔ Ê¿ÛÌ· Ù˘ Î·È ·Ó¿ÏÔÁ· Ì ٷ ÛËÌ›· ·Ó·ÊÔÚ¿˜ Ù˘ Âο-ÛÙÔÙ ÎÔÈÓˆÓÈ΋˜ ·Ô‰Ô¯‹˜, ‰È·ÊÔÚÔÔÈÂ›Ù·È ÁÈ· Ó· ˘ËÚÂÙ‹ÛÂÈ ÙËÓ ÙÚ¤¯Ô˘Û· ÎÔÈÓˆÓÈ΋ ‰Ô-Ì‹. ∏ ‰ËÌÈÔ˘ÚÁ›· Î·È Ë Û˘ÓÙ‹ÚËÛË ·ÓÈÛÔÙ‹ÙˆÓ Û fi,ÙÈ ·ÊÔÚ¿ ÙȘ ÂÎ·È‰Â˘ÙÈΤ˜ ÂÈÏÔÁ¤˜ ÙˆÓ“‰È·ÊÔÚÂÙÈÎÒÓ ¿ÏψӔ Ì·ıËÙÒÓ Î·ıÈÛÙ¿ ·Ó·Áη›· ÙËÓ Û˘Ì‚Ô˘Ï¢ÙÈ΋ ÙÔ˘˜ ÛÙ‹ÚÈÍË Ì ÙÂÏÈÎfiÛÙfi¯Ô ÙË Û˘ÌÌÂÙÔ¯‹ ÙÔ˘˜ ÛÙȘ ÎÔÈÓˆÓÈΤ˜ ‰Ô̤˜ Î·È ÛÙËÓ Â˘Ú‡ÙÂÚË ÚfiÔ‰Ô Ù˘ ÂÏÏËÓÈ΋ ÎÔÈ-ÓˆÓ›·˜.

Ã∞ƒ∞§∞ª¶√¶√À§√™ µ∞™. Ã., ««∆· ·Ú¯Â›· ÙˆÓ Û¯ÔÏ›ˆÓ ˆ˜ ËÁ¤˜ ÈÛÙÔÚÈ΋˜ ¤Ú¢ӷ˜», ∂ÏÏË-ÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 545 (2007), ÛÛ. 280-283.

107

* ™¯ÔÏ›· - ∞Ú¯ÂȷΤ˜ ËÁ¤˜ * ∞گ›· - ÃÂÈÚfiÁÚ·Ê· * ¢ËÌfiÛÈ· ¤ÁÁÚ·Ê· * ∞گ›· - ∂ΉfiÛÂȘ *∂ÂÍÂÚÁ·Û›· ÏËÚÔÊÔÚÈÒÓ * ∂η›‰Â˘ÛË - πÛÙÔÚ›·

15. √π∫√¡√ªπ∞ ∫∞π ∂∫¶∞π¢∂À™∏

∫∞ƒ∞°π∞¡¡∏™ ∞¡∞™∆∞™π√™ ¢., «ŒÓ· Á˘ÚÔÛÎfiÈÔ ÂÚ¢ÓÒÓ ÁÈ· ÙËÓ ÂȯÂÈÚËÌ·ÙÈÎfiÙËÙ·», ∆Ôµ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 49 (2007), ÛÛ. 63-118.* ∂ȯÂÈÚËÌ·ÙÈÎfiÙËÙ· * ∂ȯÂÈÚË̷ٛ˜ * ∂ȯÂÈÚ‹ÛÂȘ - ¶ÏËÚÔÊÔÚÈ΋ * √ÈÎÔÓÔÌÈ΋ ÙˆÓ ÂȯÂÈÚ‹-ÛÂˆÓ * ∂ȯÂÈÚ‹ÛÂȘ - ∆¯ÓÔÏÔÁÈΤ˜ ηÈÓÔÙƠ̂˜ * µÈÔÌ˯·Ó›· Î·È Âη›‰Â˘ÛËñ ∆Ș ÙÂÏÂ˘Ù·›Â˜ ‰‡Ô ‰ÂηÂٛ˜ ·˘Í‹ıËΠηٷÎfiÚ˘Ê· ÙÔ ÂӉȷʤÚÔÓ ÁÈ· ÙËÓ ÂȯÂÈÚËÌ·ÙÈÎfiÙËÙ·

·fi ÙÔÓ ·Î·‰ËÌ·˚Îfi ÎfiÛÌÔ, ÙÔÓ ÔÏÈÙÈÎfi, ·ÏÏ¿ Î·È ÙÔ Â˘Ú‡ ÎÔÈÓfi. √È Î·ÙËÁÔÚÈÔÔÈ‹ÛÂȘ fï˜ÙˆÓ ÂÚ¢ÓÒÓ Ô˘ ¤¯Ô˘Ó Á›ÓÂÈ ·fi ‰È·ÊfiÚÔ˘˜ ÂȉÈÎÔ‡˜ ‰ÂÓ ·Ô‰›‰Ô˘Ó ÙË ÛÊ·ÈÚÈ΋ ÚÔÛ¿ıÂÈ·Ó· ·Ó·Ù˘¯ı› ¤Ó·˜ ¢‰È¿ÎÚÈÙÔ˜ Î·È Û˘Ì·Á‹˜ ÌÂıÔ‰ÔÏÔÁÈο ÎÏ¿‰Ô˜ «ÂȯÂÈÚËÌ·ÙÈÎfiÙËÙ·˜». °È’·˘Ùfi Î·È ÛÙÔ ·ÚfiÓ ¿ÚıÚÔ ÂȯÂÈÚÂ›Ù·È ÌÈ· ·ÚÔ˘Û›·ÛË (·Ó Î·È fi¯È ÂÍ·ÓÙÏËÙÈ΋) ÙˆÓ ‰È·ÊfiÚˆÓÂÚ¢ÓËÙÈÎÒÓ Ù¿ÛˆÓ, ÌÂıfi‰ˆÓ, ÛÙfi¯ˆÓ Î·È ·ÈÙÈÒÓ, Ô˘ Ù· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ· ηχÙÔ˘Ó ÏÔ˘Ú·-ÏÈÛÙÈο ÙÔ Ê·ÈÓfiÌÂÓÔ ·˘Ùfi Î·È ÂȉÈÎfiÙÂÚ· ÙȘ ·Èٛ˜ Î·È ÂȉڿÛÂȘ ÙÔ˘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

™¶Àƒ√¶√À§√À ¢∏ª∏∆ƒ∞, ∞¡∆ø¡∞∫∞∫∏ ∆ƒπ∞¡∆∞ºÀ§§π∞, ∫√¡∆∞ƒ∏™ ÃÀ™∞¡£√™,««√ÈÎÔÓÔÌÈÎÔ› fiÚÔÈ ÛÙËÓ Âη›‰Â˘ÛË», ∂ÈıÂÒÚËÛË ∂Î·È‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯. 13 (2007), ÛÛ.152-165.* ¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘ * ¢·¿Ó˜ * ∞ηı¿ÚÈÛÙÔ ÂıÓÈÎfi ÚÔ˚fiÓ * ∂˘Úˆ·˚΋ ŒÓˆÛË * ∂ÏÏ¿‰·* ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ ™ÙËÓ ÂÚÁ·Û›· ·˘Ù‹ ·ÚÔ˘ÛÈ¿˙ÔÓÙ·È ÔÈ ÔÈÎÔÓÔÌÈÎÔ› ‰Â›ÎÙ˜ ÔÈ ÔÔ›ÔÈ ıÂÛ›ÛÙËÎ·Ó ·fi ‰ÈÂıÓ›˜

ÔÚÁ·ÓÈÛÌÔ‡˜, ÚÔÎÂÈ̤ÓÔ˘ Ó· ÚÔÛ‰ÈÔÚ›ÛÔ˘Ó ÙËÓ ·Ô‰ÔÙÈÎfiÙËÙ· Ù˘ ‰È¿ıÂÛ˘ ÙˆÓ ÔÈÎÔÓÔÌÈ-ÎÒÓ fiÚˆÓ ÁÈ· ÙËÓ Â›Ù¢ÍË Ù˘ ÔÈÔÙÈ΋˜ ·Ó·‚¿ıÌÈÛ˘ Ù˘ Âη›‰Â˘Û˘. √È ‰Â›ÎÙ˜ ·˘ÙÔ›·ÊÔÚÔ‡Ó ÛÙȘ ‰ËÌfiÛȘ Î·È È‰ÈˆÙÈΤ˜ ‰·¿Ó˜ ÛÙËÓ Âη›‰Â˘ÛË Î·È Î·Ù¿ÚÙÈÛË ˆ˜ ÔÛÔÛÙfi ÙÔ˘∞.∂.¶., ηıÒ˜ Î·È ÛÙÔ Û‡ÓÔÏÔ ÙˆÓ ‰··ÓÒÓ Û ÂÎ·È‰Â˘ÙÈΤ˜ ÌÔÓ¿‰Â˜ ·Ó¿ Ì·ıËÙ‹ ·Ó¿ ‚·ıÌ›-‰· Âη›‰Â˘Û˘. ¶·Ú¿ÏÏËÏ·, Á›ÓÂÙ·È Û‡ÁÎÚÈÛË ÙˆÓ ÔÈÎÔÓÔÌÈÎÒÓ fiÚˆÓ Ô˘ ‰È·Ù›ıÂÓÙ·È ÁÈ·ÙËÓ Âη›‰Â˘ÛË ÛÙË ¯ÒÚ· Ì·˜ Û ۯ¤ÛË Ì ¿ÏϘ ¯ÒÚ˜ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ¯ÒÚ˜ÙÔ˘ √.√.™.∞. ∞fi Ù· ·ÔÙÂϤÛÌ·Ù· Ù˘ ‚È‚ÏÈÔÁÚ·ÊÈ΋˜ ¤Ú¢ӷ˜ ‰È·ÈÛÙÒÓÂÙ·È Ë ·Ó¿ÁÎË ·‡ÍË-Û˘ ÙˆÓ ‰ËÌfiÛÈˆÓ Î·È È‰ÈˆÙÈÎÒÓ ‰··ÓÒÓ ÛÙËÓ Âη›‰Â˘ÛË, Ë ¤ÏÏÂÈ„Ë Û˘ÓÂÚÁ·Û›·˜ ‰ËÌfiÛÈÔ˘Î·È È‰ˆÙÈÎÔ‡ ÙÔ̤·, ηıÒ˜ Î·È Ë ·Ó¿ÁÎË ÁÈ· ÂÚ·ÈÙ¤Úˆ ‰ÈÂÚ‡ÓËÛË Ù˘ ‰È¿ıÂÛ˘ ÙˆÓ ÔÈÎÔÓÔÌÈ-ÎÒÓ fiÚˆÓ ÛÙËÓ ¶ÚˆÙÔ‚¿ıÌÈ· Î·È ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË ÛÙË ¯ÒÚ· Ì·˜.

Ã∞∆∑∏∫π∞¡ °π∞¡¡∏™, ««∆ÚÈÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË, ¤Ú¢ӷ Î·È Î·ÈÓÔÙÔÌÈΤ˜ ÂȉfiÛÂȘ ÙˆÓ ÂÏÏË-ÓÈÎÒÓ ÂȯÂÈÚ‹Ûˆӻ, ¢ÈÔÈÎËÙÈ΋ ∂ÓË̤ڈÛË, Ù¯. 43 (2007), ÛÛ. 88-101.* ∆ÚÈÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂ÏÏ¿‰· * ∂ȯ›ÚËÛË * ∫·ÈÓÔÙÔÌ›· * ŒÚ¢ӷ * √ÈÎÔÓÔÌ›· * ™Ù·ÙÈ-ÛÙÈο ‰Â‰Ô̤ӷ

108

16. ™À°∫ƒπ∆π∫∏ ∂∫¶∞π¢∂À™∏

∫∞ƒƒ∞™ ∫ø¡™∆∞¡∆π¡√™ °.; WOLHUTER, CHARIS C., «™˘ÁÎÚÈÙÈ΋ ¶·È‰·ÁˆÁÈ΋: ÌÂıÔ‰Ô-ÏÔÁÈÎÔ› Î·È ÂÈÛÙËÌÔÏÔÁÈÎÔ› ÚÔ‚ÏËÌ·ÙÈÛÌÔ›», ∂ÈÛً̘ ∞ÁˆÁ‹˜, Ù¯. 4 (2007), ÛÛ. 151-166.* ™‡ÛÙËÌ· ∂η›‰Â˘Û˘ * ™˘ÁÎÚÈÙÈ΋ ·Ó¿Ï˘ÛË * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷ *ªÂıÔ‰ÔÏÔÁ›· * ∂ÈÛÙËÌÔÏÔÁ›·ñ The aim of this paper is to clarify the issue of “method” in Comparative Education. The thesis

of the article is that while there is a generic “Comparative Education method”; an area ofinquiry, as broad and with such loose boundaries such as Comparative Education is open tocontract virtually any of the total spectrum of methods in the social sciences. There is an oldcontroversy, whether Comparative Education is a dischipline/field or a method. The articlecommences by outlining this controversy, followed by a conceptual clarification of the terms“Comparative Education” and “the comparative method” in education. This is followed by aperspective of the founding fathers - the vies of Jullien, Bereday, King, Holmes and Noah &Eckstein on method. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¶∞¶∞¢√¶√À§√™ ª., ««√ ÛÎÔfi˜ Ù˘ πÛÙÔÚ›·˜ ÛÙ· Á·ÏÏÈο Î·È ÛÙ· ‚ÚÂÙ·ÓÈο ∞Ó·Ï˘ÙÈο¶ÚÔÁÚ¿ÌÌ·Ù· (∞.¶.) Ù· ÙÂÏÂ˘Ù·›· ÂÓ‹ÓÙ· ¯ÚfiÓÈ·», ∆· ∂Î·È‰Â˘ÙÈο, Ù¯. 85-86 (2007), ÛÛ.42-50.* πÛÙÔÚ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * °·ÏÏ›· * ªÂÁ¿ÏË µÚÂÙ·Ó›· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ™Ùfi¯Ô˜‰È‰·Ûηϛ·˜ * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * ∂˘Úˆ·˚΋ ‰È¿ÛÙ·ÛË

117. ∂ƒ∂À¡∞ ∫∞π ª∂£√¢√§√°π∞

™∫√Àƒ∞™ ∞£∞¡∞™π√™ [Î.¿.], «∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ: Û˘ÛÙ·ÙÈÎfi ÛÙÔÈ¯Â›Ô ‰È·ÌfiÚʈÛ˘ Î·È ˘ÏÔ-Ô›ËÛ˘ ÂÎ·È‰Â˘ÙÈÎÒÓ ÔÏÈÙÈÎÒÓ», ∂ÈıÂÒÚËÛË ∂Î·È‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯. 13 (2007), ÛÛ. 124-134.* ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷ * ∂Î·È‰Â˘ÙÈ΋ ÔÏÈÙÈ΋ * √.√.™.∞. * ∂˘Úˆ·˚΋ ŒÓˆÛË * ∂ÏÏ¿‰·ñ ™ÙËÓ ·ÚÔ‡Û· ÌÂϤÙË Á›ÓÂÙ·È Ì›· Û‡ÓÙÔÌË ·Ó·ÛÎfiËÛË ÛÙȘ Û‡Á¯ÚÔÓ˜ Ù¿ÛÂȘ ÛÙÔÓ ÙÔ̤· Ù˘

ÂÎ·È‰Â˘ÙÈ΋˜ ¤Ú¢ӷ˜, fiˆ˜ ·˘Ù¤˜ ¤¯Ô˘Ó ‰È·ÌÔÚʈı› ÛÙÔ Â›Â‰Ô Ù˘ ∂˘Úˆ·˚΋˜ ÎÔÈÓÔÙÈ-΋˜ ÔÏÈÙÈ΋˜, ÛÙȘ ¯ÒÚ˜ ÙÔ˘ √.√.™.∞. Î·È Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È Û ۯ¤ÛË Ì ٷ ·Îfi-ÏÔ˘ı· ÎÚÈÙ‹ÚÈ·: ·. ¯ÚËÌ·ÙÔ‰fiÙËÛË Ù˘ ÂÎ·È‰Â˘ÙÈ΋˜ ¤Ú¢ӷ˜, ‚. ıÂÌ·ÙÔÏÔÁ›· - ÚÔÙÂÚ·ÈfiÙË-Ù˜ Ù˘ ÂÎ·È‰Â˘ÙÈ΋˜ ¤Ú¢ӷ˜, Á. Û˘ÓÂÚÁ·Û›· - ÎÔÈÓ‹ ·ÓÙÈÌÂÙÒÈÛË - ‰È¿¯˘ÛË ÏËÚÔÊÔÚ›·˜, ‰.·ÍÈÔÔ›ËÛË - ÂÊ·ÚÌÔÁ‹ ÙˆÓ ·ÔÙÂÏÂÛÌ¿ÙˆÓ. ™ÙË Û˘Ó¤¯ÂÈ·, Á›ÓÂÙ·È Ì›· ·Ó¿ÏÔÁË ·Ó·ÛÎfiËÛËÙ˘ ηٿÛÙ·Û˘ ÛÙËÓ ∂ÏÏ¿‰· Î·È ·Ó·Ê¤ÚÔÓÙ·È Û˘ÁÎÂÎÚÈ̤Ó˜ ÚÔÙ¿ÛÂȘ ÁÈ· ÙË ‚ÂÏÙ›ˆÛË Ù˘ı¤Û˘ Ù˘ ¯ÒÚ·˜ Ì·˜ Û fi,ÙÈ ·ÊÔÚ¿ ÛÙËÓ ·Ú·ÁˆÁ‹ Î·È ·ÍÈÔÔ›ËÛË Ù˘ ÂÎ·È‰Â˘ÙÈ΋˜ ¤Ú¢-Ó·˜.

109

18. °∂¡π∫∞ £∂ª∞∆∞

∞§∂•∞¡¢ƒ√¶√À§√™ ™∆∂§π√™, ™∂ƒ¡∆∂¢∞∫π™ ¡π∫√™, ª¶√∆∂∆∑∞°π∞™ πø™∏º, «∆Ô ÂÏ-ÏËÓÈÎfi ÂÚÈ‚·ÏÏÔÓÙÈÎfi ΛÓËÌ·: ·fi ÙË Á¤ÓÂÛË ÛÙËÓ ÂÓۈ̿وۋ ÙÔ˘», ∂ÏÏËÓÈ΋ ∂ÈıÂÒÚËÛË ¶Ô-ÏÈÙÈ΋˜ ∂ÈÛÙ‹Ì˘, Ù¯. 30 (2007), ÛÛ. 5-31.* √ÈÎÔÏÔÁ›· * ¶ÚÔÛÙ·Û›· ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ * ∂ÏÏ¿‰· * ∫ÔÈÓˆÓÈο ÎÈÓ‹Ì·Ù· * £ÂˆÚËÙÈ΋ ¤Ú¢-Ó· * ¶ÔÏÈÙÈο ÎfiÌÌ·Ù·

∞¶√™∆√§∞∫∏™ πø∞¡¡∏™, µ∞ƒ§∞ª∏™ ∏ƒ∞∫§∏™, ««∞ÓÔÈÎÙ¿ ÂÎ·È‰Â˘ÙÈο ÂÚÈ‚¿ÏÏÔÓÙ·ÁÈ· ÙËÓ Âη›‰Â˘ÛË ÛÙÂϯÒÓ ÙÔ˘ ‰ËÌfiÛÈÔ˘ ÙÔ̤·», ¢ÈÔÈÎËÙÈ΋ ∂ÓË̤ڈÛË, Ù¯. 43 (2007), ÛÛ.5-12.* ¢ËÌfiÛÈ· ¢ÈÔ›ÎËÛË * ∞ÓıÚÒÈÓÔ ‰˘Ó·ÌÈÎfi * ∂ÎÛ˘Á¯ÚÔÓÈÛÌfi˜ * ∞ÓÔȯً Âη›‰Â˘ÛË * ™Ô˘‰¤˜·fi ∞fiÛÙ·ÛË * ∂ÈÌfiÚʈÛË * ¢È¿ ‚›Ô˘ Âη›‰Â˘ÛË

∞¶√™∆√§√À πø∞¡¡∞, ««∏ Ó¢ÚÔÂÈÛÙ‹ÌË Ù˘ MÔ˘ÛÈ΋˜», ¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯. 318(2007), ÛÛ. 64-73.* ªÔ˘ÛÈ΋ * ∞ÎÔ‹ * ∂ÁΤʷÏÔ˜ * ∞Ó¿Ù˘ÍË ·ÓÙ›Ï˄˘

∞ƒÃ∞π√§√°π∞ ∫∞π ∆∂á∂™ (¶∂ƒπ√¢π∫√) [∂ÈÌ.: ¡ÙÈ¿Ó· ∆ڿη], ««∞ÊȤڈ̷: Ë π·ÙÚÈ΋ ÛÙË ÓÂ-fiÙÂÚË ÂÔ¯‹», ∞Ú¯·ÈÔÏÔÁ›· Î·È ∆¤¯Ó˜, Ù¯. 104 (2007), ÛÛ. 6-62.* π·ÙÚÈ΋, ÕÛÎËÛ‹ Ù˘ * π·ÙÚÈ΋ - πÛÙÔÚ›· * ∂ÏÏ¿‰· - πÛÙÔÚ›· - 1922-1940 * ÀÁÂÈÔÓÔÌÈ΋ ÔÏÈÙÈ΋* ÀÁÂÈÔÓÔÌÈΤ˜ ˘ËÚÂۛ˜ * π·ÙÚÈÎfi ÚÔÛˆÈÎfi * ∂ÏÏ¿‰· - πÛÙÔÚ›· - 19Ô˜ ·È. * ¢È·ÓÔËÙÈο ·ÛıÂ-Ó‹˜ * æ˘¯È΋ ˘Á›· - ÀËÚÂۛ˜ * ¶·Ú·Ì‡ıÈ· * £Âڷ¢ÙÈ΋ * ∫ˆÓÛÙ·ÓÙÈÓÔ‡ÔÏË - πÛÙÔÚ›· * ∂È-ه̂ȷ ÌÓËÌ›· * ∂ÈÁÚ¿ÌÌ·Ù· * §·ÔÁÚ·Ê›· * ∞Ûı¤ÓÂȘ * ∂ÏÏ¿˜ - πÛÙÔÚ›· - 20fi˜ ·È. * °¤ÓÓËÛË -◊ıË Î·È ¤ıÈÌ· * π·ÙÚÈ΋ ÛÙË ÏÔÁÔÙ¯ӛ· * ∫·˙·ÓÙ˙¿Î˘ ¡›ÎÔ˜ (1883-1957) * ∞ÛıÂÓ›˜

— ««∞ÊȤڈ̷: Ë π·ÙÚÈ΋ ÛÙË Û‡Á¯ÚÔÓË ∂ÏÏ¿‰·», ∞Ú¯·ÈÔÏÔÁ›· Î·È ∆¤¯Ó˜, Ù¯. 105(2007), ÛÛ. 6-62.* π·ÙÚÈ΋, ÕÛÎËÛ‹ Ù˘ * ∂ÏÏ¿‰· - πÛÙÔÚ›· - 20fi˜ ·È. * ÀÁÂÈÔÓÔÌÈ΋ ÔÏÈÙÈ΋ * ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜ *∞Ûı¤ÓÂȘ * £¤·ÙÚÔ, ∂ÏÏËÓÈÎfi - πÛÙÔÚ›· Î·È ÎÚÈÙÈ΋ - 20fi˜ ·È. * π·ÙÚÈ΋ ·Ú·‰ÔÛȷ΋ * ª·›Â˜ *°¤ÓÓËÛË - ◊ıË Î·È ¤ıÈÌ· * √ÌÔÈÔ·ıËÙÈ΋ * ∂ÈÛÎfiËÛË Ù˘ ηٿÛÙ·Û˘ ÂÓfi˜ ı¤Ì·ÙÔ˜ * π·ÙÚÈ΋,∫ÈÓÂ˙È΋ * µÂÏÔÓÈÛÌfi˜ * πÛÙÔÚ›· ÙˆÓ ÂÈÛÙËÌÒÓ * £Âڷ¢ÙÈ΋ * £ÚËÛΛ· * æ˘¯·ÛıÂÓ›˜ * °˘-Ó·›Î˜ * æ˘¯È·ÙÚÈ΋ - πÛÙÔÚ›· * ∫·ÚÎÈÓÔ·ı›˜ * ŒÚ¢ӷ * ∏Ú¿ÎÏÂÈÔ (∫Ú‹ÙË)

°∞µƒπ§π∞¢∏ ¡. ª., ««√È ¤ÓÓÔȘ Ù˘ ‰ÈÁψÛÛ›·˜: ∞Ï‚·ÓÔ› ÌÂÙ·Ó¿ÛÙ˜ ÛÙËÓ ∂ÏÏ¿‰·», ¶·È‰·ÁˆÁÈ-΋ ∂ÈıÂÒÚËÛË, Ù¯. 44 (2007), ÛÛ. 105-123.* ¢ÈÁψÛÛ›· * ∂Ú¢ÓËÙÈ΋ ·Ó·ÊÔÚ¿ * ªÂÙ·Ó¿ÛÙ˘ * ∞Ï‚·ÓÔ› * ∂ÌÂÈÚÈ΋ ¤Ú¢ӷ * ∏Ï›·ñ Les chercheurs en sciences de la parole utilisent fréquemment le terme “bilinguisme” afin de

couvrir des réalités for diversifiées. Cette situation découle de la grande variabilité caractérisantles acceptions accordées à ce terme par les spécialistes du bilinguisme eux-mêmes. Dans cetterecherche, differents conceptons et termes seront établis. Il s’ agit d’ une étude qui essaie deprésenter le profil du bilinguisme aux immigrés albanais résidant en Gréce.

°∞§∞¡∞∫∏™ ªπÃ∞§∏™, ™∆∞§π∫∞™ ∞¡∞™∆∞™π√™, ««√ ÚfiÏÔ˜ Ù˘ ‚›ˆÛ˘ ÙˆÓ ıÂÙÈÎÒÓ Û˘Ó·È-ÛıËÌ¿ÙˆÓ ÛÙËÓ ÔÌ·‰È΋ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·», æ˘¯ÔÏÔÁ›·, Ù¯. 14/1 (2007), ÛÛ. 42-57.

110

* ¢ÈÔ›ÎËÛË Î·È ÔÚÁ¿ÓˆÛË - æ˘¯ÔÏÔÁÈΤ˜ ·fi„ÂȘ * ™˘Ó·›ÛıËÌ· * ∂Ó›Û¯˘ÛË * √Ì¿‰· ÂÚÁ·Û›·˜ *∞fi‰ÔÛË ñ √ ÎÏ¿‰Ô˜ Ù˘ √ÚÁ·ÓˆÙÈ΋˜ æ˘¯ÔÏÔÁ›·˜ ÁÓˆÚ›˙ÂÈ Ù· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ· Ú·Á‰·›· ·Ó¿Ù˘ÍË. ŒÓ·

·fi Ù· ÛËÌ·ÓÙÈÎfiÙÂÚ· ı¤Ì·Ù· Ô˘ ¤¯Ô˘Ó ··Û¯ÔÏ‹ÛÂÈ ÙÔ˘˜ ÂÚ¢ÓËÙ¤˜ Û ·ÁÎfiÛÌÈÔ Â›Â‰ÔÂ›Ó·È Ë ÔÌ·‰È΋ ÂÚÁ·Û›· ηıÒ˜ Î·È Ô Î·ıÔÚÈÛÌfi˜ ÙˆÓ ÌÂÙ·‚ÏËÙÒÓ, Ô˘ ηıÈÛÙÔ‡Ó ÌÈ· ÔÌ¿‰··ÔÙÂÏÂÛÌ·ÙÈ΋. ªÈ· Ó¤· Û¯ÂÙÈο ıˆڛ· ·fi ÙÔ ¯ÒÚÔ Ù˘ £ÂÙÈ΋˜ æ˘¯ÔÏÔÁ›·˜, Ë £ÂˆÚ›· ÙˆÓ£ÂÙÈÎÒÓ ™˘Ó·ÈÛıËÌ¿ÙˆÓ (Fredrickson, 1998, 2001) ÂӉ¯Ô̤ӈ˜ Ó· ÌÔÚ› Ó· ·Ú¤¯ÂÈ Î¿-ÔÈ· ÛËÌ·ÓÙÈο ÛÙÔȯ›· ÁÈ· ÙÔ ı¤Ì· Ù˘ ÔÌ·‰È΋˜ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·˜. °È· ÙË ‰ÈÂÚ‡ÓËÛË ÙÔ˘ÚfiÏÔ˘ Ù˘ ‚›ˆÛ˘ ÙˆÓ ıÂÙÈÎÒÓ Û˘Ó·ÈÛıËÌ¿ÙˆÓ ÛÙËÓ ÔÌ·‰È΋ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·, Û˘ÁÎÚÔÙ‹-ıËÎ·Ó ÛÙËÓ ·ÚÔ‡Û· ¤Ú¢ӷ ‰Ò‰Âη 4ÌÂÏ›˜ ÔÌ¿‰Â˜ Ì ÎÚÈÙ‹ÚÈÔ ÙÔÓ Ù‡Ô ÚÔÛˆÈÎfiÙËÙ·˜,ÛÙÔ˘˜ ÔÔ›Ô˘˜ ·Ó·Ù¤ıËΠӷ ÂÈχÛÔ˘Ó ‰‡Ô ·Û΋ÛÂȘ - ÓÔËÙÈο ÚÔ‚Ï‹Ì·Ù·. (¶ÂÚÈÎÔ‹ ÂÚ›-Ï˄˘)

°∫π∑∂§∏ µπ∫∞ ¢. [Î.¿.], «ÀÏÈÎÔÙ¯ÓÈ΋ ˘Ô‰ÔÌ‹», ∂ÈıÂÒÚËÛË ∂Î·È‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯. 13(2007), ÛÛ. 99-112.* ÀÏÈÎÔÙ¯ÓÈ΋ ˘Ô‰ÔÌ‹ * ™‡ÛÙËÌ· Eη›‰Â˘Û˘ * ™¯ÔÏÈο ÎÚÈÙ‹ÚÈ· * ¶ÔÈfiÙËÙ· Âη›‰Â˘Û˘ *∂Î·È‰Â˘ÙÈÎfi ¤ÏÏÂÈÌÌ· * ∂Î·È‰Â˘ÙÈ΋ ¤Ú¢ӷñ ™ÙËÓ ·ÚÔ‡Û· ÌÂϤÙË ÙÔ ‰ÔÌË̤ÓÔ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ ÚÔÛÂÁÁ›˙ÂÙ·È ˆ˜ ÙÌ‹Ì· ÙÔ˘ ÂÎ·È‰Â˘-

ÙÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜ Î·È ˆ˜ Û˘ÓÈÛÙÒÛ· Ù˘ Û‡ÓÔÏ˘ ÂÎ·È‰Â˘ÙÈ΋˜ Ú·ÁÌ·ÙÈÎfiÙËÙ·˜. ∂ȉÈÒÎÂÙ·ÈË ·Ó¿‰ÂÈÍË ÌÈ·˜ ÂÏÏÂÈÌÌ·ÙÈ΋˜ Û¯¤Û˘ ·Ó¿ÌÂÛ· ÛÙÔ ÂÎ·È‰Â˘ÙÈÎfi Û‡ÛÙËÌ· Î·È ÛÙËÓ ÔÚÁ¿ÓˆÛËÙÔ˘ Û¯ÔÏÈÎÔ‡ ¯ÒÚÔ˘, ·ÏÏ¿ Î·È Ë ‰ÈÂÚ‡ÓËÛË Ù˘ ÚÔ‚ÏËÌ·ÙÈ΋˜ ÂÈÎÔÈÓˆÓ›·˜ ·Ó¿ÌÂÛ· ÛÙÔÓ·Ú¯ÈÙ¤ÎÙÔÓ· - ۯ‰ȷÛÙ‹ ÙÔ˘ Û¯ÔÏÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜, ÛÙÔÓ Î·Ù·Û΢·ÛÙ‹ ηÈ, ÙÂÏÈο, ÛÙÔÓ¯Ú‹ÛÙË, ›Ù ·˘Ùfi˜ Â›Ó·È Ô Ì·ıËÙ‹˜ Î·È Ë Ì·ı‹ÙÚÈ·, ›ÙÂ Ô Î·ıËÁËÙ‹˜ ›Ù ÙÔ Û٤ϯԘ Ù˘ Âη›-‰Â˘Û˘. ∏ ‰ÈÂÚ‡ÓËÛË ·˘Ù‹ ÛÙËÚ›˙ÂÙ·È ÛÙËÓ ¿Ô„Ë fiÙÈ Ë ÂÈ˙ËÙÔ‡ÌÂÓË ÔÈfiÙËÙ· ÛÙÔ Û¯ÔÏÈÎfiÂÚÈ‚¿ÏÏÔÓ ‰ÂÓ ·Ó¿ÁÂÙ·È ·ÔÎÏÂÈÛÙÈο Î·È ÌfiÓÔ ÛÙȘ –¿ÓÙÔÙ ·ÚÔ‡Û˜– ÔÛÔÙÈΤ˜ ÂÏÏ›„ÂȘÛ ·›ıÔ˘Û˜ Î·È ÏÔÈ¿ ÛÙÔȯ›· Ù˘ ˘ÏÈÎÔÙ¯ÓÈ΋˜ ˘Ô‰ÔÌ‹˜, ·ÏÏ¿ Î·È ÛÙÔ˘˜ Û˘Û¯ÂÙÈÛÌÔ‡˜ÂΛÓÔ˘˜ Ô˘ ı· ·ÍÈÔÔÈÔ‡Û·Ó Î¿ı ˘¿Ú¯Ô˘Û· ÔÈÔÙÈ΋ ·Í›· Î·È ı· Û˘Ó¤‚·ÏÏ·Ó ÛÙËÓ ·Úfi-ÛÎÔÙË ÔÈÎÂÈÔÔ›ËÛ‹ ÙÔ˘ ·fi ÙÔÓ Ì·ıËÙÈÎfi, ΢ڛˆ˜, ÏËı˘ÛÌfi.

¢π∫∞π√™ ∫ø™∆∞™ °., ««∞Ó·-ÔÚÈÔı¤ÙËÛË Û¯¤ÛÂˆÓ ÎÚ¿ÙÔ˘˜ Î·È È‰ÈˆÙÈ΋˜ ÔÈÎÔÓÔÌ›·˜ Î·È Ô ÚfiÏÔ˜ÙÔ˘ ÓÂÔ-‰Â˘ı˘ÓÙÈÛÌÔ‡Ø Ë ÂÚ›ÙˆÛË ÙˆÓ ‰ÈÔÈÎËÙÒÓ ÓÔÛÔÎÔÌ›ˆÓ», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂È-ÛÙËÌÒÓ, Ù¯. 50 (2007), ÛÛ. 85-113.* ¡ÔÛÔÎÔÌ›· - ¢ÈÔ›ÎËÛË Î·È ÔÚÁ¿ÓˆÛË * ¢È¢ı˘ÓÙÈÎfi ÚÔÛˆÈÎfi * ∂ıÓÈÎfi ™‡ÛÙËÌ· ÀÁ›·˜ - ¢›-ηÈÔ Î·È ÓÔÌÔıÂÛ›· * ÀÁÂÈÔÓÔÌÈ΋ ÔÏÈÙÈ΋ * ∞ÛıÂÓ›˜ * ∞ÓıÚÒÈÓ· ‰ÈηÈÒÌ·Ù· ñ ∆Ô ¿ÚıÚÔ ÂÍÂÙ¿˙ÂÈ ÙË Û¯¤ÛË ‰ËÌfiÛÈÔ˘-ȉȈÙÈÎÔ‡ Î·È ÙËÓ ·Ú›ÛÊÚËÛË È‰ÈˆÙÈÎÔ-ÔÈÎÔÓÔÌÈ΋˜

ÏÔÁÈ΋˜ Î·È È‰ÂÔÏÔÁ›·˜ ÛÙËÓ ¿ÛÎËÛË Ù˘ Û‡Á¯ÚÔÓ˘ ÎÔÈÓˆÓÈ΋˜ ÔÏÈÙÈ΋˜ ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ˆ˜ÂÚÈÙˆÛÈÔÏÔÁÈ΋ ÌÂϤÙË ÙË ‰È‡ڢÓÛË ÙÔ˘ ‰È¢ı˘ÓÙÈÎÔ‡ ‰ÈηÈÒÌ·ÙÔ˜ ÛÙË ‰ÈÔ›ÎËÛË«management» ÙˆÓ ‰ËÌfiÛÈˆÓ ÓÔÛÔÎÔÌ›ˆÓ. ∞ÊÔ‡ ·ÚÔ˘ÛÈ¿ÛÂÈ ÙËÓ ¤ÓÓÔÈ· ÙÔ˘ «management»Î·È ÙË ‰ÔÌ‹ ÙˆÓ ÓÔÛÔÎÔÌ›ˆÓ ÙÔ ¿ÚıÚÔ ÛÙÚ¤ÊÂÙ·È ÛÙËÓ ·Ó¿Ï˘ÛË Ù˘ ÓÔÌÔıÂÛ›·˜ Î·È ÂÍÂÙ¿˙ÂÈÙÔ Ò˜ ‰È¢ڇÓÂÙ·È ÙÔ ‰È¢ı˘ÓÙÈÎfi ‰Èη›ˆÌ· Û ·˘Ù¿. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∑∂ƒµ∞™ ∫ø™∆∞™, ««™‡Á¯ÚÔÓ˜ Ù¿ÛÂȘ ÛÙËÓ ËıÈ΋-‚ÈÒÛÈÌË Î·Ù·Ó¿ÏˆÛË. ™˘Ì‚ÔÏ‹ ÛÙËÓ Âη›‰Â˘-ÛË ÁÈ· ÙË ‚ȈÛÈÌfiÙËÙ·», ¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1, 2, 3 (2005), ÛÛ. 185-204.* ∫·Ù·Ó·ÏˆÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿ * ∂ÏÏ¿‰· * ™‡ÛÙËÌ· ∂η›‰Â˘Û˘ * ∞ÂÈÊÔÚÈ΋ ·Ó¿Ù˘ÍË * ™‡Á-¯ÚÔÓË ¤Ú¢ӷ * ¶ÔÈfiÙËÙ· ˙ˆ‹˜ * ÀÏÈÎfi ·Ó·ÊÔÚ¿˜

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πø∞¡¡π¢∏™ ∞§∂•∏™, «∏ ·ÏÏËÏ›‰Ú·ÛË ÌÂٷ͇ ÙÔ˘ ¯ÚfiÓÔ˘ Î·È Ù˘ ¤ÓÙ·Û˘ Ù˘ ÂÚÁ·Û›·˜», ∆Ôµ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 49 (2007), ÛÛ. 119-148.* ∂ÚÁ·Û›· Î·È ÂÚÁ·˙fiÌÂÓÔÈ * ¢È·¯Â›ÚÈÛË ¯ÚfiÓÔ˘ - ∂›‰Ú·ÛË * ¶·Ú·ÁˆÁÈÎfiÙËÙ· Ù˘ ÂÚÁ·Û›·˜ *øÚ¿ÚÈÔ ÂÚÁ·Û›·˜ * æ˘¯ÔÏÔÁ›·, µÈÔÌ˯·ÓÈ΋ * ∂ÚÁ·ÛÈ·Îfi ÛÙÚ˜ñ √ ¯ÚfiÓÔ˜ ÂÚÁ·Û›·˜ ·ӤگÂÙ·È ÛÙÔ ÚÔÛ΋ÓÈÔ Ù˘ ıˆÚËÙÈ΋˜ Î·È ÔÏÈÙÈ΋˜ ·ÓÙÈ·Ú¿ıÂÛ˘.

∏ ıˆÚËÙÈ΋ ·ÓÙÈÌÂÙÒÈÛ‹ ÙÔ˘ ÛÙ· Ï·›ÛÈ· ÙˆÓ ‰È·ÊfiÚˆÓ ÚÂ˘Ì¿ÙˆÓ Ù˘ ÔÈÎÔÓÔÌÈ΋˜ ÂÈÛÙ‹-Ì˘ ÂÛÙÈ¿˙ÂÈ Î˘Ú›ˆ˜ ÛÙË Û˘Û¯¤ÙÈÛË ÙÔ˘ ¯ÚfiÓÔ˘ ÂÚÁ·Û›·˜ Ì ÙËÓ ¤ÓÙ·ÛË ‹ ÙËÓ ·Ú·ÁˆÁÈÎfiÙËÙ·ÂÚÁ·Û›·˜. ™ÙË Û˘ÁÎÂÎÚÈ̤ÓË ÂÚÁ·Û›· ÂÚÈÁÚ¿ÊÂÙ·È Ô ‰È·ÊÔÚÂÙÈÎfi˜ ÙÚfiÔ˜ Ì ÙÔÓ ÔÔ›Ô ÂÚÈ-ÁÚ¿ÊËΠ·˘Ù‹ Ë Û˘Û¯¤ÙÈÛË ·fi ÙÔ˘˜ ÎÏ·ÛÈÎÔ‡˜ Î·È ÙÔ˘˜ Û‡Á¯ÚÔÓÔ˘˜ ÔÈÎÔÓÔÌÔÏfiÁÔ˘˜. ¶ÚÔÙ›-ÓÂÙ·È ¤Ó· ıˆÚËÙÈÎfi ˘fi‰ÂÈÁÌ· ÂÓۈ̿وÛ˘ Ù˘ ·ÏÏËÏ›‰Ú·Û˘ ÙÔ˘ ¯ÚfiÓÔ˘ Ì ÙËÓ ¤ÓÙ·ÛËÙ˘ ÂÚÁ·Û›·˜ (Û¯¤ÛË ·Ó¿‰Ú·Û˘) ÙÔ ÔÔ›Ô ·ÍÈÔÔÈ› ÙȘ ·fi„ÂȘ ÙˆÓ ÛËÌ·ÓÙÈÎÒÓ ÔÈÎÔÓÔÌÔÏfi-ÁˆÓ ÙÔ˘ ·ÚÂÏıfiÓÙÔ˜ Î·È ÙÔ ÔÔ›Ô ÛÙË Û˘Ó¤¯ÂÈ· ÚÔÛ‰ÈÔÚ›˙ÂÙ·È ÔÛÔÙÈο. (¶ÂÚÈÎÔ‹ ÂÚ›ÏË-„˘)

∫∞∫√Àƒ∏™ ∏§π∞™, ««∞ÔÌ˘ıÔÔ›ËÛË ÙÔ˘ Ì˘ı‡̷ÙÔ˜ Ù˘ ÚÔfi‰Ô˘», ∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋∞ÁˆÁ‹, Ù¯. 545 (2007), ÛÛ. 261-269.* ¶ÚfiÔ‰Ô˜ * ™¯ËÌ·ÙÈÛÌfi˜ ÂÓÓÔÈÒÓ * ∂ÈÛÙ‹ÌË Î·È ÔÏÈÙÈÛÌfi˜ * ∫ÔÈÓˆÓÈ΋ ·ÏÏ·Á‹ * ÕÓıÚˆÔ˜(£ÂÔÏÔÁ›·) * ºÈÏÔÛÔÊÈ΋ ·ÓıÚˆÔÏÔÁ›·

∫∞ª∆™π√™ ™., ¢π°°∂§π¢∏™ ¡., ««¶·Ú·ÎÔÏÔ‡ıËÛË ÙËÏÂfiÚ·Û˘, ÂÓ·Û¯fiÏËÛË Ì ÙÔÓ ËÏÂÎÙÚÔÓÈ-Îfi ˘ÔÏÔÁÈÛÙ‹ Î·È Û˘ÌÌÂÙÔ¯‹ ÛÂ Ê˘ÛÈ΋ ‰Ú·ÛÙËÚÈfiÙËÙ· ·¯‡Û·ÚÎˆÓ Î·È ÌË Ì·ıËÙÒÓ ¢ËÌÔÙÈÎÔ‡Û¯ÔÏ›Ԣ», ¶·È‰·ÁˆÁÈ΋ ∂ÈıÂÒÚËÛË, Ù¯. 44 (2007), ÛÛ. 140-156.* ª·ıËÙ‹˜ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ¶·¯˘Û·ÚΛ· * ∫ÈÓËÙÈ΋ ‰Ú·ÛÙËÚÈfiÙËÙ· * ∆ÚfiÔ˜ ˙ˆ‹˜ *∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ The purpose of this study was to examine the differences among pupils of the elementary

school, with different body mass index as to: a) their sedentary daily habits (TV watching, PCusage), b) their participation in mild, moderate and strenuous exercise and c) their participationin physical activity. In this study participated 362 boys and 413 girls. Students were dividedaccording to their body mass index, to those with: a) normal BMI, b) overweight children, c)obese accordingly. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∫∞ƒ∞¢∏ª∞™ ∂À∞°°∂§√™ Ã., ««∆Ô ˘ÔÎÂÈÌÂÓÈÎfi ÛÙÚ˜ Î·È Ë ÈηÓÔÔ›ËÛË ·fi ÙË ˙ˆ‹ ˆ˜ ÂӉȿ-ÌÂÛ˜ ÌÂÙ·‚ÏËÙ¤˜ ÛÙË Û¯¤ÛË ÌÂٷ͇ ÁÂÓÈÎÂ˘Ì¤ÓˆÓ ÚÔÛ‰ÔÎÈÒÓ Î·È ˘Á›·˜», æ˘¯ÔÏÔÁ›·, Ù¯. 14/1(2007), ÛÛ. 1-13.* ™ÙÚ˜ (æ˘¯ÔÏÔÁ›·) * ÀÁ›· * ∑ˆ‹, ÀÁÈÂÈÓ‹ * ∞ÈÛÈÔ‰ÔÍ›· * ∞ÏÏËÏÂÓ¤ÚÁÂÈ· * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢-Ó·˜ñ ∏ ÚԉȷıÂÛÈ΋ ·ÈÛÈÔ‰ÔÍ›· ÁÈ· ÁÂÓÈΤ˜ ÚÔÛ‰Ô˘ ·˘ÙÔ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·˜ ·ÔÙÂÏÔ‡Ó

‰‡Ô η›ÚÈÔ˘˜ ·Ú¿ÁÔÓÙ˜ Ù˘ ·ÓıÚÒÈÓ˘ ·˘ÙÔÚÚ‡ıÌÈÛ˘. ∫·È Ù· ‰‡Ô Â›Ó·È Ù‡ÔÈ ÚÔÛ‰Ô-ÎÈÒÓ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È ÛËÌ·ÓÙÈο Ì ÙËÓ ˘Á›·, ÙËÓ Â˘ÂÍ›· Î·È ÙË ÏÂÈÙÔ˘ÚÁÈÎfiÙËÙ· ÙÔ˘ ·ÙfiÌÔ˘.∏ Û¯¤ÛË ÙˆÓ ÚÔÛ‰ÔÎÈÒÓ, Ì ÙËÓ ˘Á›· Î·È ÙË ÏÂÈÙÔ˘ÚÁÈÎfiÙËÙ· Ê·›ÓÂÙ·È ˆ˜ ÂÈÙ˘Á¯¿ÓÂÙ·È̤ۈ Ù˘ ›‰Ú·Û‹˜ ÙÔ˘˜ ÛÙÔ Û˘Ó·›ÛıËÌ·, ÙȘ ÛΤ„ÂȘ Î·È ÙË Û˘ÌÂÚÈÊÔÚ¿, ηıÒ˜ Î·È ÏÂÈ-ÙÔ˘ÚÁÒÓÙ·˜ ˆ˜ ÂӉȿÌÂÛ˜ ÌÂÙ·‚ÏËÙ¤˜ ÌÂٷ͇ ˘ÔÎÂÈÌ¤ÓˆÓ ‰ÔÌÒÓ ‹ ¯·Ú·ÎÙËÚÈÛÙÈÎÒÓ Î·È˘Á›·˜. ™ÙËÓ ·ÚÔ‡Û· ¤Ú¢ӷ ÂÍÂÙ¿˙ÂÙ·È Â¿Ó ÔÈ ÚÔÛ‰Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙË ÛˆÌ·ÙÈ΋ ηÈÙËÓ „˘¯È΋ ˘Á›· ̤ۈ ÙˆÓ ÚÔÛˆÈÎÒÓ ˘ÔÎÂÈÌÂÓÈÎÒÓ ·ÍÈÔÏÔÁ‹ÛÂˆÓ ÁÈ· ÙȘ ÙÚ¤¯Ô˘ÛÂ˜Û˘Óı‹Î˜ ˙ˆ‹˜.

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∫§∂º∆∞ƒ∞™ °πøƒ°√™, «™Ù¿‰È· ÚÔÛ·ÚÌÔÁ‹˜ ÛÙË ÛˆÌ·ÙÈ΋ ‰˘ÛÏÂÈÙÔ˘ÚÁ›·: Ô ÚfiÏÔ˜ Ù˘ „˘¯Ô-ÏÔÁÈ΋˜ Û˘Ì‚Ô˘Ï¢ÙÈ΋˜», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 49 (2007), ÛÛ. 149-180.* ™ˆÌ·ÙÈο ÌÂÈÔÓÂÎÙÒÓ * ∞ÛıÂÓ›˜ - æ˘¯ÔÏÔÁ›· * √ÈÎÔÁ¤ÓÂÈ· - æ˘¯È΋ ˘Á›· * ™˘Ó·ÈÛıËÌ·ÙÈ΋‰È·Ù·Ú·¯‹ * π·ÙÚÈÎfi ÚÔÛˆÈÎfi Î·È ·ÛıÂÓ‹˜ * ™˘Ì‚Ô˘Ï¢ÙÈ΋ * ¶ÚÔÛ·ÚÌÔÁ‹ ñ ∏ ηıËÌÂÚÈÓfiÙËÙ· ÙÔ˘ ·ÙfiÌÔ˘ ÌÂÙ¿ ÙËÓ ÂÌÊ¿ÓÈÛË Ù˘ ۈ̷ÙÈ΋˜ ‰˘ÛÏÂÈÙÔ˘ÚÁ›·˜ ·ÏÏ¿˙ÂÈ ÚÈ˙È-

ο. ∏ ˙ˆ‹, ¤ÙÛÈ fiˆ˜ ÙË ÁÓÒÚÈ˙Â, ‰È·ÎfiÙÂÙ·È Î·È ·ÎÔÏÔ˘ı› ÌÈ· Ì·ÎÚ¿ ÂÚ›Ô‰Ô˜ ·Ú·ÌÔÓ‹˜Û ÓÔÛÔÎÔÌÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ, ÚÔÛ¿ıÂÈ·˜ ÚÔÛ·ÚÌÔÁ‹˜ ÛÙË ‰˘ÛÏÂÈÙÔ˘ÚÁ›· Î·È ·fiÎÙËÛ˘ӤˆÓ ‰ÂÍÈÔÙ‹ÙˆÓ ÂÈ‚›ˆÛ˘ Î·È ·ÓÂÍ¿ÚÙËÙ˘ ‰È·‚›ˆÛ˘. ™ÙÔ ¿ÚıÚÔ ·˘Ùfi, Á›ÓÂÙ·È ÚÔÛ¿ıÂÈ·Ó· ·ÚÔ˘ÛÈ·ÛÙÔ‡Ó ·Ó·Ï˘ÙÈο: ·) Ë ÂÍÂÏÈÎÙÈ΋ ‰È·‰Èηۛ· Ù˘ „˘¯ÔÏÔÁÈ΋˜ ÚÔÛ·ÚÌÔÁ‹˜ ÂÓfi˜·ÙfiÌÔ˘ ÛÙË ÛˆÌ·ÙÈ΋ ÙÔ˘ ‰˘ÛÏÂÈÙÔ˘ÚÁ›· Î·È ÛÙË Ó¤· ηٿÛÙ·ÛË Ô˘ ‰È·ÌÔÚÊÒÓÂÙ·È ÌÂÙ¿ ÙËÓÂÌÊ¿ÓÈÛ‹ Ù˘ Î·È ‚) Ù· ÛÙ¿‰È· ̤۷ ·fi Ù· ÔÔ›· ÂÚÓ¿ ·˘Ù‹ Ë ÚÔÛ·ÚÌÔÁ‹, ‰ËÏ·‰‹, ÙÔ ÛÔÎ,Ë ÚÔÛ‰ÔΛ· ·Ó¿ÚÚˆÛ˘ ‹ Ë ¿ÚÓËÛË, Ô ı˘Ìfi˜ Î·È Ë ÔÚÁ‹, Ë ‰È·Ú·ÁÌ¿Ù¢ÛË, ÙÔ ¤ÓıÔ˜ Î·È ËηٿıÏÈ„Ë, Ë ÂÔÈÎÔ‰ÔÌËÙÈ΋ ·Ì˘ÓÙÈ΋ ÛÙ¿ÛË ‹ ·ÓÙ›ıÂÙ· Ë ÚÔ‚ÏËÌ·ÙÈ΋ ·Ì˘ÓÙÈ΋ ÛÙ¿ÛË, Ë·Ô‰Ô¯‹ Î·È Ë ÚÔÛ·ÚÌÔÁ‹.

§∞¢∏ ™∆∂§§∞, ««∂ÍÂ˘Úˆ·˚ÛÌfi˜ Î·È ·ÏÏ·Á¤˜ ‰ËÌÔÛ›ˆÓ ÔÏÈÙÈÎÒÓ. ∏ ÂÚ›ÙˆÛË Ù˘ ÂÏÏËÓÈ΋˜¶ÂÚÈ‚·ÏÏÔÓÙÈ΋˜ ¶ÔÏÈÙ΋˜», ∂ÏÏËÓÈ΋ ∂ÈıÂÒÚËÛË ¶ÔÏÈÙÈ΋˜ ∂ÈÛÙ‹Ì˘, Ù¯. 29 (2007), ÛÛ. 40-60.* ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ÔÏÈÙÈ΋ * ∂ÏÏ¿‰· * ∞ÏÏ·Á‹ ÛÙ¿Û˘ * ∂˘Úˆ·˚΋ √ÈÎÔÓÔÌÈ΋ ∫ÔÈÓfiÙËÙ·, ÃÒ-Ú˜ Ù˘ * ∞ÏÏËÏÂÓ¤ÚÁÂÈ· * ªÂϤÙË ÂÚ›ÙˆÛ˘

ª∞°∫§πµ∂ƒ∞™ ∫ø¡™∆∞¡∆π¡√™ ¢., ««∏ ÛËÌ·Û›· ÙˆÓ ÔÏ˘ÌÂÚÒÓ Û˘Ì‚·ÙÈÎÒÓ ÎÂÈÌ¤ÓˆÓ ÁÈ· ÙËÓÚÔÛÙ·Û›· Ù˘ ‰ÈÂıÓÔ‡˜ ÌÂÙ·Ó¿ÛÙ¢Û˘», ∂ÏÏËÓÈ΋ ∂ÈıÂÒÚËÛË ¶ÔÏÈÙÈ΋˜ ∂ÈÛÙ‹Ì˘, Ù¯. 29(2007), ÛÛ. 112-128.* ªÂÙ·Ó¿ÛÙ¢ÛË * ∞ÏÏÔ‰·fi˜ * ∂ÚÁ·Û›· Î·È ÂÚÁ·˙fiÌÂÓÔÈ - ∫ÈÓËÙÈÎfiÙËÙ· * ¶ÔÏÈÙÈÛÙÈ΋ ÚԤϢÛË* ™˘Óı‹Î˜ * ™˘Ì‚Ô‡ÏÈÔ Ù˘ ∂˘ÚÒ˘ * ∂˘Úˆ·˚΋ √ÈÎÔÓÔÌÈ΋ ∫ÔÈÓfiÙËÙ·, ÃÒÚ˜ Ù˘

ª∞ƒ°π∂ ∞¡∞™∆∞™π∞ π., ª∞∆™∫∞¡∏ ∞¡¡∞ ™., ««∏ ÔıˆÌ·ÓÈ΋ ·Ú¯ÈÙÂÎÙÔÓÈ΋ ÛÙËÓ fiÏË Ù˘ µ¤-ÚÔÈ·˜», ∞Ú¯·ÈÔÏÔÁ›· Î·È ∆¤¯Ó˜, Ù¯. 105 (2007), ÛÛ. 72-78.* ∞Ú¯ÈÙÂÎÙÔÓÈ΋, √ıˆÌ·ÓÈ΋ * µ¤ÚÔÈ· (ªÓËÌ›·) * µ¤ÚÔÈ· (¡·Ô›) * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∆Ô˘ÚÎÔ-ÎÚ·Ù›· * ªÓËÌ›· - ™˘ÓÙ‹ÚËÛË Î·È ·ÔηٿÛÙ·ÛËñ The Ottoman architecture of Veroia, well hidden in the city, is a neglected part of the city’s

history of architecture. Mosques with half-destroyed minarets, Ottoman administrative andeducational edifices, baths and bridges come into view among works of Byzantine, traditionaland modern architecture, witnesses to a difficult but, architecturally, creative period. Veroiaremained under the Turkish rule from 1430 to 1912 and was among the cities with a very highpercentage of Turk inhabitants. Through all these years the Christian Greeks and the MuslimTurks were living in their own separate quarters, laid out around churches and mosques,respectively. The conquerors not only converted the biggest and most beautiful churches tomosques, but they also built new ones, monuments with exceptional historic and architecturalinterest. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

ª∂™™∏¡∏™ §∞ª¶ƒ√™ [Î.¿.], ««¡Â˘ÚÔ„˘¯ÔÏÔÁÈο ÂÏÏ›ÌÌ·Ù· ÔÚÔıÂÙÈÎÒÓ ÛÙÔÓ HIV ·ÛıÂÓÒÓÛ ‰È¿ÊÔÚ· ÛÙ¿‰È· Ù˘ Ïԛ̈͢», æ˘¯ÔÏÔÁ›·, Ù¯. 14/2 (2007), ÛÛ. 167-187.* ¡Â˘ÚÔ„˘¯ÔÏÔÁ›· * ∞fiÎÏÈÛË * ™‡Ó‰ÚÔÌÔ Â›ÎÙËÙ˘ ·ÓÔÛÔÔÈËÙÈ΋˜ ·Ó¿ÚÎÂÈ·˜ * §ÂÎÙÈ΋ Ì¿-ıËÛË * ∆ÂÛÙ * ™Ù·ÙÈÛÙÈο ‰Â‰Ô̤ӷ

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ñ ∂›Ó·È ÁÂÓÈο ·Ô‰ÂÎÙfi fiÙÈ ÔÈ ÔÚÔıÂÙÈÎÔ› ÛÙÔÓ HIV ·ÛıÂÓ›˜ ÂÌÊ·Ó›˙Ô˘Ó Ôχ Û˘¯Ó¿ Ó¢ÚÔ„˘-¯ÔÏÔÁÈο ÂÏÏ›ÌÌ·Ù·. ∏ ·ÚÔ‡Û· ÌÂϤÙË Â›¯Â ÛÙfi¯Ô Ó· ÚÔÛ‰ÈÔÚ›ÛÂÈ Â¿Ó ÙÔ ÚfiÙ˘Ô Ó¢ÚÔ-„˘¯ÔÏÔÁÈ΋˜ ÂÍ·Ûı¤ÓËÛ˘ ‰È·Ê¤ÚÂÈ ÛÙ· ‰È¿ÊÔÚ· ÛÙ¿‰È· Ù˘ HIV Ïԛ̈͢. √È Û˘ÌÌÂÙ¤¯ÔÓÙ˜·Ó‹Î·Ó Û ÙÚÂȘ ‰È·ÁÓˆÛÙÈΤ˜ ηÙËÁÔڛ˜: ÙÚÈ¿ÓÙ· ‰‡Ô ·Û˘Ìو̷ÙÈÎÔ› ÔÚÔıÂÙÈÎÔ› ÛÙÔÓ HIV·ÛıÂÓ›˜ Î·È Â›ÎÔÛÈ ÂÓÓ¤· Û˘Ìو̷ÙÈÎÔ›, ‚¿ÛÂÈ ÙˆÓ ÎÚÈÙËÚ›ˆÓ CDC (1992), Î·È Â›ÎÔÛÈ Ù¤ÛÛÂ-ÚȘ ˘ÁÈ›˜ ÂıÂÏÔÓÙ¤˜. ∆· ÎÚÈÙ‹ÚÈ· Û˘ÌÂÚ›Ï˄˘ ‹Ù·Ó Ë ·Ô˘Û›· Ó¢ÚÔÏÔÁÈÎÒÓ ‰È·Ù·Ú·¯ÒÓ,„˘¯È·ÙÚÈÎÒÓ ‰È·Ù·Ú·¯ÒÓ, Û‡Ìʈӷ Ì ٷ ÎÚÈÙ‹ÚÈ· DSM-IV-TR, Î·È ¿ÏÏˆÓ ‰È·Ù·Ú·¯ÒÓ Ô˘ÌÔÚÔ‡Û·Ó Ó· ÂËÚ¿ÛÔ˘Ó ÙË Ó¢ÚÔ„˘¯ÔÏÔÁÈ΋ ›‰ÔÛË. √È ÙÚÂȘ ÔÌ¿‰Â˜ ÂÍÈÛÒıËÎ·Ó ˆ˜ÚÔ˜ ÙÔ˘˜ ‰ËÌÔÁÚ·ÊÈÎÔ‡˜ Î·È ÎÏÈÓÈÎÔ‡˜ ·Ú¿ÁÔÓÙ˜ Ô˘ ÌÔÚÔ‡Û·Ó Ó· ÂËÚ¿ÛÔ˘Ó ÙË Ó¢-ÚÔ„˘¯ÔÏÔÁÈ΋ ›‰ÔÛË. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

ª¶√À™π¡∞∫∏™ ¢∏ª∏∆ƒπ√™, Ã∞§∫√™ °∂øƒ°π√™ ∂ªª., «√ ÚfiÏÔ˜ Ù˘ ‰ËÌÈÔ˘ÚÁÈÎfiÙËÙ·˜ÛÙË Û‡Á¯ÚÔÓË ÂÔ¯‹», ¢ÈÔÈÎËÙÈ΋ ∂ÓË̤ڈÛË, Ù¯. 43 (2007), ÛÛ. 24-34.* ¢ËÌÈÔ˘ÚÁÈÎfiÙËÙ· * ÕÙÔÌÔ * √Ì¿‰· * ∏ÁÂÛ›· * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

ª¶ƒ∞µ√™ £∞¡∞™∏™, ««¢ÈÂıÓ›˜ Û¯¤ÛÂȘ Î·È modus operandi: ËıÈ΋ Î·È ‰ÈÂıÓ¤˜ ‰›Î·ÈÔ ‹ ÂıÓÈ-Îfi Û˘ÌʤÚÔÓ; ∏ ÂÚ›ÙˆÛË Ù˘ ∂ÏÏ¿‰·˜», ∆Ô µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ, Ù¯. 50 (2007),ÛÛ. 63-84.* ¢ÈÂıÓ›˜ Û¯¤ÛÂȘ * ∂ıÓÈ΋ ·ÛÊ¿ÏÂÈ· * ¢Èψ̷ÙÈ΋ Î·È ÚÔÍÂÓÈ΋ ˘ËÚÂÛ›·, ∂ÏÏËÓÈ΋ * ∂ÏÏ¿‰·- ŒÓÔϘ ‰˘Ó¿ÌÂȘ * ∏ӈ̤Ó˜ ¶ÔÏÈÙ›˜ ∞ÌÂÚÈ΋˜ - ∂›‰Ú·ÛË * ∆Ô˘ÚΛ· - ¢Èψ̷ÙÈΤ˜ Û¯¤-ÛÂȘ * ªÂϤÙË ÂÚ›ÙˆÛ˘ñ ∞Û¯¤Ùˆ˜ Â¿Ó Î¿ÔÈÔ˜ ‰¤¯ÂÙ·È ÙË ıˆڛ· ÙÔ˘ ȉ·ÏÈÛÌÔ‡ ‹ ÙÔ˘ Ú·ÏÈÛÌÔ‡ ÛÙȘ ‰ÈÂıÓ›˜ Û¯¤ÛÂȘ,

·Ú·Ì¤ÓÂÈ ÙÔ ÁÂÁÔÓfi˜ fiÙÈ ÙÔ ÂıÓÈÎfi Û˘ÌʤÚÔÓ Ú¤ÂÈ Ó· ηıÔÚ›˙ÂÈ ÙËÓ Â͈ÙÂÚÈ΋ ÔÏÈÙÈ΋ ÂÓfi˜ÎÚ¿ÙÔ˘˜, ¯ˆÚ›˜ ·Ú¿‚ÏÂ„Ë ‚‚·›ˆ˜ ÙˆÓ ‚·ÛÈÎÒÓ ·Ú¯ÒÓ ÙÔ˘ ‰ÈÂıÓÔ‡˜ ‰Èη›Ô˘ Î·È Ù˘ ËıÈ΋˜.Àfi ÙËÓ ¤ÓÓÔÈ· ·˘Ù‹, Î·È ÛÙËÓ ÂÚ›ÙˆÛË Ù˘ ∂ÏÏ¿‰·˜ ı· ¤Ú ӷ ˘ÈıÂÙËı› ÙÂÏÈο ÌÈ· Â͈ÙÂÚÈ-΋ ÔÏÈÙÈ΋ Ô˘ Ó· Â›Ó·È ÚÒÙÈÛÙ· Û·Ê‹˜, ‰È·ÌÔÚÊÔ‡ÌÂÓË Î·È ‚·ÛÈṲ̂ÓË Û ̷ÎÚÔÚfiıÂÛÌÔÚÔÁÚ·ÌÌ·ÙÈÛÌfi, Î·È ˘fi ÙÔ Ú›ÛÌ· ¿ÓÙ· Ù˘ Â͢ËÚ¤ÙËÛ˘ ÙÔ˘ ÂıÓÈÎÔ‡ Û˘ÌʤÚÔÓÙÔ˜ Î·È fi¯È«ÂÚÁ·Ï›Ի ÚÔÛˆÈ΋˜ ÔÏÈÙÈ΋˜ ÛÙ· ¯¤ÚÈ· ÙÔ˘ ÂοÛÙÔÙ ڈı˘Ô˘ÚÁÔ‡. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¶∞¶∞∫ø™∆∞ ∫ø¡™∆∞¡∆π¡∞, ««∏ ·Ú·ÁˆÁ‹ ÌÂÙ¿ÏÏˆÓ ÛÙ· µ·ÏοÓÈ·», ∞Ú¯·ÈÔÏÔÁ›· ηÈ∆¤¯Ó˜, Ù¯. 105 (2007), ÛÛ. 79-87.* ªÂÙ·ÏÏÔ˘ÚÁ›· - πÛÙÔÚ›· * √ÈÎÈÛÌÔ› * ∞Ó·Ûηʤ˜ (∞Ú¯·ÈÔÏÔÁ›·) * µÔ˘ÏÁ·Ú›· * ™ÂÚ‚›·ñ In this article, by using archaeological data, we attempt to probe the social and economic

complexity that lies under the various stages of organizing and producing metals in the Balkans,from ore extraction to production and trading. Two well-known and particularly importantmines of the Chalcolithic period, Aibunar in Bulgaria and Rudna Glava in Serbia are used asrepresentative examples, while idicative finds from Bulgarian settelements and cemeteriescomplete and elucidate the interpretation we propose.

¶∞¶∞¡π∫√§∞√À Ãπ™∆√™, ««∆ËÏÂÔÙÈ΋ ·Ó‰·ÈÛ›· ÎÈ ·Û˘‰ÔÛ›·. √È ÂÈÙÒÛÂȘ», ∆Ô ™¯ÔÏ›ÔÎ·È ÙÔ ™›ÙÈ, Ù¯. 488 (2007), ÛÛ. 393-400.* ∆ËÏÂÔÙÈο ÚÔÁÚ¿ÌÌ·Ù· * ∆ËÏÂÔÙÈ΋ ‰È·Ê‹ÌÈÛË * µ›· ÛÙËÓ ÙËÏÂfiÚ·ÛË * ∂ÈÚÚÔ‹ * ¶·È‰› *¶ÚÔÛÙ·Û›· ÙˆÓ ·È‰ÈÒÓ

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II. ∞ƒ£ƒ∞ ™∂ ∂¶π™∆∏ª√¡π∫∂™ ∂¶∂∆∏ƒπ¢∂™

***

πππ. ∞ƒ£ƒ∞ ™∂ •∂¡∞ ¶∂ƒπ√¢π∫∞

AL-YAKOB SM; SHERALI HD, ««A Mixed-Integer Programming Approach to a Class TimetablingProblem: A Case Study with Gender Policies and Traffic Considerations», European Journal ofOperational Research, Ù¯. 180/3 (2007), ÛÛ. 1028-1044.ñ This paper considers the class scheduling and timetabling problem faced at Kuwait University

(KU). The principal focus is to design efficient class offering patterns while taking intoconsideration newly imposed gender policies. We formulate a mathematical programmingmodel that assigns offered classes to time-slots and addresses gender issues by definingappropriate surrogate constraints along with objective penalty terms. The model aims toenhance existing manual scheduling and timetabling approaches that are often accompaniedwith arduous combinatorial tasks such as resolving class monflicts, dealing with parking andtraffic congestion, and ensuring an efficient utilization of facility and human resources. Thismodeling approach emphasizes the generation of flexible class timetables for students, and theefficient utilization of available facility resources. Computational results based on a number ofcase studies related to Kuwait University reveal that this approach yields improved schedules interms of offering patterns and class conflicts. (c) 2006 Elsevier B. V. All rights reserved.

AYOUB, AYOUB B., ««Generalizations of Ptolemy and Brahmagupta Theorems», Mathematicsand Computer Education, Ù¯. 41/1 (2007), ÛÛ. 30-36.ñ The Greek astronomer Ptolemy of Alexandria (second century) and the Indian mathematician

Brahmagupta (sixth century) each have a significant theorem named after them. Both theoremshave to do with cyclic quadrilaterals. Ptolemy’s theorem states that: In a cyclin quadrilateral, theproduct of the diagonals is equal to the sum of the products of two pairs of opposite sides. If thelengths of the sides of a cyclin quadrilateral are a, b, c, d in this order and the lengths of thediagonals are l and k, then Ptolemy’s theorem would be expressed as lk = ac + bd. On theother hand, Brahmagupta came up with a remarkable formula for the area E of the cyclicquadrilateral, that is E = [square root](s-a)(s-b)(s-c)(s-d), where s stands for the semiperimeter1/2(a+b+c+d). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

BARKOUKIS V; NTOUMANIS N; NIKITARAS N., ««Comparing Dichotomous and TrichotomousApproaches to Achievement Goal Theory: An Example Using Motivational Regulations asOutcome Variables», British Journal of Educational Psychology, Ù¯. 77 (2007), ÛÛ. 683-702.ñ Background. It is commonly assumed that there is conceptual equivalence between the task

and ego achievement goals proposed by Nicholl’s (1989) dichotomous achievement goaltheory (Nicholls, 1989), and the mastery and performance approach goals advanced by Elliot’s(1997) trichotomous hierarchical model of approach and avoidance achievement motivation.Aims. Our study examined whether this conceptual equivalence is reflected in measurement

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equivalence by examining the factorial structure and predictive validity of two establishedquestionnaires that assess achievement goals based on Nicholl’s and Elliot’s approaches toachievement motivation.

BARKOUKIS V [et al.], «Achievement Goals in Physical Education: Examining the PredictiveAbility of Five Different Dimensions of Motivational Climate», European Physical, Ù¯. 13/3 (2007),ÛÛ. 267-285.ñ The aim of the present study was to investigate the differential relationships between five

dimensions of motivational climate and achievement goals, as the latter have beenconceptualized by the revised achievement goal theory. Adolescents (N = 336, M age = 13.45years, SD = 1.04) participating in a summer camp in southern Greece took part in the study.The participants completed the Approach Avoidance Achievement Goal Questionnaire(AAAGQ; measuring mastery, performance-approach and performance-avoidance goals, asconceptualized by Elliot, 1997), and the Learning and Performance Orientations in PhysicalEducation Classes Questionnaire (LAPOPECQ; measuring five dimensions of task -and ego-involving motivational climate).

BEKIARI A; KOKARIDAS D; SAKELLARIOU K, ««Associations of Students’ Self-Reports of theirTeachers’ Verbal Aggression, Intrinsic Motivation and Perceptions of Reasons for Discipline inGreek Physical Education Classes», Psychological Reports, Ù¯. 98/2 (2007), ÛÛ. 451-461.ñ In this study were examined associations among physical education teachers’ verbal

aggressiveness as perceived by students and students’ intrinsic motivation and reasons fordiscipline. The sample consisted of 265 Greek adolescent students who completed fourquestionnaires, the Verbal Aggressiveness Scale, the Lesson Satisfaction Scale, the Reasons forDischipline Scale, and the Intrinsic Motivation Inventory during physical education classes. (¶Â-ÚÈÎÔ‹ ÂÚ›Ï˄˘)

BIZA, IRENE; MARDI, ELENA; ZACHARIADES, THEODOSSIOS, ««Using Tasks to ExploreTeacher Knowledge in Situation-Specific Contexts», Journal of Mathematics Teacher Education,Ù¯. 10/4-6 (2007), ÛÛ. 301-309.ñ Research often reports an overt discrepancy between theoretically out-of context expressed

teacher beliefs about mathematics and pedagogy and actual practice. In order to exploreteacher knowledge in situation-specific contexts we have engaged mathematics teachers withclassroom scenarios (Tasks) which: are hypothetical but grounded on learning and teachingissues that previous research and experience have highlighted as seminal; are likely to occur inactual practice; have purpose and utility; and, can be used both in (pre- and in-service) teachereducation and research through generating access to teachers’ views and intended practices.(¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

CALDWELL, CAM; BOYLE, MARY-ELLEN, ««Academia, Aristotle, and the Public Sphere-Stewardship Challenges to Schools of Business», Journal of Academic Ethics, Ù¯. 5/1 (2007), ÛÛ. 5-20.

CHRISTOFORIDIS, CHRISTOS; KAMBAS, ANTONIS, ««Childhood Injuries in Greek SchoolEnvironment», International Journal of Injury Control and Safety Promotion, Ù¯. 14/4 (2007), ÛÛ.262-263.

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CHRISTOU IT [et al.], «Grid-based Virtual Laboratory Experiments for a Graduate Course onSensor Networks», IEEE Transactions on Education, Ù¯. 50/1 (2007), ÛÛ. 17-26.ñ This paper presents the pedagogical and technical challenges the authors faced in developing a

distributed laboratory for the-execution of virtual scientific experiments (VSEs) superimposedon a Grid infrastructure, for a course on sensor networks that is part of the Master’s inInformation Networking (MSIN) program jointly offered by Carnegie Mellon University (CMU),USA and Athens Information Technology (AIT), Athens, Greece. The MSIN program utilizesvirtual classroom technologies because of its strong distance learning component. Coursestaught by CMU faculty are attended in real-time by students in Athens, Greece, via video-wallteleconferencing sessions. Vice versa, visiting CMU faculty to AIT teach classes that areattended by students at CMU. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

CRICK B, ««Citizenship: The Political and the Democratic», British Journal of Educational Studies,Ù¯. 55/3 (2007), ÛÛ. 235-248.ñ Citizenship as a compulsory subject was added to the National Curriculum in England in 2002

following the 1998 report, “Education for Citizenship and the Teaching of Democracy inSchools”. It was little noticed at the time that the report stressed active citizenship much morestrongly than democracy. The underlying presupposition was that historians call “civicrepublicanism”, the tradition from the Greeks and the Romans of good government as politicalgovernment, that is, citizens reaching acceptable compromises of group interests and values bypublic debate. This is contrasted to modern liberalism. To stress “democracy” unduly incitizenship education can lead to definitional dogmatics about multiple meanings of the term,even to disillusionment. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

DAGKAS, SYMEON, ««Exploring Teaching Practices in Physical Education with Culturally DiverseClasses: A Cross-Cultural Study», European Journal of Teacher Education, Ù¯. 30/4 (2007), ÛÛ.431-443.ñ This is a cross-cultural comparative study that sets out to explore teachers’ knowledge,

understanding and practices of the teaching of Physical Education (PE) to students fromdifferent cultural backgrounds. More specifically, it explores key issues in the teaching of PE toMuslim students. Thirteen PE teachers, six from England and seven from Greece were involvedin face to face interviews exploring issues related to the teaching of PE to culturally diverseclasses, their subject matter knowledge, pedagogical knowledge and knowledge of students’religion and culture...

DI MAURO D., ««The Theory of the “God’s Prod” in the Religious Tragedies of Andre deRivaudeau and Robert Garnier», Renaissance and Reformation, Ù¯. 29/2-3 (2007), ÛÛ. 121-138.ñ In the sixteenth century, writers of both confessions often had recourse to the Old Testament

notion of the “rod of God” in order to account for the hand which the wicked had in the evilperpetrated upon their co-religionists. This study proposes to show that the religious tragediesof Rivaudeau and Garnier both drew inspiration from Synesius of Cyrene doctrine concerningthe persecution of the faithful. According to this Greek Father, the divine scourge will notescape punishment by mere virtue of the fact that he has served as the agent of chastisement.This appointed state appears tantamount to reprobation. To be sure, Synesius goes beyondbiblical teaching in sullying and demonizing the foe.

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DICKEY E., «Expressions of Agency in Ancient Greek», The Classical World, Ù¯. 100/4 (2007), ÛÛ.459-460.

DIDASKALOU, ELENI; MILLWARD, ALAN, ««Rethinking Assessment: Managing Behaviour andReducing Disaffection», Emotional and Behavioural Difficulties, Ù¯. 12/3 (2007), ÛÛ. 191-203.ñ Disaffection and behaviour problems continue to be a cause of concern in many schools.

Although many schemes and initiatives have attempted to address these issues, few haveproved completely successful. It is suggested that in the light of the current phase of educationalreforms, with its emphasis on raising standards and target setting, the role of increasedassessment in the generation of these problems may have been overlooked. (¶ÂÚÈÎÔ‹ ÂÚ›ÏË-„˘)

ELLIS B; BIRCH J, ««Revisiting the Role of Values and Attitudes in Geographic Education: TheUse of Ethnographic Methodology and Materials», Geography, Ù¯. 91 (2007), ÛÛ. 262-271.ñ This article is a contribution to the current debate about the nature and content of geography

teaching. It challenges the notion that the study od attitudes and values in geographicaleducation imposes values upon the learners. It shows bow ethnographic methodologydeveloped from the existing geographical concept of the behavioural environment, whichemphasised the importance of studying attitudes and values. It demonstrates a more nuancedapproach to e understanding of people environment relations using an ehnographic case withstudy of management issues in a wetland environment at Lake Kerkini in Greece. By usingdirect evidence from the people involved, ethnographic studies allow students to accessinformation about the significance of attitudes and values in different cultural environments.

EVANS, ROY; VAKALI, ANTHI, ««The Effects of Text on Reading Strategies Employed by YoungGreek Braille Readers: Research Article», Perspectives in Education, Ù¯. 25/1 (2007).ñ The importance of literacy, and braille literacy in particular, cannot be understated, as it

maximises the potential for educational as well as vocational success, and it is also the basisrequired to reap the benefits of new technological advances, such as th usage of personalcomputers. There is an ongoing debate in the literature about the prevalence of the logographicreading strategy in readers of shallow orthographies (i.e. where there is a strongphonemegrapheme correspondence) such as in the case of Greek. Indeed, the Greek languageis one in which reading strategies have not been previously investigated systematically in youngGreek adolescents. The study reported in this article ivnestigated the reading strategies of nineadolescent Greek braille readers. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

FAGGIANO F. [et al.], ««A Cluster Randomized Controlled Trial of School-based Prevention ofTabacco, Alcohol and Drug Use: The EU-Dap Design and Study Population», Preventive Medicin,Ù¯. 44/2 (2007), ÛÛ. 170-173.ñ Background: The empirical evidence of effectiveness of many school-based programs against

substance abuse is rather weak. The EU-Dap study is a multicenter cluster randomizedcommunity trial (CRCT) designed to evaluate such a program. This paper presents study designand baseline characteristics of the study population. Methods. 170 schools from 9 centers fromseven countries (Austria, Belgium, Germany, Greece, Italy, Spain, Sweden), stratified accordingto average social status in the catchment area, were randomized to either three variants of theactive intervention (basic curriculum, basic with peer involvement, and basic with parent

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involvement) or to a control group. The program under evaluation is based on a comprehen-sive social influence approach, and was delivered during the scholar year 2004-2005 to a po-pulation of 12- to 14-year-old students attending junior high school. An anonymous question-naire administered before and after the intervention was used to track behavioral and attitudi-nal changes. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

FAUX, GEOFF, «Co-ordinates: When Am I Old Enough?», Mathematics Teaching IncorporatingMicromath, Ù¯. 202 (2007), ÛÛ. 8-10.ñ In this article, the author argues that coordinate geometry and all its trappings should be

banned from key stage 2 in English schools. To explain why he makes such a strong statement,he discusses geometry problems tackled by the Ancient Greeks, showing how meaningfulproblem solving can occur without the use of coordinates and the corresponding algebraictools. He proposes that the key stage 1-2 curriculum put much more emphasis on doing,seeing, and saying what is seen (Tahta, 1989), at the same time moving the focus away fromteachers and onto students. (Contains 2 notes).

FESLER, CLAUDIA; ROBERTS, LEAH, ««Processing “Wh” - Dependencies in a SecondLanguage: a Cross-Modal Priming Study», Second Language Research, Ù¯. 23/1 (2007), ÛÛ. 9-36.ñ This study investigates the real-time processing of “wh”-dependencies by advanced Greek-

speaking learners of English using a cross-modal picture priming task. Participants were askedto respond to different types of picture target presented either at structurally defined gappositions, or at pre-gap control positions, while listening to sentences containing indirect-objectrelative clauses. Our results indicate that the sentences containing indirect-object relativeclauses. Our results indicate that the learners processed the experimental sentences differntlyfrom both adult native speakers of English and monoligual English-speaking children. (¶ÂÚÈÎÔ-‹ ÂÚ›Ï˄˘)

FLOWER MA, ««Not Great Man History: Reconceptualizing a Course on Alexander the Great»,Classical World, Ù¯. 100/4 (2007), ÛÛ. 417-423.ñ A course dedicated to the figure of Alexander is the most traditional type of history. But must

such a course necessarily be “great man history” that is, the kind of old-fashioned history thatfocuses on the thoughts, feelings, motives, and intentions of a single individual who “makes”history? This paper will suggest ways in which one can teach a course on Alexander that alsolooks at broader issues, such as ethnicity, ideology, the economic, political, and social impact ofthe conquest on the peoples of Greece and Asia, and the literary analysis (as opposed to sourcecriticism) of our extant authorities.

FOLEY H., ««The Captive Woman’s Lament in Greek Tragedy», The Classical World, Ù¯. 100/4(2007), ÛÛ. 456-457.

— ««“Reading” Homer through Oral Tradition», College Litterature, Ù¯. 34/2 (2007), Û. 1.ñ Twentieth century research demonstrated that Homer’s Iliad and Odyssey began as part of an

ancient Greek oral tradition, and were passed down by word of mouth through generations oforal poets before and for some time after the invention of the alphabet. As the twenty-firstcentury dawns, the modern (re)discovery of these unwritten origins is exerting an enormous

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influence on how we understand and teach the poems, presenting new answers to the ages-old“Homeric Question” -Who was Homer?-and suggesting comparisons with living oral epictraditions on five continents. By paying attention to the trademark structures and idiomaticvalues of Homer’s language, the bequest of oral tradition, we can “read” the poems morefaithfully. The perspective from oral tradition solves such stubborn and lognstanding challengesas the heavy repetition of phrases and scenes, as well as the non-chronological order and anti-climactic ending of the Odyssey. Oral tradition can also show how Penelope emerges as a full-fledged hero-in some ways even more central a figure than her husband Odysseus.

FRAGKOULI E.; HAMMOND M., «Issues in Developing Programme to Support Teachers ofPhilology in Using Information and Communications Technologies in Greek Schools: A CaseStudy», Journal of In-Service Education, Ù¯. 33/4 (2007), ÛÛ. 463-477.ñ This paper reports on a case study of an in-service teacher-training programme for Greek

philology teachers, from 2002 to 2003, which was designed to develop the use of informationand communications technologies in their teaching. It draws on questionnaires and intereviewswith 34 teachers who took part in the training. In addition, the three trainers who led thesessions, 10 head teachers from the schools in which the teachers worked and threeprogramme designers were also intereviewed. A holistic picture of the programme was formedby comparing and contrasting the views of different “stakeholders” in the programme. (¶ÂÚÈÎÔ-‹ ÂÚ›Ï˄˘)

FROST S., ««The Warren Cup: Highlighting Hidden Histories», International Journal of Art &Design Education, Ù¯. 26/1 (2007), ÛÛ. 63-72.ñ Contemporary artists and art galleries have been more active than museums in representing

gay and lesbian culture in public spaces in recent decades. However same-sex relationshipshave a long history that is reflected in the collections of museums that have material from theclassical world. The culture of ancient Greece and Rome was less inhibited about therepresentation of sexual acts than many nineteenth-century museums would have liked.Objects with frank images of sexual acts were censored or hidden away in secret cabinets. Thisarticle draws on one object as a case study, a Roman silver cup dated to the early years of thefirst century AD acquired by the British Museum in 1999. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

G∂¡∞ ∞, ««The Effects of Prompting and Social Reinforcement on Establishing Social Interactionswith Peers During the Inclusion of Four Children with Autism in Preschool», International Journalof Psychology, Ù¯. 41/4 (2007), ÛÛ. 541-554.ñ Inclusion in “regular” schools has become a considerable option for children with autism only

in recent years, but we are still far from having a global appreciation of the needs that ariseupon the inclusion of children with such a severe disability. The main purpose of the presentstudy was to identify empirically supported procedures that may improve the social interactionsof children with autism in Greek schools, as well as the specific skills that would be taught, werebased oil normative data collected and analysed in a series of prior studies. (¶ÂÚÈÎÔ‹ ÂÚ›ÏË-„˘)

GIDERT J, ««A Companion to Greek Tragedy», The Classical World, Ù¯. 100/4 (2007), ÛÛ. 455-456.

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GONIDA, ELEFTHERIA; KIOSSEOGLOU, GRIGORIS; VOULATA, KATERINA, «Perceptions ofParent Goals and their Contribution to Student Achievement Goal Orientation and Engagement inthe Classroom: Grade-Level Differences across Adolescence», European Journal of Psychology ofEducation, Ù¯. 22/1 (2007), ÛÛ. 23-39.ñ The aim of this study was twofold: (a) to examine student perceptions of their parent goals and

their achievement goal orientations across adolescence, and (b) to examine how perceivedparent goals relate to student achievement goal orientations, and engagement in the classroom(both emotional and behavioral) from early to late adolescence. A set of self-reportedquestionnaires measuring the above variables was administered to three age groups of maleand female students attending 7th (N=139), 9th (N=149), and 11th grade (N=138)...

GOODE, JACKIE, ««Empowering or Disempowering the International Ph. D. Student?Contructions of the Development and Independent Learner», British Journal of Sociology ofEducation, Ù¯. 28/5 (2007), ÛÛ. 589-603.ñ There is in higher education a powerful discourse of “independent learning”. While there may

be pedagogical rationales to support the desirability of increased independence at the tertiarystage, it may also serve other institutional agendas, such as functioning as a way for academicstaff to “manage” the frustrations experienced as teachers as a result of pressures to prioritiseresearch. However, the individualisation of learning constituted by this discourse under-emphasises the collaborative nature of learning. Academic success and failure are neither theproperty of the individual students nor of the instruction they receive, but lie rather in therelationships between students and the practices in which they and their teachers engage duringthe course of their ongoing interactions. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

GORMAN RJ; GORMAN VB, ««The Tryphe of the Sybarites: A Historiographical Problem inAthenaeus (Hellenistic Greek Historians)», Journal of the Hellenic Studies, Ù¯. 127 (2007), ÛÛ. 38-60.ñ A large number of the most informative fragments of the Hellenistic Greek historians are

transmitted by Athenaeus. Unlike the frequently jejune evidence provided by scholiasts,lexicographers and the like, these texts allow us to draw historiographical conclusions about lostwriters: on this basis, scholars have posited, for example, the place of a given author in theHellenistic “schools” of history. The importance of Athenaeus as a source for history-writingbetween Xenophon and Diodorus calls for detailed study of the Deipnosophist’s method ofciting these lost authors. The present article focuses on Athenaeus’ testimony concerning thedownfall of Archaic Sybaris through can be reliably identified as belonging to Athenaeus ratherthan the cited authority. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

GRAVANI MN [et al.], ««Professional Learning: A Fuzzy Logic-Based Modelling Approach»,Learning and Instruction, Ù¯. 17/2 (2007), ÛÛ. 235-252.ñ Studies have suggested that professional learning is influenced by two key parameters, i.e.,

climate and planning, and their associated variables (mutual respect, collaboration, mutualtrust, supportiveness, openness). In this paper, we applied analysis of the relationships betweenthe proposed quantitative, fuzzy logic-based model and a series of representative data of suchvariables (drawn from an in-service training programme in Greece) that were confronted to it.Through this research strategy we found that the proposed modelling managed to revealstatistically significant different trends in professional learning in concordance with an earlier

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qualitative approach, yet, quantitatively. Moreover, it highlights the advantages of the fuzzylogic approach towards capturing the information that is inherent in real, complicated data andgives rise to further heuristic ideas and research directions concerning professional learning. (c)2007 Elsevier Ltd. All rights reserved.

GUIDI A, «Intentional Obscurity of Philosophy: Neo-Platonic and Farabian Themes in Maimoni-des», Revue des Etudes Juives, Ù¯. 166/1-2 (2007), ÛÛ. 129-145.ñ Maimonides often refers to Plato’s works and to the writings of other Ancient Greek authors as

obscure and difficult to understand. In most cases, these statements have been interpreted onthe basis of Maimonides’ choice of an esoteric language to communicate his doctrines.Nevertheless, the theme of the enigmatic language of the Ancient is not a specific Maimonideancontribution; it was a widespread topos in the Arabic and Alexandrian Neoplatonic tradition,where it was a tool the interpreter used in order to emphasize the difficulties of the doctrine ofthis master. The present work traces the presence of this theme in some of Maimonides’ sourcesand analyses his function and significance. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

HASSANDRA, MARY; BEKIARI, ALEXANDRA; SAKELLARIOU, KIMON, ««Physical EducationTeacher’s Verbal Aggression and Student’s Fair Play Behaviors», Physical Educator, Ù¯. 64/2(2007), ÛÛ. 94-101.ñ The purpose of this study was to examine how physical education teacher’s verbal

aggressiveness, as perceived by the students, is related to students’ fair play self-reportedbehaviors. Four hundred twenty-nine physical education students completed twoquestionnaires during physical education classes. Correlation analysis revealed that there was apositive significant relationship between teachers’ verbal aggression and antisocial fair playbehaviors; and a negative, significant relationship between teachers’ verbal aggression andprosocial fair play behaviors. Regression analyses indicated that teachers’ verbal aggressioncould significantly predict students’ self reported prosocial and antisocial fair play behaviors.Findings and implications for teacher communication are discussed and future researchsuggestions are made. (Contains 2 tables)

HASSANDRA, MARY [et al.], ««A Fair Play Intervention Program in School Olympic Education»,European Journal of Psychology of Education, Ù¯. 22/2 (2007), ÛÛ. 99-114.ñ The purpose of this study was to evaluate the effectiveness of an intervention program aimed to

develop fair play behaviours in a school Olympic Education program. One hundred and twentysix, 5th-grade students from 4 elementary schools participated in this study, 66 of which were inthe experimental group and 60 in the control group. The results revealed significantimprovement in the reported fair play behaviours, classroom support and autonomy,orientation towards play and intrinsic motivation of the intervention group. (¶ÂÚÈÎÔ‹ ÂÚ›ÏË-„˘)

HLAPANIS G; DIMITRAKOPOULOU A, ««A Course Model Implemented in a Teacher’s LearningCommunity Context: Issues of Course-Assessment», Behaviour & Information Technology, Ù¯.26/6 (2007), ÛÛ. 561-578.ñ How could we design programmes in a teacher’s learning community context? Is it possible to

conceive a concrete and appropriate course model? And if so, how could we assess theeffectiveness of such a course model in such a complex learning situation? In this paper, a

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model implementation of technology-based courses is presented. The model was specifiedaccording to adult collaborative learning principles and was implemented in a learningcommunity context. This model was put into practice during a distance learning educationalprogramme, concerning further education of in-service primary and secondary educationteachers. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

HYAMS, NINA, «Aspectual Effects on Interpretation in Early Grammar», Language Acquisition: AJournal of Developmental Linguistics, Ù¯. 14/3 (2007), ÛÛ. 231-268.ñ This paper focuses on the temporal and modal meanings associated with root infinitives (RIs)

and other non-finite clauses in several typologically diverse languages, English, Russian, Greekand Dutch. I discuss the role that event structure, aspect, and modality play in theinterpretation of these clauses. The basic hypothesis is that in the absence of a tensespecification, the temporal reference of non-finite clauses is determined by the event structureof the predicate, in particular by the property of event closure. General principles of aspectualinterpretation, such as the Punctuality Constraint (Giorgi and Pianesi 1997) and the DefaultAnchoring Requirement (a special case of a broader requirement that all clauses be temporallyinterpreted) interact with the particular aspectual features of the target language to explain thecross-linguistic differences in the temporal interpretation (past/present/modal) non-finiteclauses.

IOAKIMIDIS, MARILOU, ««Online or on Campus: A Student Tertiary Education Cost Model Com-paring the Two with A Quality Proviso», Higher Education in Europe, Ù¯. 32/2-3 (2007), ÛÛ. 249-260.ñ This paper presents the development and validation of a two-level hierarchical cost model for

tertiary education, which enables prospective students to compare the total cost of attending atraditional Baccalaureate degree education with that of the same programme taken throughdistance e-learning. The model was validated by a sample of Greek university students familiarwith both traditional and distance learning who evaluated them in a servey, indicating that thecost advantage of distance e-learning was tempered by the perception that traditional learninghas an advantage from the standpoint of quality...

JOHANSSON K.E. [et al.], ««European Particle Physics Masterclasses Make Students into Scientistsfor a Day», Physics Education, Ù¯. 42/6 (2007), ÛÛ. 636-644.ñ In 2005 the European particle physics masterclasses attracted 3000 students from 18 European

countries to visit one of 58 universities and education centres. The participants worked withdata from real high energy particle collisions, learned about particle physics, and experiencedresearch and education environments at European universities. In an evaluation of themasterclasses 70% of the participants reported that they learned “much” or “very much” aboutthe organization of scientific research and more than 80% of the participants, in some countriesmore than 95%, highly appreciated the masterclass programme in general...

KALLERES DS, ««Demons and Divine Illumination: A Consideration of Eight Prayers by Gregoryof Naziansus», Vigiliae Christianae, Ù¯. 61/2 (2007), ÛÛ. 157-188.ñ This article considers eight prayers by Gregory of Naziansus (Patrologia Graeca 37.1397-1406)

that are singular in their anti-demonic tone and apotropaic formulae. Reading these texts inlight of Gregory’s Orations 20, 27, and 38-40 elucidates the Cappadocian’s connection

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between baptism and the acquisition of divine knowledge; thus, we can acquire a rare view intothe practical aspects of Gregory’s endeavors with theoria in his post-baptismal life. Finally,these prayers bring into sharp relief the consequential materiality of the devil and demons inGregory of Nazianzus’ epistemology, theology, and asceticism. In so doing, this essay seeks toturn attention to the vibrant demonologies cultivated and constructed by elite, educatedChristians in the late antique cities of the Greek East.

KALOCHRISTIANAKIS NM [et al.], «The Greek School Network: A Paradigm of SuccessfulEducational Services Based on the Dynamics of Open-Saurce Technology», IEEE Transactions onEducation, Ù¯. 50/4 (2007), ÛÛ. 321-330.ñ The Greek School Network (GSN) is a closed nationwide educational network that offers

advanced telematic and networking services to all primary/secondary education schools andadministration offices in Greece. The primary objective of GSN is the provisioning of a networkinfrastructure for the interconnection of school PC laboratories so that modern educationalmethods and pedagogical models can be applied to the school community. GSN has scaled insize, has reached maturity, and is currently delivering a wide range of network and telematicservices to its users. The emerging power of open-source software provides a sound techno-logical basis for building cutting-edge services, capable of meeting internal administrative andmonitoring needs, and modern pedagogical requirements for tools and services. (¶ÂÚÈÎÔ‹ Â-Ú›Ï˄˘)

KALYVA, EFROSINI; GEORGIADI, MARIA; TSAKIRIS, VLASTARIS, ««Attitudes of Greek Parentsof Primary School Children without Special Educational Needs to Inclusion», European Journal ofSpecial Needs Education, Ù¯. 22/3 (2007), ÛÛ. 295-305.ñ Successful inclusion of children with special educational needs (SEN) in school settings depends

largely on the attitudes of parents of peers without SEN. The purspose of the present study wasto explore the attitudes of Greek parents of primary school children without SEN towardsinclusion. The participants were 338 parents (182 fathers, 156 mothers), aged 27 to 58 years(mean age = 39 years and 5 months). They were asked to complete the “My thinking aboutinclusion scale” and a further short questionnaire. The findings revealed that Greek parents ofprimary school children not identified as having SEN had an overall positive attitude towardsinclusion. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

KAPI A [et al.], ««Comparison of Self-Reported Emotional and Behavioural Problems in Adole-scents from Greece and Finland», Acta Paediatrica, Ù¯. 96/8 (2007), ÛÛ. 1174-1179.ñ Aim: To compare self-reported emotional and behavioural problems among Greek and Finnish

adolescents. Methods: Youth Self-Report scores were analysed for 3373 Greek adolescentsaged 18 years and 7039 Finnish adolescents aged 15-16 years from the general population inboth countries. The impact of country, gender, place of residence, socioeconomic status (SES)and family stability on the scores was evaluated. Results: Only country and gender yieldedsmall to medium effect on the scores. Greek boys scored significantly higher than Finns on 10of the 11 YSR syndromes, particularly on the anxious/depressed behaviour scales. In general,girls scored higher than boys on both internalising and externalising problems. The gender bycountry interaction revealed that Finnish girls reported more externalising problems. (¶ÂÚÈÎÔ‹ÂÚ›Ï˄˘)

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KATZ J.T., «A History of the Greek Language», The Classical World, Ù¯. 100/4 (2007), ÛÛ. 454-455.

KOKKEVI A [et al.], ««Psycholocial Correlates of Substance Use in Adolescence: A Cross-nationalStudy in Six European Countries», Drug and Alcohol Dependence, Ù¯. 86/1 (2007), ÛÛ. 67-74.ñ To examine the psychosocial correlates of substance use among adolescents in six European

countries. Design: Cross-sectional school population survey (ESPAD) based on standardizedmethodological procedures. Setting: High schools in six European countries: Bulgaria, Croatia,Greece. Romania, Slovenia and UK. Participants: Representative samples of a total sample of16,445 high school students whose 16th birthday fell in the year of data collection.Measurements: Anonymous self-administered questionnaire. Self-reported substance use wasmeasured by core items on tobacco, alcohol, marijuana and any illegal drug use.

KOUGIOMTZIS K, PATRIKSSON G, ««Framing Physical Education in Greek and SwedishSchools», International Journal of Physical Education, Ù¯. 44/3 (2007), ÛÛ. 106-116.ñ Framing refers to the degree of control that a teacher and his or her pupils possess over the

definition of an instruction process (Bernstein, 2000). Within this study, framing is assumed toincorporate both an internal and an external dimension. Internal framing is connected with thecontrol that pupils are allowed to have. External framing can be regarded as factors (framefactors) that stay beyond teachers’ control. These factors concern constitutional (policydocuments), organizational (available teaching time) and physical (facilities, equipment) frames(Broady & Lindblad, 1999; Lundgren, 1981). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

KOUGIOUMOYTZAKI, FOTEINI, ««The “Adventures” of the Sociology Course in Greek Seconda-ry Education», The American Sociologist, Ù¯. 38/2 (2007), ÛÛ. 191-210.

KOUMOUNDOUROS, MARKOS; MCENTEE-ATALIANIS, LISA, ««Language Attitudes, Shift andthe Ethnolinguistic Vitality of the Greek Orthodox Community in Istanbul», Journal of Multilingualand Multicultural Development, Ù¯. 28/5 (2007), ÛÛ. 365-384.

KYRIAKIDES L; KALOYIROU C; LINDSAY S, ««An Analysis of the Revised Olweus Bully/VictimQuestionnaire Using the Rasch Measurement Model», British Journal of Educational Psychology,Ù¯. 76 (2007), ÛÛ. 781-801.ñ Background. Bullying is a problem in schools in many countries. There would be a benefit in

the availability of a psychometrically sound instrument for its measurement, for use by teachersand researchers. The Olweus Bully/Victim Questionnaire has been used in a number of studiesbut comprehensive evidence on its validity is not available. To examine the conceptual design,construct validity and reliability of the Revised Olweus Bully/Victim Questionnaire (OBVQ) andto provide further evidence on the prevalence of different forms of bullying behaviour. (¶ÂÚÈÎÔ-‹ ÂÚ›Ï˄˘)

KYRLESI A, [et al.], ««Tabacco Use among Students Aged 13-15 Years in Greece: The GYTSProject», BMC Public Health, Ù¯. 7/3 (2007).ñ Background: Data on the prevalence of tobacco use among teenagers in Greece are limited.

We examined the prevalence of smoking middle-school students in Greece using the GlobalYouth Tobacco Survey (GYTS). Methods: The Global Youth Tobacco Survey was

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implemented in Greece during the acedemic year 2004-2005 by the University of Thessaly andthe National School of Public Health. Data were collected using the GYTS self-administeredanonymous questionnaire, which was distributed by specifically trained field workers to anationally representative sample of middle-school students aged 13-15 years (throughrandomly selected schools and classes), randomly selected through a two-stage cluster sampledesign. Data processing and statistical analyses were performed at the Centers for DiseaseControl and Prevention (CDC). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

LABIRIS G; VOUTSINAS A; NIAKAS D, «Preliminary Evaluation of the School-smoking-prevention Policy in Greece», European Journal of Public Health, Ù¯. 15/3 (2005), ÛÛ. 329-330.ñ The primary objective of this report was the preliminary evaluation of the school-smoking-

prevention policy in Greece. The study was conducted by the Athens Technological &Educational Institute in collaboration with the School of Social Sciences of the Hellenic OpenUniversity during the spring of 2004. Three public Lyceums in Athens were randomly selectedand 909 students (474 males/435 females) were recruited and successfully responded to thequestionnaires (response rate: 87%). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

LAMPROU-VOTZAKI P, ««Greece and the United States: A Comparison of Two Special EducationSystems and the Implications for Educational Reform», Dissertation Abstracts International SectionA: Umanities and Social Sciences, Ù¯. 67/9∞ (2007), ÛÛ. 3299.ñ This study compares the Greek and American special education systems in order to observe

similarities and differences, and eventually develop recommendations for the improvement ofboth systems. The study uses three sources of evidence. The first source is the comparison oftwo countries’ special education laws. The second source is the intereviews of the Greek andAmerican “policymakers”. The third source is the administration of the stakeholders’ survey.(¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

LEONDARI, ANGELIKI; GONIDA, ELEFTHERIA, ««Predicting Academic Self-handicapping inDifferent Age Groups: The Role of Personal Achievement Goalsand Social Goals», British Journalof Educational Psychology, Ù¯. 77/3 (2007), ÛÛ. 595-611.

LIANOS TP, ««Brain Drain and Brain Loss: Immigrants to Greece», Journal of Ethnic and Migra-tion Studies, Ù¯. 33/1 (2007), ÛÛ. 129-140.ñ The recent migration flows to Greece include some very highly educated people, who are

employed as unskilled and manual workers. This paper examines the extent of overeducationof university graduates-both Greeks and immigrants-in recent years. It is found thatovereducation among immigrants is about twice as high in comparison with Greeks. Probitregressions indicate that for Greeks the frequency of overeducation is related not to personalcharacteristics but to the profession and branch of economic activity of individuals, whereas forimmigrants the frequency of overeducation is related both to some personal characteristics andto the profession where they are heavily concentrated.

LIKESAS G; ZACHOPOULOU E., ««Music and Movement Education as a Form of Motivation inTeaching Greek Traditional Dances», Perceptual and Motor Skills, Ù¯. 102/2 (2006), ÛÛ. 552-562.ñ Research has shown that motivation for participating in physical education, particularly in

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traditional dances, has decreased dramatically. The aim of this research was to examinewhether a music and movement program would increase pleasure and intrinsic motivation ofstudents in elementary education while teaching them Greek traditional dances. 232 studentswere divided into two groups, a trained group of 135 participants (72 boys, 63 girls) and acontrol group of 97 (53 boys, 44 girls). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

LUDWIG W, «Ancient Metrics in the 16th Century: The Unknown Metric Tricks of JakobMicyllus», Philologus, Ù¯. 150/2 (2006), ÛÛ. 290-330.ñ Modern metrical research has not paid much attention to its forerunners in the 16th century.

The De re metrica libri III of Jacobus Micyllus (published 1539 and 1561) are the mostcomprehensive and scientific handbook of metrics in that time. Recommended in a preface byhis teacher Melanchthon, it was expurgated for catholic use by the Jesuit Canisius. It consists ofa theory of verses and of an extensive prosody. The first was primarily based on the Enchiridionof Hephaestion. It gave all known forms of ancient verses together with many examples fromGreek and Latin poetry, some of them collected by Micyllus himself. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

MAGOS, KOSTAS, ««The Contribution of Action-Research to Training Teachers in InterculturalEducation: A Research in the Field of Greek Minority Education», Teaching and TeacherEducation: An International Journal of Research and Studies, Ù¯. 23/7 (2007), ÛÛ. 1102-1112.ñ The article describes the framework, the methodology and the results of an educational

research in the field of Greek minority education. The aim of the research was to explorewhether action-research can help educators from the majority develop empathy for theirminority pupils. The schools where the research took place are placed in Thrace, an area ofNorth-Eastern Greece, which borders with Turkey. The research showed that the teachers’training brought changes in their perceptions and attitudes related to their general ideologicalbeliefs concerning otherness, their professional role and their educational work.

MAGOTSIOU E; GOUDAS M; HASANDRA M, ««Validity and Reliability of the Greek Version ofthe Miltusource of Social Competence Scale», Perceptual and Motor Skills, Ù¯. 103/3 (2006), ÛÛ.667-675.ñ The aim of this study was to adapt the Multisource Assessment of Social Competence Scale to

the Greek language. The validity and reliability of the scale were examined in three studies with209, 192, and 147 sixth-grade students, respectively. The subscale structure of the MultisourceAssessment of Social Competence Scale was supported through exploratory and confirmatoryfactor analysis. The hypothesized two main dimensions, Prosocial and Antisocial behavior,were divided into two factors, Cooperating skills and Empathy for Prosocial behavior andQuick-temperedness and Disruptiveness for Antisocial behavior. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

MAJOR, WILFRED E, ««On Not Teaching Greek», The Classical Journal, Ù¯. 103/1 (2007), ÛÛ. 93-98.

MANIOS V [et al.], ««Prevalence of Obesity in Preschool Greek Children, in Relation to ParentalCharacteristics and Region of Residence», BMC Bublic Health, Ù¯. 7/178 (2007).ñ Background: The aim of this retrospective cohort study was to record the prevalence of

overweight and obesity in relation to parental education level, parental body mass index andregion of residence, in preschool children in Greece. Methods: A total of 2374 children (1218

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males and 1156 females) aged 1-5 years, stratified by parental educational level (Census 1999),were examined from 105 nurseries in five countries, from April 2003 to July 2004, Weight (kg)and height (cm) were obtained and BMI (kg/m(2)) was calculated. Both the US Centers forDisease Control (CDC) and the International Obesity Task Force (IOTF) methods were used toclassify each child as “normal”, “at risk of overweight” and “overweight”. Parentaldemographic characteristics, such as age and educational level and parental anthropometricaldata, such as stature and body weight, were also recorded with the use of a specificallydesigned questionnaire. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

MARIOLAKOS I [et al.], «Water, Mythology and Environmental Education», Desalination, Ù¯.213/1-3 (2007), ÛÛ. 141-146.ñ Water, under the climatic conditions of the Earth, is found in three natural states, as a solid, as a

liquid and as a gas. Since the quantities of water on the Earth’s surface are constant, at least forthe last few million years, then the entire historic evolution of human society, and especiallysince the appearance of Homo sapiens, is directly depended on the climate changes and theirconsequences on the cover the human needs, when the Earth population doubles. Water, inthe future, will formulate a “new world order”. Lots of characters of Greek Mythology arerelated to water. People had created their Gods in order to help them with their fears, theirnecessities, trying to explain the inexplicable for them natural phenomena. (¶ÂÚÈÎÔ‹ ÂÚ›ÏË-„˘)

MARTINEZ JA; RUTLEDGE PC; SHER KJ, ««Fake ID Ownership and Heavy Drinking inUnderage College Students: Prospective Findings», Psychology of Addictive Behaviors, Ù¯. 21/2(2007), ÛÛ. 226-232.ñ The authors examined the ownership of false identification (fake ID) for the purpose of

obtaining alcohol and the relation of fake ID ownership to heavy drinking in a longitudinalsample of college students under 21 years of age. A sample of 3,720 undergraduates wasassessed the summer prior to college entrance and during the 4 semesters comprising freshmanand sophomore years. Regression analyses were used to estimate bidirectional relationsbetween consumption and fake ID ownership. Sex, Greek membership, and prior drinkingwere controlled. Results showed that fake ID ownership increased over time (12.5% procollegeto 32.2% fourth semester) and that Greek members were more likely than others to own fakeIDs. Fake ID ownership predicted concurrent and next-semester heavy drinking with increasingstrength over time. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

MASTROKALOU N; HATZIHARISTOS D, ««Rhythmic Ability in Children and the Effects of Age,Sex and Tempo», Perceptual and Motor Skills, Ù¯. 104/3 (2007), ÛÛ. 901-912.ñ The aim of the study was to investigate the differentiation, if any, of young children’s rhythmic

ability that movement frequency (tempo), sex and age produce. Rhythmic ability was analyzedinto its two components, namely, rhythmic accuracy and rhythmic maintenance. The studycompared the effect of two tempos, sex and age on rhythmic accuracy and rhythmicmaintenance and examined the association between them. The sample was 170 children (85boys and 85 girls) between 6 to 9 years old (M=7.9, SD=0.9), who were attending the firstthree grades of pupils elementary schools in Athens, Greece, and had no extracurricular sportsexperience. There were no significant differences in performance on rhythmic accuracy andrhythmic maintenance between boys and girls for fast and slow tempos, while age was a

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significant differentiating factor at the slow tempo but not at the fast tempo. Rhythmic accuracyand rhythmic maintenance performances were better at the fast tempo than at the slow one.

MATTHEOUDAKIS, MARINA, «Tracking Changes in Pre-Service EFL Teacher Beliefs in Greece:A Longitudinal Study», Teaching and Teacher Education: An International Journal of Researchand Studies, Ù¯. 23/8 (2007), ÛÛ. 1272-1288.ñ This article reports on a longitudinal study that aims to investigate pre-service EFL teacher

beliefs about learning and teaching in Greece. The study attempts to track possible changes inthose beliefs during a 3-year teacher education program and explores the impact of teachingpractice, in particular, on student teachers’ beliefs. The results indicate that while there is agradual and sometimes significant development in student teachers’ beliefs during the program,student teachers’ engagement in the teaching practice seems to have a low impact on thedevelopment of their beliefs...

MCINERNEY, JEREMY, ««Arrian and the Greek Alexander Romance», Classical World, Ù¯. 100/4(2007), ÛÛ. 424-430.ñ This paper examines the Greek Alexander Romance from the point of view of narratology,

looking at the motifs, patterns of storytelling, and ways that the Romance created the figure ofAlexander. The same approach is applied to the work of Arrian, the most widely read and mostreliable of the Alexander historians. What this analysis shows is that the boundaries betweenromance and history are less fixed than we usually suppose and that to read the history ofAlexander critically means seeing how, in all genres, Alexander is a composite who grows out ofthe audience’s desire to see in him the hero and the great man undone by his own character.

MICHAELIDOU E; FILIPPAKOPOULOU V; NAKOS B, ««Children’s Choice of Visual Variablesfor Thematic Maps», Journal of Geography, Ù¯. 106/2 (2007), ÛÛ. 49-60.ñ The aim of this research is to examine how children use visual variables to represent nomical

and ordinal data on thematic maps. Greek students from first (six- to seven-year old), second(seven to eight-year-old), and third grades (eight- to nine-year-old), without any systematiccartographic experience, were envited to participate in the composition of thematic maps at thestage of symbolization of various lists of items-attributes, using a specially designed softwaretool. The results revealed that many students, when making cartographic decisions, discoveredbasic principles of the application of visual variables in symbolization of nominal and ordinaldata and expressed their preferences.

MELLON RC; MOUTAVELIS AG, ««Structure, Developemental Course, and Correlates ofChildren’s Anxiety Disorder-related Behavior in a Hellenic Community Sample», Journal ofAnxiety Disorders, Ù¯. 21/1 (2007), ÛÛ. 1-21.ñ The generality of the DSM-IV diagnostic structure for children’s anxiety disorders, as measured

by the Spence Children’s Anxiety Scale (SCAS) was investigated with a Greek-language versionof the scale. An exploratory factor analysis produced a six-factor solution in general accord withthe DSM-IV-based theoretical structure of responding. However, a generalized anxiety factorincorporated three unexpected items interpreted as representing excessive worry, including twoitems intended to measure obsessions, raising the question of children’s ability to discriminatethe intrusiveness of vexatious cognition. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

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METALLIDOU P; VLACHOU A, «Motivational Beliefs, Cognitive Engagement and Achievementin Language and Mathematics in Elementary School Children», International Journal of Psycholo-gy, Ù¯. 42/1 (2007), ÛÛ. 2-15.ñ The contextual differences in the patterns of relations among various motivational, cognitive,

and metacognitive components of self-regulated learning and performance in two keycurriculum subject areas, language and mathematics, were examined in a sample of 263 Greekprimary school children of fifth- and sixth-grade classrooms. Age and gender differences werealso investigated. Students were asked to complete the Motivated Strategies for LearningQuestionnaire (Pintrich & De Groot, 1990), which comprised five factors: (a) Self-efficacy, (b)Intrinsic Value, (c) Test Anxiety, (d) Cognitive Strategy Use and (e) Self-regulation Strategies.They responded to the statements of the questionnaire on a 7-point Likert scale in terms of theirbehaviour in mathematics and language classes, respectively. Moreover, their teachers wereasked to evaluate each of their students’ academic achievement in Greek language andmathematics on a 1- to 20-point comparative scale in relation to the rest of the class. (¶ÂÚÈÎÔ‹ÂÚ›Ï˄˘)

MEYER RM, ««Clio’s Circle: Historians who Dare to Embrace the Unconscious (Greece)»,Dissertation Abstracts International Section A: Humanities and Social Sciences, Ù¯. 67 (10-∞)(2007), ÛÛ. 3936.ñ The purpose of this dissertation is to delve into the roots of the historian’s imagination. There is

abundant evidence that many students hate history, considering it an irrelevant and boringsubject with no connection to life. Working as a high-school history teacher for 20 years, I havebeen perplexed by the disconnect between the exciting creative process of writing history andthe tedium of the experience of learning history for most high-school students. (¶ÂÚÈÎÔ‹ ÂÚ›-Ï˄˘)

MOSCHOVAKI, ELENI; MEADOWS, SARA; PELLEGRINI, ANTHONY, ««Teachers’ AffectivePresentation of Children’s Books and Young Children’s Display of Affective Engagement duringClassroom Book Reading», European Journal of Psychology of Education, Ù¯. 22/4 (2007), ÛÛ.405-420.ñ This study examines how teachers’ use of affective strategies (voice intonation, dramatization,

personal involvement comments) during the reading and discussion of books influence youngchildren’s affective reactions (dramatization, personal engagement, language play comments).Twenty kindergarten teachers read four books, two fiction and two information ones(narrative/expository text)...

MOURATIDOU K. [et al.], ««Evaluation of Student’s Social Ability: Greek Version of Checklists forAggressive Behaviour and Social Insecurity in Elementary Education», Social Psychology ofEducation, Ù¯. 10/4 (2007), ÛÛ. 495-508.ñ The school environment plays an important role in children’s socialization. The present report

was concerned with the study of aggressive behaviour and social insecurity among elementaryschool students in Greece. For this purpose, Petermann and Petermann’s (2001; 2003)checklists for structured observation of aggressive behaviour (Checklist of AggressiveBehaviour; CAB) and social insecurity (Checklist of Social Insecure Behaviour; CSIB) wereused. The primary aim was to examine the psychometric characteristics of the Greek versions ofCAB and CSIB. Overall, 500 Greek elementary school students (M age = 9.46 ± 1.7)

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participated in the study. Students’ social behaviour was evaluated by their teachers. (¶ÂÚÈÎÔ-‹ ÂÚ›Ï˄˘)

MURRAY PM; RUNNELS CN, «Harold North Fowler and the Beginnings of American StudyTours in Greece», Hesperia, Ù¯.76/3 (2007), ÛÛ. 597-626.ñ Site-based study tours have been integral to the teaching of Greek archaeology at the American

School of Classical Studies at Athens (ASCSA) since it was founded in 1881, and at otherAmerican institutions of higher education as well. The authors present the diary of one suchtour taken in 1883 by Harold North Fowler, a member of the first class of students at theASCSA. Fowler’s diary demonstrates the importance of travel in the training of archaeologistsand is of further interest because of the immediacy of the personal impressions recorded by astudent of Greek archaeology toward the end of the 19th century.

MOUZAKI A.; SIDERIDIS GD., ««Poor Readers’ Profiles among Greek Students of ElementarySchool», Hellenic Journal of Psychology, Ù¯. 4/2 (2007), ÛÛ. 205-232.ñ Poor readers are characterized by deficits involving word recognition, comprehension, and

fluency. Recent studies are examining the performance of poor teachers linked to variousorthographies with various findings. Despite the special characteristics of the Greekorthography, the profile of specific strengths and weaknesses of poor readers has not beensystematically examined in part due to the lack of standarized tests and formal evaluationprocedures. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

NALI C.; LORENZINI G., ««Air Quality Survey Carried Out by Schoolchildren: An Innovative Toolfor Urban Planning», Environmental Monitoring and Assessment, Ù¯. 131/1-3 (2007), ÛÛ. 201-210.ñ An educational project on biological monitoring of air quality was launched in 2004 to involve

about 650 young students (age 6 to 16) from 21 schools of nine municipalities in Tuscany(Central Italy) in active detection of the crucial pollutant ozone with indicator sensitive tobaccoseedlings. Results implied the reading of 9,300 raw biological figures and were fortified by thedata captured by six photometric analysers. Under the guidance of their teachers, the studentshad several opportunities to practice with many basic and applied study areas and wereinitiated into the scientific method in a simple and absorbing manner. Curiosity andinvolvement were widespread: a sort of emotional and responsible relationship was developedby several pupils. Though primarily an educational exercise, the survey introduced a researchelement and the regional picture of air pollution that emerged has increased our knowledge ofthe air quality situation in the area. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

OSLER, THOMAS J.; HENG, PHONGTHONG, ««Some Cosine Relations and the RegularHeptagon», Mathematics and Computer Education, Ù¯. 41/1 (2007), ÛÛ. 17-21.ñ The ancient Greek mathematicians sought to construct, by use of straight edge and compass

only, all regular polygons. They had no difficulty with regular polygons having 3, 4, 5 and 6sides, but the 7-sided heptagon eluded all their attempts. In this article, the authors discusssome cosine relations and the regular heptagon. (Contains 1 figure)

PAPADAKI V; NYGREN L., ««“I’ll Carry this Experience with me throughout my Studies andFuture Carrer”: Practice Tutorials and Students’ Views on Social Work in Iraklio, Greece», SocialWork Education, Ù¯. 25/7 (2006), ÛÛ. 710-722.

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ñ The practice tutorial has been a linchpin for promoting the learning of social work students onplacement. [S. Shardlow & M. Doel (1996) Practice Learning and Teaching, Macmillan Press,UK]. The role of the practice teacher in particular has been the provider of necessary andappropriate learning experiences that furnish students with the opportunity to demonstrate theirability in the practice of social work [G. Boswell (1997) “The role of the practice teacher”, inThe Blackwell Companion to Social Work, ed. Martin Davies, Blackwell, UK]. (¶ÂÚÈÎÔ‹ ÂÚ›-Ï˄˘)

PAPAS C., «The Translation of Metaphors with Regard to Cognitive Psychology», Meta, Ù¯. 52/1(2007), ÛÛ. 123-128.ñ Cognitive psychology which has thoroughly evolved since its origin in the 60’s considers

metaphors as “figures of style” no longer as a mannered emphatic style less as a mode ofthinking. As a teaching assistant in translation from Greek into French to students of Greekorigin, I have often been confronted with problems of translating metaphors. Through thispaper, I have tried to determine from an analysis of iconographic ads that metaphors existwithout the medium of words: they are a way of thinking intended to impress the reader and toadd some wit to an expression. Unfortunately their translation into French poses problemsbecause they do not possess the same vividness from one culture to another and the use of abilingual dictionary is of little help when metaphors which are brilliant in one language becomeenigmatic or flat in the target language. A very unrewarding job!

PAPATHEODOROU, THEODORA, ««Supporting the Mother Tongue: Pedagogical Approaches»,Early Child Development and Care, Ù¯. 177/6-7 (2007), ÛÛ. 751-765.ñ This paper reports on the development and evaluation of a project to support the learning of

the mother tongue by children aged 4-8 years. The aim of the project was to: actively involveand engage children with learning their mother tongue for functional use; involve parents in thelearning process and support them in doing so; and increase children’s regular attendance atthe educational setting where formal teaching of the mother tongue takes place. A programentitled “Learning Together” was developed, drawing on the principles of socio-cultural theoryand developmentally appropriate practice that underpin the pedagogical praxis in earlychildhood. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

PATRICACOU A. [et al.], ««The Boston Naming Test in Greek: Normative Data and the Effects ofAge and Education on Naming», Aphasiology, Ù¯. 21/12 (2007), ÛÛ. 1157-1170.ñ Background: The Boston Naming Test (BNT) is widely used as a clinical assessment of

language and cognitive deficits. It has been adapted and translated for use in other languagesand cultures. Aims: This study translated and adapted the test for use in Greece. Normativedata were collected on the test for healthy Greek speakers of different ages and educationalbackgrounds. Methods and Procedures: Participants in four different age ranges and with threelevels of educational achievement were tested. They were screened for cognitive decline using aGreek version of the mini mental state examination. Outcomes and Results: Strong effects ofage and education were found on naming. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

PAU A. [et al.], ««Emotional Intelligence and Perceived Stress in Dental Undergraduates: AMultinational Survey», Journal of Dental Education, Ù¯. 71/2 (2007), ÛÛ. 197-204.ñ This multinational survey investigated the relationship between emotional intelligence (EI) and

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perceived stress (PS) in seven countries. First-year dental undergraduates attending a dentalschool in England, Greece, Romania, South Africa, Australia and the United States and threeschools in Malaysia were invited to complete a set of questionnaires on age, gender, academicbackground, satisfaction with career choice, EI, and PS. Of 860 questionnaires distributed, 596were fully completed-a response rate of 69.3 percent. Mean EI score was 123.8 (95 percent CI122.7-124.9), and mean PS score was 19.1 (95 percent CI 18.6-19.7). Significant differencesin, EI and PS scores were detected between different countries. Females (p < 0.05), youngerstudents (p < 0.001), those without a previous higher education qualification (p < 0.001), andthose not satisfied with their decision to study dentistry (p < 0.001) were more likely to reportPS when compared to their counterparts. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

PHILIPPOU, STAVROULA, «Policy Curriculum and the Struggle for Change in Cyprus: The Caseof the European Dimension in Education», International Studies in Sociology of Education, Ù¯.17/3 (2007), ÛÛ. 249-274.ñ The article analyses data from a survey of pupils whose history and geography curriculum

included an innovation in European studies compared with a group following the nationalcurriculum without the intervention.

PIERIDOU-SKOUTELLA, AVRA, ««The Construction of National Musical Identities by GreekCypriot Primary School Children - Implications for the Cyprus Music Education System», BritishJournal of Music Education, Ù¯. 24/3 (2007), ÛÛ. 351-366.

PIPERAKIS, STYLIANOS M. [et al.], ««A Survey of Greek Elementary School Students’ SmokingHabits and Attitudes», International Electronic Journal of Health Education, Ù¯. 10 (2007), ÛÛ.150-159.

POOCHIGIAN, AARON, ««Arguments from Silence: Text and Stage in Aischylos’ “Seven againstThebes”», The Classical Journal, Ù¯. 103/1 (2007), ÛÛ. 1-11.

POLLOCK G., ««Thinking Sociologically: Thinking Aesthetically. Between Convergence andDifference with Some Historical Reflections on Sociology and Art History», History of the HumanSciences, Ù¯. 20/2 (2007), ÛÛ. 141-175.ñ This article takes as its provocation Marx’s intriguing statement about the disjunction between

the flowering of Greek art and the underdeveloped stage of social and economic developmentmade as an epilogue to the Introduction to the Grundrisse in order to ask what are the relationsbetween that which has been considered art and what Marx calls ‘production as such’. In theelaborated conditions of contemporary capitalist societies, we can ask: Is art still being made?To examine this question I juxtapose what Bauman has called ‘thinking sociologically’ with aproposition that art thinks aesthetically. So how can art historians deal with that challenge ofthinking aesthetic practices both socially and historically? I track a genealogy of art historians(Clark, Antal, Shapiro) who have attempted to think socially about artistic practices. This leadsinto a section about the necessity for both sociological and aesthetic education of we are toavoid totalitarianism or free-market individualism (Bahro). (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

PROTOPAPAS A.; GERAKAKI S.; ALEXANDRI S., ««Sources of Information for StressAssignment in Reading Greek», Applied Psycholinguistics, Ù¯. 28/4 (2007), ÛÛ. 695-720.

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ñ To assign lexical stress when reacting, the Greek reader can potentially rely on lexicalinformation (knowledge of the world), visual-orthographic information (processing of thewritten diacritic), or a default metrical strategy (penultimate stress pattern). Previous studieswith secondary education children have shown strong lexical effects on stress assignment andhave provided evidence for a default pattern. Here we report two experiments with adultreaders, in which we disentangle and quantify the effects of these three potential sources usingnonword materials. Stimuli either resembled or did not resemble real words, to manipulateavailability of lexical information; and they were presented with or without a diacritic, in aword-congruent or word-incongruent position, to contrast the relative importance of the threesources. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

PROTOPAPAS A.; SKALUMBAKAS C., «Traditional and Computer-based Screening andDiagnosis of Reading Disabilities in Greek», Journal of Learning Disabilities, Ù¯. 40/1 (2007), ÛÛ.15-36.ñ In this study, we examined the characteristics of reading disability (RD) in the seventh grade of

the Greek educational system and the corresponding diagnostic practice. We presented aclinically administered assessment battery, composed of typically employed tasks, and a fullyautomated, computer-based assessment battery that evaluates some of the same constructs. Inall, 261 children ages 12 to 14 were tested. The results of the traditional assessment indicatedthat RD concerns primarily slow reading and secondarily poor reading and spelling accuracy.This pattern was matched in the domains most attended to in expert student evaluation. (¶ÂÚÈ-ÎÔ‹ ÂÚ›Ï˄˘)

PROTOPAPAS A., [et al.], ««Development of Lexical Mediation in the Relation between ReadingComprehension and Word Reading Skills in Greek», Scientific Studies of Reading, Ù¯. 11/3 (2007),ÛÛ. 165-197.ñ This study focuses on the shared variance between reading comprehension and word-level

reading skills in a population of 534 Greek children in Grades 2 through 4. The correlationsbetween measures of word and pseudoword accuracy and fluency, on the one hand, andvocabulary and comprehension skills, on the other, were sizeable and stable or increasing withgrade. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

REKALIDOU G.; PLIOGOU V., ««Social Learning and Social Abilities of First-grade ElementaryPupils in Greece: The Importance of Informal Models of Evaluation», Education 3-13, Ù¯. 34/2(2007), ÛÛ. 185-195.ñ The aim of this research is to examine how social learning is connected to the acquisition of

knowledge and abilities. One hundred and nineteen ‘A’ grade students (60 boys and 59 girls)attending pupils primary school participated. The collection of data was carried out accordingto: (1) the ‘Athina’ Test (AT) and (2) teachers’ evaluation. The students were divided into fourgroups according to the level of their social learning. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

RICE, SUSANNE, ««Struggling over Differences in School», Philosophy of Education Year book,(2007), ÛÛ. 183-185.

ROEMER, ROBERT E., ««Unseen Teachers and the Limits of Diversity», Philosophy of EducationYearbook, (2007), ÛÛ. 175-182.

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ROSSO M., «The Spartan Reminiscences in the Discourse and Politics of Robespierre from 1789in Thermidor», Annales Historiques de la Revolution Francaise, Ù¯. 349 (2007), ÛÛ. 51.ñ Ancient Greece is one of the richest sources of Western political thought. The reflections of its

philosophers and the institutions of its cities have served as models and supported intellectualconstructions from the end fo the Ancient World until the twentieth century, when, it is true, theclassical references have slightly faded. Two separate systems distinguish themselves from theothers, and have sustained attention not only by their historical importance, but by thepersistent practice of later authors of contrasting their laws and their respective social rules:Athens and Sparta. One knows rather well the connection between the Ancient Greek city andthe idea of democracy. But the heritage of Sparta is more diffucult to define, notably in France.(¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

SAITI, ANNA, ««Main Factors of Job Satisfaction among Primary School Educators: FactorAnalysis of the Greek Reality», Management in Education, Ù¯. 21/2 (2007), ÛÛ. 28-32.

SALAMOURA, ANGELIKI; WILLIAMS, JOHN N., ««The Representation of Grammatical Genderin the Bilingual Lexicon: Evidence from Greek and German», Bilingualism: Language andCognition, Ù¯. 10/3 (2007), ÛÛ. 257-275.ñ This paper investigates the shared or independent nature of grammatical gender

representations in the bilingual mental lexicon and the role form similarity (as in the case ofcognates) plays in these representations. In a translation task from Greek (L1) to German (L2),nouns that had the same gender in both languages were translated faster than nouns withdifferent genders, but only when the L2 target utterance required computation of genderagreement (adjective + noun)...

SANTAMOURIS M., ««Investigating and Analysing the Energy and Environmental Performance ofan Experimental Green Roof System Installed in a Nursery School Building in Athens, Greece»,Energy, Ù¯. 32/9 (2007), ÛÛ. 1781-1788.

SANTAMOURIS M. [et al.], ««Using intelligent Clustering techniques to Classify the EnergyPerformance of School Buildings», Energy and Buildings, Ù¯. 39/1 (2007), ÛÛ. 45-51.ñ The present paper deals with the energy performance, energy classification and rating and the

global environmental quality of school buildings. A new energy classification technique basedon intelligent clustering methodologies is proposed. Energy rating of school buildings providesspecific information on their energy consumption and efficiency relative to the other buildingsof similar nature and permits a better planning of interventions to improve its energyperformance. The overall work reported in the present paper, is carried out in three phases.During the first phase energy consumption data have been collected through energy surveysperformed in 320 schools in Greece. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

SCOTT, PAUL, ««Just Perfect, Part 2», Australian Mathematics Teacher, Ù¯. 63/2 (2007), ÛÛ. 3-5.ñ In “Just Perfect: Part 1”, the author defined a perfect number N to be one for which the sum of

the divisors d (1 less than or equal to d less than N) is N. He gave the first few perfect number,starting with those known by the early Greeks. In this article the author provides an extendedlist of perfect numbers, with some comments about their discovery. He also briefly discussesEuclid’s proof and Mersenne primes. [For Part 1, see EJ769967]

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SHARMA M., «International School-based Interventions for Preventing Obesity in Children»,Obesity Reviews, Ù¯. 8/2 (2007), ÛÛ. 155-167.ñ The purpose of this article was to review international (excluding the United States) school-

based interventions for preventing obesity in children published between 1999 and 2005. Atotal of 21 such interventions were found from Australia (1), Austria (1), Canada (1), Chile (1),France (1), Germany (3), Greece (1), New Zealand (1), Norway (1), Singapore (1) and theUnited Kingdom (9). The grade range of these interventions was from pre-schoo to high schoolwith the majority (17) from elementary schools. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

SIDERIDIS, GEORGIOS D., ««Persistence of Performance-Approach Individuals in AchievementSituations: An Application of the Rasch Model», Education Psychology, Ù¯. 27/6 (2007), ÛÛ. 753-770.ñ Research in goal theory has often relied on the general linear model, ignoring some central

assumptions of the theoretical framework under investigation. The purpose of the two studiesreported here was to illustrate how the Rasch model can supplement traditional statisticalanalyses when evaluating the effects of goal orientations on persistence. In Study 1, 41adolescents participated in a series of insolvable puzzles. Means analyses failed to revealdifferences between mastery-approach and performance-approach students. (¶ÂÚÈÎÔ‹ ÂÚ›-Ï˄˘)

SILVERMINTZ D., ««Socrates on Trial: Strategies for Teaching Ancient Thought Dialectically»,Classical World, Ù¯. 100/3 (2007), ÛÛ. 283-295.ñ This article describes how Socrates’ trial can be used as the basis for a segment on ancient

Greek thought in courses devoted to Western civilization. Specific exercises are detailed forpresenting the ideas of the pre-Socratic scientists, the sophists, and Plato to show theircontemporary relevance and to engage students as active learners. These preliminary exercisesculminate in a mock trial based on the case of Athens vs. Socrates. An extensive bibliography isprovided of secondary literature relevant to Socrates’ trial and to Athenian legal procedures.

SISKOS V. [et al.], ««A Multicriteria Accreditation System for Information Technology Skills andQualifications», European Journal of Operational Research, Ù¯. 182/2 (2007), ÛÛ. 867-885.ñ Employees must acquire new competences and qualifications throughout their lives, in order to

be able to deal with the multiple changes in the labour market. The specific knowledge andcompetences, acquired either formally or non-fromally, must be recognized so that they can betransferred and utilized. The existing titles of studies and accreditation mechanisms do notgenerally cover this need. This paper aims to propose an integrated approach for the evaluationof information technology knowledge and skills, regardless of where and how they have beenacquired, so as to apply a continuous education and training policy. The proposed multicriteriamethodology for the evaluation of qualifications and skills concerns candidates wishing to beaccredited in an information technology specialization or profession. The methodology refers tothe evaluation of the professional experience, studies and vocational training of the candidatesfor accreditation. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

SOULIS, SPYROS; ANDREOU, YIANNOULA, ««An Exploratory Study of the Relationshipsbetween Adolescents with Impaired Mobility and their Parents in Greek Families», Disability andSociety, Ù¯. 22/7 (2007), ÛÛ. 777-789.

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SPIROPOULOU, DIMITRA [et al.], «Primary Teachers’ Liberacy and Attitudes on Education forSustainable Development», Journal of Science Education and Technology, Ù¯. 16/5 (2007), ÛÛ.443-450.ñ This paper reports on research concerning Greek in-service Primary teachers’ perceptions

about environmental issues and attitudes towards Education for Sustainable Development. Aquestionnaire with multiple-choice and open-ended questions was used in order to gain morecomprehensive understanding of their thoughts. The analysis of data revealed that teachershold misunderstandings or misconceptions of the conceptual meaning of the terms“sustainability” and “renewable source of energy...

STATHOPOULOU C.; VOSNIADOU S., ««Exploring the Relationship between Physics - RelatedEpistemological Beliefs and Physics Understanding», Contemporary Educational Psychology, Ù¯.32/3 (2007), ÛÛ. 255-281.ñ Three studies are reported that investigated the relationship between secondary school

students’ physics-related epistemological beliefs and physics conceptual understanding. Study Iinvolved the development of a Greek Epistemological Beliefs Evaluation Instrument for Physics(GEBEP) which was administered to 394 students (10th graders). Study 2 investigated thehypothesis that physics epistemological sophistication as measured by the GEBEP is a goodpredictor of physics understanding. The participants were selected from the 394 students whoparticipated in Study 1. More specifically, we selected the 10% (38) students with the highestscores in the GEBEP (high epistemological sophistication group, HES) and the 10% (38)students with the lowest GEBEP scores (low epistemological sophistication group, LES) andmeasured their understanding of Newton’s three laws using the Force and Motion ConceptualEvaluation instrument (FMCE) developed by Thornton and Sokoloff (1998). (¶ÂÚÈÎÔ‹ ÂÚ›-Ï˄˘)

STOLDER ME [et al.], ««Fire, Wind, Earth and Water: Raising the Education Threshold ThroughTeacher Self-Avareness», Journal of Transcultural Nursing, Ù¯. 18/3 (2007), ÛÛ. 265-270.ñ The ancient Greeks, as well as current writers, prompt us to addressing an increasingly diverse

classroom and teaching examine the self as teacher Seeing the self as a border crosser is used toreveal both the light-side of self as metaphorically suggested by fire, wind, earth, and water.Only through teacher self-awarenesss can respect be used to expand our lives as teachers andenrich students’ learning and growth.

STRAUSS DFM, ««The Transition from Greco-Roman and Medieval to Modern Political Theories»,Politikon, Ù¯. 34/1 (2007), ÛÛ. 53-65.ñ The ideal of an all-embracing education of a person in order to become a good citizen-as it was

shaped in the Paideia ideal of classical Greek culture-underwent important transformationsduring the medieval and early moden period. This article starts with the Greco-Romanconceptions of the Stoa, Cicero and Seneca and subsequently focuses on the split present in thedevelopment of medieval views-both within the domain of theoretical reflection and thepractical relations between church and state. In addition attention is given to the totalitarianposition of Machiavelli, Bodin and Hobbes-placed within the context that even the latertheories of Locke and Rousseau merely advanced formal theories of the just state withoutproving material guarantees for such a state.

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TEITIER HC., «From Master Staal to A.H.M. Jones», Tijdschrift Voor Geschiedenis, Ù¯. 119/4(2006), ÛÛ. 589.ñ Whilst still a pupil at grammar school, the captivating lessons from my Greek teacher, Miss

Coby Barnard, paved the way for me to become a classics teacher myself. I am also indebted tothe Latinist A.D. Leeman and the Hellenist C.J. Ruijgh, who both taught at the University ofAmsterdam, for further whetting my appetite. A.H.M. Jones, Professor of Ancient History atCambridge University, deeply influenced me, as he did others, through his magisterial LaterRoman Empire (1964). Mr. Kriste was also a stimulating teacher, although undoubtedly thegreatest influence of all was my father.

THOMAIDIS, YANNIS; TZANAKIS, CONSTANTINOS, ««The Notion of Historical “Parallelism”Revisited: Historical Evolution and Students’ Conception of the Order Relation on the NumberLine», Education Studies in Mathematics, Ù¯. 66/2 (2007), ÛÛ. 165-183.ñ This paper associates the findings of a historical study with those of an empirical one with 16

years-old students (1st year of the Greek Lyceum). It aims at examining critically the much-disscussed and controversial relation between the historical evolution of mathematical conceptsand the process of their teaching and learning. The paper deals with the order relation on thenumber line and the algebra of inequalities, trying to elucidate the development andfunctioning of this knowledge both in the world of scholarly mathematical acitivity and theworld of teaching and learning mathematics in secondary education...

TRIANTAFILLIDOU, LIDA; HEDGCOCK, JOHN S., ««Learning Modern Greek: A Comparison ofDevelopment and Identification Patterns among Heritage and Foreign Language Learners»,Journal of Language, Identity and Education, Ù¯. 6/1 (2007), ÛÛ. 1-30.ñ Although second language (L2) research has explored connections between sociopsychological

variables and L2 socialization processes, relatively few investigations have compared heritagelanguage (HL) learners to traditional foreign language (FL) learners in the North Americancontext. This descriptive study compares the learning and acculturation patterns of 26 first- andsecond-generation Greek American learners of Modern Greek and 16 non-Greek Americanlearners. Oral performance measures and ethnographic interviews involving 10 participantsreveal that FL participants attributed their L2 proficiency to sophisticated metalinguisticknowledge and social strategies. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

VALAVANIDIS A.; VATISTA M., ««Indoor Air Quality Measurements in the Chemistry DepartmentBuilding of the University of Athens», Indoor and Built Environment, Ù¯. 15/6 (2007), ÛÛ. 595-605.ñ This paper summarises results from 3 years of measurements in the building of the Chemistry

Department of the University of Athens, Greece, focusing mainly on the undergraduate andpostgraduate laboratories. We measured levels of carbon dioxide (CO2), carbon monoxide(CO), sulphur dioxide (SO2) nitrogen dioxide (NO2), chlorine (Cl-2), formaldehyde (HCHO),ozone (O), total volatile organic compounds (TVOC), total respirable suspended particulatematter (TSP), settled dust, temperature, relative humidity and noise in representative areasincluding laboratories, classrooms and offices. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

VENETSANOU F.; KAMBAS A., ««How Can a Traditional Greek Dances Programme Affect theMotor Proficiency of Pre-school Children?», Research in Dance Education, Ù¯. 5/2 (2004), ÛÛ. 127-138.

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ñ The purpose of this article is to investigate the effect of an introductory traditional Greek dancesprogramme on the motor proficiency development of pre-school-age children. The sample ofthis research consisted of 66 students (36 boys and 30 girls) attending public kindergarten inArgolida prefecture (Greece), aged 4-6 years (X = 59.79 +–6.40 months). (¶ÂÚÈÎÔ‹ ÂÚ›ÏË-„˘)

VORRIA P. [et al.], «The Development of Adopted Children after Institutional Care: A Follow-upStudy», Journal of Child Psychology and Psychiatry, Ù¯. 47/12 (2006), ÛÛ. 1246-1253.ñ Research suggests that institutional care has long-lasting effects on children. However, no study

has longitudinally studied infants in an istitution and their subsequent development at age four.Methods: Sixty-one adopted children aged four years who had spent their first two years of lifein an institution were compared to 39 children reared in their own two-parent families.Cognitive development, security of attachment, shyness, children’s emotional understandingand behavioural problems were examined in both groups. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

WARD, BRIAN W.; GRYCZYNSKI, JAN, ««Alcohol Use and Participation in OrganizedRecreational Sports among University Undergraduates», Journal of American College Health, Ù¯.56/3 (2007), ÛÛ. 273-280.ñ The authors examined alcohol use among students involved in recreational sports. To the

authors’ knowledge, this is the first study of alcohol use in which researchers separaterecreational sports participants from intercollegiate athletes and examine them as a separategroup of interest. Participants: The authors generated a random sample of 494 students fromthe undergraduate population at a 4-year university...

WOOD PK,; SHER KJ,; RUTLEDGE PC, ««College Student Alcohol Consumption, Day of theWeek and Class Schedule», Alcoholism-Clinical and Experimental Research, Ù¯. 31/7 (2007), ÛÛ.1195-1207.ñ Background: For many college students, Friday class schedules may contribute to weekend-like

drinking behaviors beginning on Thursday. This study characterizes college students’ dailyalcohol consumption patterns and the relation between Thursday drinking and Friday classesoverall and for specific vulnerable groups. Methods: A sample of 3,341 volunteer participantswas drawn from 3,713 eligible first-time undergraduates (56% female, 90% non-Heispanicwhite). Eligible participation rates ranged from 66.5 to 74.0% across follow-ups; 90%contributed data at for least one follow-up. Precollege survey and web-based surveysadministered in the fall and spring semesters across 4 years of college were merged with studentacademic transcripts and university academic schedules at a large Midwestern public university.The main outcome measures included past 7-day self-reports of drinking behavior for each of 8semesters. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

WONYOUNG, YANG [et al.], ««Validation of the Auralization Technique: Comparative Speech -Intelligibility Tests in Real and Virtual Classrooms», Acta Acustica United with Acustica, Ù¯. 93/6(2007), ÛÛ. 991-999.ñ Speech-intelligibility tests with human subjects give more realistic results than do the

measurement or the prediction of objective metrics. However, human testing in realenvironments has a number of limitations. Auralization offers a solution to the limitations,having unlimited capability to reproduce realistic listening environments. The work presented

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here aimed to validate the auralization technique for speech-intelligibility testing, in comparisonwith live listenin tests in real classrooms. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

ZACHAROS, KONSTANTINOS [et al.], «Views of Prospective Early Childhood EducationTeachers, towards Mathematics and Its Instruction», European Journal of Teacher Education, Ù¯.30/3 (2007), ÛÛ. 305-318.ñ The questions this paper attempts to answer are related to the attitudes of student teachers of

the Department of Early Childhood Education at the University of Patras (Greece) towardsmathematics, as well as their views on the instruction of mathematics in Early ChildhoodEducation. The research sample included 52 students in the fourth semester of studies, whowere invited to answer a questionnaire with respect to mathematics and its instruction. Thefindings reveal the negative attitude our research subjects adopt towards mathematics. Theirepistemological views on mathematics and its instruction do not constitute a single and solidconceptual system. These findings underline the need to improve the mathematical educationoffered to student teachers of Early Childhood Education. (Contains 2 tables and 1 figure)

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∞¢∞ª√¶√À§√™ πø∞¡¡∏™ °∂øƒ°π√™, √È ÎÔÈÓˆÓÈÎÔ› ÂÈÛÙ‹ÌÔÓ˜ ÛÙËÓ Âη›‰Â˘ÛË: ÙÔ ·-Ú¿‰ÂÈÁÌ· ÙˆÓ Ù˘¯ÈÔ‡¯ˆÓ ÓÔÌÈÎÒÓ Î·È ÔÏÈÙÈÎÒÓ ˆ˜ ÂÎ·È‰Â˘ÙÈÎÒÓ ÛÙË ª¤ÛË ∂η›‰Â˘ÛË,(2005), ¶·ÓÂÈÛÙ‹ÌÈÔ ∞ÈÁ·›Ô˘. ™¯ÔÏ‹ ∂ÏÏËÓÈÎÒÓ Î·È ªÂÛÔÁÂÈ·ÎÒÓ ™Ô˘‰ÒÓ. ¶·È‰·ÁˆÁÈÎfi ∆Ì‹-Ì· ¢ËÌÔÙÈ΋˜ ∂η›‰Â˘Û˘, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∫·ıËÁËÙ‹˜ * ∫ÔÈÓˆÓÈΤ˜ ∂ÈÛً̘ * ¡ÔÌÈ΋ * ¶ÔÏÈÙÈ΋ ∂ÈÛÙ‹ÌË

∞¢π∫∏ª∂¡∞∫∏ ª∞ƒπ∞ ∂ªª∞¡√À∏§, ∏ ÂÈÎÔÓÔÁÚ¿ÊËÛË ÙˆÓ ÂÏÏËÓÈÎÒÓ ·Ú·‰ÔÛÈ·ÎÒÓ ·-Ú·Ì˘ıÈÒÓ, (2004), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ ¶·È‰·ÁˆÁÈ΋. ∆Ì‹-Ì· ∂ÈÛÙËÌÒÓ ¶ÚÔÛ¯ÔÏÈ΋˜ ∞ÁˆÁ‹˜ Î·È ∂η›‰Â˘Û˘, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ¶·Ú·Ì‡ıÈ·, ∂ÏÏËÓÈο * ∂ÈÎÔÓÔÁÚ¿ÊËÛË * ¶·È‰ÈÎfi ‚È‚Ï›Ô

µ∂¡∆√Àƒ∏™ ∞¡∆ø¡π√™ ¡π∫√§∞√™, ∏ ·ÍÈÔÏfiÁËÛË ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ∆ÚÈÙÔ‚¿ıÌÈ·˜ ∂η›-‰Â˘Û˘ ·fi ÙÔ ÊÔÈÙËÙ‹: ÚfiÙ·ÛË ÂÚÁ·Ï›Ԣ Û˘ÏÏÔÁ‹˜ ÏËÚÔÊÔÚÈÒÓ, (2006), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂ-ÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ¢È·ÙÌËÌ·ÙÈÎfi ¶ÚfiÁÚ·ÌÌ· ªÂÙ·Ù˘¯È·ÎÒÓ ™Ô˘‰ÒÓ ÛÙȘ ∂ÈÛÙ‹-̘ Ù˘ °ÏÒÛÛ·˜ Î·È Ù˘ ∂ÈÎÔÈÓˆÓ›·˜ ÛÙÔ Ó¤Ô √ÈÎÔÓÔÌÈÎfi ¶ÂÚÈ‚¿ÏÏÔÓ, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ∆ÚÈÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∞ÍÈÔÏfiÁËÛË ÂÎ·È‰Â˘ÙÈÎÔ‡ * ™Ô˘‰·ÛÙ‹˜/ºÔÈÙËÙ‹˜ * ∏ÏÂÎÙÚÔÓÈÎfi˜˘ÔÏÔÁÈÛÙ‹˜ * ™˘ÏÏÔÁ‹ ‰Â‰Ô̤ӈÓñ Most of the recent literature on the evaluation of instructional effectiveness has underlined the

need for an informative and reliable method (Aleamoni, 1999). There are many proposalsabout the way someone can attain the collection of data, which can base the decisions relatedto the function of the evaluation. But the fact is that the most common source in the universitiesof the world is the students (Fresko & Nasser, 2001). The student ratings have becomesynonymous with the evaluation of instructor and instruction. In Greece, the university teacherevaluation remains a point of arguments. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

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µ§∞Ã√™ ∫√™ª∞™ °∂øƒ°π√™, ∏ ¯Ú‹ÛË ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘ Î·È Ù˘ ·Û‡Á¯ÚÔÓ˘ ËÏÂÎÙÚÔÓÈ΋˜ ÂÈ-ÎÔÈÓˆÓ›·˜ ÁÈ· ÙËÓ ·Ó¿Ù˘ÍË Î·È ÙËÓ Â̤‰ˆÛË Ù˘ ∞ÁÁÏÈ΋˜ ˆ˜ ͤÓ˘ ÁÏÒÛÛ·˜ ÛÂ Â˘Úˆ·˚ο¢ËÌÔÙÈο Û¯ÔÏ›·, (2006), ¶·ÓÂÈÛÙ‹ÌÈÔ ∞ÈÁ·›Ô˘. ™¯ÔÏ‹ ∞ÓıÚˆÈÛÙÈÎÒÓ ∂ÈÛÙËÌÒÓ. ¶·È‰·ÁˆÁÈ-Îfi ∆Ì‹Ì· ¢ËÌÔÙÈ΋˜ ∂η›‰Â˘Û˘, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ∂ÎÌ¿ıËÛË ÁψÛÛÒÓ * ∞ÁÁÏÈ΋ ÁÏÒÛÛ· * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * ¢È·‰›ÎÙ˘Ô(Internet) * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂˘ÚÒË

BRADSHAW, AMY A., Student Perceptions and Use Patterns of Alcohol and Illicit Drug Useat a Large University, (2007), Capella University.* ∞ÏÎÔfiÏ Î·È ÓÂÔÏ·›· * ¡·ÚΈÙÈο Î·È ÓÂÔÏ·›· * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ * ∆ÚÈÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛËñ Alcohol and drug use by college students has reached alarming prevalence and causes

consequences in many areas of life functioning. At The University (TU), a southern universityspecializing in aviation and aerospace, students are required to adhere to strict alcohol policies,according to Federal Aviation Administration guidelines. TU has limited statistics examiningfrequency of substance use and perceptions of students. A simple desriptive survey design wasutilized to identify use patterns and perceptions among TU students and compare this data tonational averages. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

BRODIN, EVA MARIA, Critical Thinking in Scholarship: Meanings, Conditions andDevelopment, (2007), Lunds Universitet (Sweden).* ∫ÚÈÙÈÎfi Ó‡̷ * §fiÁÈÔÈ * ∂ÈÛÎfiËÛË Ù˘ ηٿÛÙ·Û˘ ÂÓfi˜ ı¤Ì·ÙÔ˜ñ The purpose of this thesis is to explore the phenomenon of critical thinking in scholarship as

regards its meanings, conditions, and development using a hermeneutic-phenomenologicalapproach. This exploration takes its departure in ancient Greece, following a historicalmovement of the phenomenon up to present day perspectives on critical thinking, revealing arange of different meanings and conditions. Thus, the reader is invited to follow my syntheticmeaning constitution of the phenomenon of critical thinking as it appears in differentphilosophical and educational texts. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

CLOUD, RANDALL R., Aristotle’s Journey to Europe: A Synthetic History of the Role Playedby the Islamic Empire in the Transmission of Western Educational Philosophy Sources fromthe Fall of Rome throught the Medieval Period, (2007), University of Kansas.* ∞ÚÈÛÙÔÙ¤Ï˘ (384-322) * ºÈÏÔÛÔÊ›·, ∞Ú¯·›· ÂÏÏËÓÈ΋ * ∂ÈÚÚÔ‹ * πÛÏ·ÌÈÛÌfi˜ * ∂˘ÚÒË, ¢˘ÙÈ-΋ * ƒˆÌ·˚΋ ∞˘ÙÔÎÚ·ÙÔÚ›· - ¶ÔÏÈÙÈÛÌfi˜ * ¶ÔÏÈÙÈÛÌfi˜, ªÂ۷ȈÓÈÎfi˜ñ After the fall of Rome, how did the work and words of the ancient Greek philosophers make their

way, textually and intellectually, into later European thought? There were two primary and obviouspaths that this Greek literature could have taken to reach medieval Europe after the split of theRoman Empire into east and west sectors, but these two potential paths functionally became,instead, dual roadblocks to its transmission. In the western portion of the former Roman Empire,there was an overwhelming passive indifference to Greek philosophy coupled with a decline ofculture generally in Western Europe during the so-called Dark Ages. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¢∞§∞∫√Àƒ∞ ∫∞∆∂ƒπ¡∞ πø∞¡¡∏™, ∏ Âη›‰Â˘ÛË ÙˆÓ Á˘Ó·ÈÎÒÓ ÛÙȘ ÂÏÏËÓÈΤ˜ ÎÔÈÓfiÙËÙ˜ Ù˘√ıˆÌ·ÓÈ΋˜ ∞˘ÙÔÎÚ·ÙÔÚ›·˜ (19Ô˜ ·È.-1922): ÎÔÈÓˆÓÈÎÔÔ›ËÛË ÛÙ· ÚfiÙ˘· Ù˘ ·ÙÚÈ·Ú¯›·˜Î·È ÙÔ˘ ÂıÓÈÎÈÛÌÔ‡, (2004), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ ºÈÏÔÛÔÊÈ-΋. ∆Ì‹Ì· ºÈÏÔÛÔÊ›·˜ Î·È ¶·È‰·ÁˆÁÈ΋˜. ∆Ô̤·˜ ¶·È‰·ÁˆÁÈ΋˜, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.

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* °˘Ó·›Î˜ - ∂η›‰Â˘ÛË * ∂ÏÏ¿‰· - πÛÙÔÚ›· - ∆Ô˘ÚÎÔÎÚ·Ù›· * ¶·ÙÚÈ·Ú¯›· * ∏ıÈ΋ ·ÁˆÁ‹ * ∂ıÓÔ-ÎÂÓÙÚÈÛÌfi˜ * ∫ÔÈÓˆÓÈÎfi˜ ÚfiÏÔ˜ñ The objectives of this doctoral research have been, firstly a presentation of the developmental

process and the function of the education of women and secondly, the imprinting of the femaleidentity model, molded through education. Considering these objectives, the moral, social, aswell as national dimensions are examined. The interpretative method was opted for as the mostapproapriate, while the research was contextualized within feminist criticism and studies ofnationalism. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∑∞°∫∞ ∂§∂À£∂ƒπ∞ °∞ƒÀº∞§§√™, ∏ Û˘Ì‚ÔÏ‹ ÙˆÓ Ì·ıËÌ¿ÙˆÓ ÂȉÈÎfiÙËÙ·˜ ÛÙË ÁψÛÛÈ΋·ÁˆÁ‹: Ë ‰È‰·Ûηϛ· Ù˘ ¡¤·˜ ∂ÏÏËÓÈ΋˜ ˆ˜ ‰Â‡ÙÂÚ˘ ÁÏÒÛÛ·˜ Ì ¤ÌÊ·ÛË ÛÙÔ ÂÚȯfiÌÂÓÔÙˆÓ ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈÌ¤ÓˆÓ ÙÔ˘ AÓ·Ï˘ÙÈÎÔ‡ ¶ÚÔÁÚ¿ÌÌ·ÙÔ˜, (2004), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ£ÂÛÛ·ÏÔӛ΢. ™¯ÔÏ‹ ºÈÏÔÛÔÊÈ΋, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ¢È‰·Ûηϛ· ÁÏÒÛÛ·˜ * ∂ÏÏËÓÈ΋ ÁÏÒÛÛ·, ¡¤· * ¢ÈÁψÛÛ›· * ª¤ıÔ‰Ô˜ ‰È‰·Ûηϛ·˜

∫∂§∂¶√Àƒ∏ ª∞ƒπ∞ ™∆∂º∞¡√™, ∏ ‰È‰·Ûηϛ· Ù˘ §ÔÁÔÙ¯ӛ·˜ Î·È Ë Û˘ÁÎÚfiÙËÛË ÙÔ˘ ÂıÓÈ-ÎÔ‡ ·˘ÙÔ‡ ÛÙË ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË: Ë ÂıÓÈ΋ ‰È¿ÛÙ·ÛË Ù˘ ÎÔÈÓˆÓÈ΋˜ ÏÂÈÙÔ˘ÚÁ›·˜ ÙÔ˘ÏÔÁÔÙ¯ÓÈÎÔ‡ Ê·ÈÓÔ̤ÓÔ˘, (2006), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ ºÈ-ÏÔÛÔÊÈ΋. ∆Ì‹Ì· ºÈÏÔÛÔÊ›·˜ Î·È ¶·È‰·ÁˆÁÈ΋˜. ∆Ô̤·˜ ¶·È‰·ÁˆÁÈ΋˜, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* §ÔÁÔÙ¯ӛ· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· (ª¤ÛË) * ∂ıÓÈÎfiÙËÙ· * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * ∞Ó¿Ï˘ÛË ÂÚÈÂ-¯Ô̤ÓÔ˘ * ¶ÔÏÈÙÈÛÌfi˜ñ ∏ ÂÚÁ·Û›· Ú·ÁÌ·Ù‡ÂÙ·È ÙË ı¤ÛË Î·È ÙÔ ÚfiÏÔ Ù˘ ÏÔÁÔÙ¯ӛ·˜ Î·È Ù˘ ‰È‰·Ûηϛ·˜ Ù˘ ÛÙÔ

Ï·›ÛÈÔ ÙÔ˘ ÂıÓÈÎÔ‡ ÎÚ¿ÙÔ˘˜ Ì ÎÂÓÙÚÈÎfi ÛËÌÂ›Ô ÂÛÙ›·Û˘ ÙÔÓ ÙÚfiÔ ·Ó·Ï·ÈÛ›ˆÛ˘ ÙÔ˘ ÏÔÁÔ-Ù¯ÓÈÎÔ‡ ÏfiÁÔ˘ ÛÙÔ Î·Ù’ ÂÍÔ¯‹Ó ‰È‰·ÎÙÈÎfi ÙÔ˘ ̤ÛÔ, Ù· Û¯ÔÏÈο ·ÓıÔÏfiÁÈ·. ø˜ ·ÚÈÔ ·ÓÙÈΛ-ÌÂÓÔ ‰ÈÂÚ‡ÓËÛ˘ Ù›ıÂÙ·È Ë ·Ó¿‰ÂÈÍË ÙÔ˘ ÙÚfiÔ˘ ÂÁÁÚ·Ê‹˜ Ù˘ ÂıÓÈ΋˜ ȉÂÔÏÔÁ›·˜ Û ̛· ·fiÙȘ ‚·ÛÈÎfiÙÂÚ˜ ·Ú·Ì¤ÙÚÔ˘˜ Ù˘ ‰È‰·Ûηϛ·˜ ÙÔ˘ ÏÔÁÔÙ¯ÓÈÎÔ‡ Ì·ı‹Ì·ÙÔ˜ ÛÙË ¯ÒÚ· Ì·˜, ÙˆÓÛ¯ÔÏÈÎÒÓ ·ÓıÔÏÔÁ›ˆÓ, ηıÒ˜ Î·È Ë ·Ó·Û‡ÓıÂÛË Ù˘ ÂÈÎfiÓ·˜ ÙÔ˘ ÂıÓÈÎÔ‡ ·˘ÙÔ‡ fiˆ˜ ·˘Ù‹Û˘ÁÎÚÔÙÂ›Ù·È ÛÙÔ ÏfiÁÔ ÙˆÓ ·ÓıÔÏÔÁÔ‡ÌÂÓˆÓ ÎÂÈ̤ӈÓ, Ì ÙË ¯Ú‹ÛË ÂÚ¢ÓËÙÈÎÒÓ ÂÚÁ·Ï›ˆÓ,fiˆ˜ Ë ÔÈÔÙÈ΋ ·Ó¿Ï˘ÛË ÂÚȯÔ̤ÓÔ˘ Î·È ÂÈÏÂÎÙÈΤ˜ Ù¯ÓÈΤ˜ Ù˘ ·Ó¿Ï˘Û˘ ÏfiÁÔ˘. (¶ÂÚÈ-ÎÔ‹ ÂÚ›Ï˄˘)

∫√∫√°π∞¡¡∏™ ∫ø¡™∆∞¡∆π¡√™ ∂§∂À£∂ƒπ√™, ∏ ·ÓÙ›ÏË„Ë ÙÔ˘ ÏÂÈÙÔ˘ÚÁÈÎÔ‡ ÚfiÏÔ˘ Ù˘ ·Ó-ıÚˆÈÛÙÈ΋˜ ·È‰Â›·˜ ÛÙËÓ ∆¯ÓÈ΋ ∂η›‰Â˘ÛË, (2004), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔÓ›-΢ (∞¶£). ¶·È‰·ÁˆÁÈÎfi ∆Ì‹Ì· ¢ËÌÔÙÈ΋˜ ∂η›‰Â˘Û˘, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ∞ÓıÚˆÈÛÙÈ΋ ·È‰Â›· * ƒfiÏÔ˜ * ∆¯ÓÈ΋ ∂η›‰Â˘ÛË

§πø∆™π√™ ∫ø¡™∆∞¡∆π¡√™ °∂øƒ°π√™, À‚ÚȉÈ΋ ÔÚÁ¿ÓˆÛË Ù˘ ∂η›‰Â˘Û˘ Ì ¯Ú‹ÛË ÙÂ-¯ÓÔÏÔÁÈÒÓ ‰È·‰ÈÎÙ‡Ô˘, (2007), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ £ÂÙÈÎÒÓ∂ÈÛÙËÌÒÓ. ∆Ì‹Ì· ¶ÏËÚÔÊÔÚÈ΋˜, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜ * ∆ÚÈÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∆¯ÓÔÏÔÁ›· Ù˘ ¶ÏËÚÔÊÔÚ›·˜ * ∂ÈÎÔÈÓˆÓ›· *™Ô˘‰¤˜ ·fi ∞fiÛÙ·ÛË

§√¡∆ƒπ¢√À ¶∞ƒ∞™∫∂À∏ ™ø∆∏ƒπ√™, ¢È·ËÏÈÎȷ΋ ÌÂϤÙË ·ÓÙÈÏ‹„ÂˆÓ Ì·ıËÙÒÓ ÁÈ· ÙÔÓ Î·ÈÚfi,ÙÔ Îϛ̷ Î·È ÙȘ ÎÏÈÌ·ÙÈΤ˜ ·ÏÏ·Á¤˜. ™¯Â‰È·ÛÌfi˜ Î·È ·ÍÈÔÏfiÁËÛË Û˘ÓÂÚÁ·ÙÈÎÔ‡ Ù‡Ô˘ ¢È·ıÂÌ·ÙÈ-΋˜ ‰È‰·ÎÙÈ΋˜ ·Ú¤Ì‚·Û˘ Û ̷ıËÙ¤˜ Ù˘ ∞’ °˘ÌÓ·Û›Ô˘, (2005), ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·Ï›·˜. ™¯Ô-Ï‹ ∂ÈÛÙËÌÒÓ ÙÔ˘ ∞ÓıÚÒÔ˘. ∆Ì‹Ì· ¶·È‰·ÁˆÁÈÎfi ¢ËÌÔÙÈ΋˜ ∂η›‰Â˘Û˘, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.

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* ∞ÙÌfiÛÊ·ÈÚ· * ∞¤Ú·˜ * ∫·ÈÚfi˜ * ∫ÏÈÌ·ÙÔÏÔÁ›· * ª·ıËÙ‹˜ * ∞ÓÙ›ÏË„Ë * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ £ÂˆÚËÙÈÎfi ˘fi‚·ıÚÔ Ù˘ ·ÚÔ‡Û·˜ ¤Ú¢ӷ˜ ·ÔÙÂÏ› Ë ÂÔÈÎÔ‰ÔÌËÙÈ΋ ıˆڛ· ÁÈ· ÙË Ì¿ıË-

ÛË. ∏ ¤Ú¢ӷ ÂÍÂÏ›ÛÛÂÙ·È Û ‰˘Ô ÛÙ¿‰È·. µ·ÛÈÎfi˜ ÛÙfi¯Ô˜ ÙÔ˘ ÚÒÙÔ˘ ÛÙ·‰›Ô˘ Ù˘ ¤Ú¢ӷ˜‹Ù·Ó Ë ‰ÈÂÚ‡ÓËÛË ÙˆÓ È‰ÂÒÓ ÙˆÓ ·È‰ÈÒÓ ‰È·ÊÔÚÂÙÈÎÒÓ ËÏÈÎÈÒÓ ÁÈ· ı¤Ì·Ù· Ô˘ ·ÊÔÚÔ‡ÓÛÙËÓ ·ÙÌfiÛÊ·ÈÚ·, ÙËÓ Î›ÓËÛË ÙˆÓ ·ÂÚ›ˆÓ Ì·˙ÒÓ, ÙÔÓ Î·ÈÚfi, ÙÔ Îϛ̷ Î·È ÙȘ ÎÏÈÌ·ÙÈΤ˜ ·ÏÏ·Á¤˜Î·È ÙÔ˘ ‰Â˘Ù¤ÚÔ˘, Ë ‰È·ÌfiÚʈÛË Î·È ·ÍÈÔÏfiÁËÛË ‰È‰·ÎÙÈÎÒÓ ·ÚÂÌ‚¿ÛÂˆÓ Ì ·ÊÂÙËÚ›· Ù··ÔÙÂϤÛÌ·Ù· Ù˘ ¤Ú¢ӷ˜ ÙÔ˘ ÚÒÙÔ˘ ÛÙ·‰›Ô˘. ™ÙÔ ÚÒÙÔ ÛÙ¿‰ÈÔ Ù˘ ¤Ú¢ӷ˜ Ë Û˘ÏÏÔÁ‹ وӉ‰ÔÌ¤ÓˆÓ ¤ÁÈÓ Ì ËÌȉÔÌË̤Ó˜ ·ÙÔÌÈΤ˜ Û˘ÓÂÓÙ‡ÍÂȘ. °È· ÙËÓ ·ÍÈÔÏfiÁËÛË ÙˆÓ Ì·ıËÛÈ·-ÎÒÓ ·ÔÙÂÏÂÛÌ¿ÙˆÓ ÙˆÓ Û¯Â‰È·Ûı¤ÓÙˆÓ ‰È‰·ÎÙÈÎÒÓ ·ÚÂÌ‚¿ÛÂˆÓ ¯ÚËÛÈÌÔÔÈ‹ıËÎÂ Ë ·Ó¿Ï˘-ÛË ÂÚȯÔ̤ÓÔ˘ ÙˆÓ Ê‡ÏÏˆÓ ÂÚÁ·Û›·˜ ÙˆÓ ·È‰ÈÒÓ Ù˘ ÂÈÚ·Ì·ÙÈ΋˜ ÔÌ¿‰·˜ Î·È ÂÚˆÙËÌ·ÙÔ-ÏfiÁÈÔ ·ÓÔÈÎÙÔ‡ Ù‡Ô˘ Ô˘ ‰fiıËÎÂ Î·È ÛÙȘ ‰˘Ô ÔÌ¿‰Â˜ ÚÈÓ Î·È ÌÂÙ¿ ÙË ‰È‰·Ûηϛ·. (¶ÂÚÈÎÔ‹ÂÚ›Ï˄˘)

ª∞¡√À ∞¡¢ƒ√ª∞Ã∏ ∞§∂•∞¡ƒ√™, ∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· ·Ó¿Ù˘Í˘ ÙÔ˘ ·ÊËÁËÌ·ÙÈÎÔ‡ÏfiÁÔ˘ ̤ۈ ÛÙÚ·ÙËÁÈÎÒÓ Û ·È‰È¿ ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ Ô˘ ·ÚÔ˘ÛÈ¿˙Ô˘Ó ·Ó·Ù˘ÍȷΤ˜ ‰È·-Ù·Ú·¯¤˜ ÏfiÁÔ˘, (2004), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ ¶·È‰·ÁˆÁÈ΋.∆Ì‹Ì· ∂ÈÛÙËÌÒÓ ¶ÚÔÛ¯ÔÏÈ΋˜ ∞ÁˆÁ‹˜ Î·È ∂η›‰Â˘Û˘, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * °ÏˆÛÛÈ΋ ·Ó¿Ù˘ÍË * §fiÁÔ˜, ‰È·Ù·Ú·¯¤˜ ÙÔ˘ * ¶ÚfiÙ˘Ô ÚfiÁÚ·Ì-Ì·ñ ∏ ÌÂϤÙË ·˘Ù‹ ‰ÈÂÚÂ˘Ó¿ ÙȘ ‰˘ÛÎÔϛ˜ Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ Ì ·Ó·-

Ù˘ÍȷΤ˜ ‰È·Ù·Ú·¯¤˜ ÙÔ˘ ÏfiÁÔ˘ ÛÙËÓ ·ÊËÁËÌ·ÙÈ΋ ÏÂÈÙÔ˘ÚÁ›· Î·È ÙȘ ‰˘Ó·ÙfiÙËÙ˜ Ó· ‰È‰·-¯ıÔ˘Ó ÌÂıfi‰Ô˘˜ ÔÚÁ¿ÓˆÛ˘ ÙÔ˘ ·ÊËÁËÌ·ÙÈÎÔ‡ ÏfiÁÔ˘ ÚÈÓ ·fi ÙËÓ Â›ÛÔ‰fi ÙÔ˘˜ ÛÙÔ Û¯ÔÏ›Ô.∂ÎÎÈÓ› ·fi ÙËÓ ˘fiıÂÛË fiÙÈ: ·È‰È¿ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜,Ù· ÔÔ›· ÂÌÊ·Ó›˙Ô˘Ó ¯·ÌËϤ˜ ·ÎÔ˘-ÛÙÈÎÔʈÓËÙÈΤ˜ ÈηÓfiÙËÙ˜ ·Ó·Ì¤ÓÂÙ·È Ó· ·ÚÔ˘ÛÈ¿ÛÔ˘Ó ÁψÛÛÈΤ˜ ‰˘ÛÎÔϛ˜, ÔÈ Ôԛ˜ ÌÔ-Ú› Ó· ÂËÚ¿ÛÔ˘Ó ÙËÓ ·ÊËÁËÌ·ÙÈ΋ ÏÂÈÙÔ˘ÚÁ›·. √È ‰˘ÛÎÔϛ˜ ·˘Ù¤˜ ıˆÚÂ›Ù·È fiÙÈ ı¤ÙÔ˘Ó Ù··È‰È¿ Û ÂÈÎÈÓ‰˘ÓfiÙËÙ· ÁÈ· Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

ª∏∆ƒ√¶√À§√À µ∞™π§π∫∏ °∂øƒ°π√™, ª¿ıËÛË Ì ÔÏ˘Ì¤Û·: ÂÊ·ÚÌÔÁ‹ ÛÙÔ Û¯ÔÏÈÎfi ıÚË-Û΢ÙÈÎfi Ì¿ıËÌ·, (2002), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£), £ÂÔÏÔÁÈ΋ ™¯ÔÏ‹.∆Ì‹Ì· £ÂÔÏÔÁ›·˜. ∆Ô̤·˜ §·ÙÚ›·˜, ÃÚÈÛÙÈ·ÓÈ΋˜ ∞ÁˆÁ‹˜ Î·È ∂ÎÎÏËÛÈ·ÛÙÈ΋˜ ¢ÈÔ›ÎËÛ˘, µ¿ÛˢȷÙÚÈ‚ÒÓ ∂.∫.∆.* £ÚËÛ΢ÙÈο - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * ∂Î·È‰Â˘ÙÈÎfi ÏÔÁÈ-ÛÌÈÎfi * ª¿ıËÛË * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜

ª√À™√Àƒ∏ ∂À∞°°∂§π∞ ∂§∂À£∂ƒπ√™, ∞Ó¿Ï˘ÛË ÙˆÓ ÁψÛÛÈÎÒÓ ·Ó··Ú·ÛÙ¿ÛÂˆÓ ‰›ÁψÛ-ÛˆÓ ·È‰ÈÒÓ Ô˘ ÚÔ¤Ú¯ÔÓÙ·È ·fi ÙËÓ ÂÏÏËÓÈ΋ ÌÂÙ·Ó¿ÛÙ¢ÛË ÛÙË °·ÏÏ›·, (2007), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ ºÈÏÔÛÔÊÈ΋. ∆Ì‹Ì· °·ÏÏÈ΋˜ °ÏÒÛÛ·˜ Î·È ºÈÏÔÏÔ-Á›·˜, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* °ÏˆÛÛÈ΋ Û˘ÌÂÚÈÊÔÚ¿ * ¶·È‰› ÌÂÙ·Ó¿ÛÙË * ŒÏÏËÓ·˜ * ¢ÈÁψÛÛ›· * °·ÏÏ›·

¡∞™∞π¡∞™ °∂øƒ°π√™ ™¶., ∏ ÂÈÌfiÚʈÛË ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ Ù˘ ¶ÚˆÙÔ‚¿ıÌÈ·˜ ÛÙÔ Ï·›ÛÈÔÙˆÓ ¶ÂÚÈÊÂÚÂÈ·ÎÒÓ ∂ÈÌÔÚʈÙÈÎÒÓ ∫¤ÓÙÚˆÓ (¶.∂.∫.). ∂ÌÂÈÚÈ΋ ¤Ú¢ӷ, (2006), ¶·ÓÂÈÛÙ‹ÌÈÔπˆ·ÓÓ›ÓˆÓ. ¶·È‰·ÁˆÁÈÎfi ∆Ì‹Ì· ¡ËÈ·ÁˆÁÒÓ. ¶ËÁ‹: µÈ‚ÏÈÔı‹ÎË ¶.π.* ∂η›‰Â˘ÛË Î·ıËÁËÙÒÓ * ™Ô˘‰¤˜ ·fi ∞fiÛÙ·ÛË * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * ¶ÏËÚÔ-ÊÔÚÈ΋ * ¢È· ‚›Ô˘ Âη›‰Â˘ÛË * ∂η›‰Â˘ÛË ÂÓËÏ›ÎˆÓ * ¶ÂÚÈÊÂÚÂȷο ∂ÈÌÔÚʈÙÈο ∫¤ÓÙÚ·

143

¡∆π¡√¶√À§√™ ∫ø¡™∆∞¡∆π¡√™ ºπ§π¶¶√™, ∏ ‰È‰·Ûηϛ· Ù˘ ªÔ˘ÛÈ΋˜ ÙˆÓ ·È‰ÈÒÓ ËÏÈ-Λ·˜ 8 ¤ˆ˜ 10 ¯ÚfiÓˆÓ Ì ÙË ¯Ú‹ÛË ÙˆÓ ¡¤ˆÓ ∆¯ÓÔÏÔÁÈÒÓ Î·È Ë Â›‰Ú·Û‹ Ù˘ ÛÙȘ ÛÙ¿ÛÂȘ ÙÔ˘˜Û¯ÂÙÈο Ì ÙËÓ ÂÏÏËÓÈ΋ ÌÔ˘ÛÈ΋ ·Ú¿‰ÔÛË. πfiÓÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ. ∆Ì‹Ì· ªÔ˘ÛÈÎÒÓ ™Ô˘‰ÒÓ,µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ªÔ˘ÛÈ΋ - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜ * ™Ù¿ÛË ÙÔ˘Ì·ıËÙ‹ * §·ÔÁÚ·Ê›· * ∂ÏÏ¿‰·

¶∞¶∞™∆∞£∏™ πø∞¡¡∏™ ∫ø¡™∆∞¡∆π¡√™, ¶ÚÔÛÙ·Û›· ·ÙfiÌˆÓ Ì ÂȉÈΤ˜ ·Ó¿ÁΘ, (2007), ∞ÚÈ-ÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ ¡ÔÌÈÎÒÓ √ÈÎÔÓÔÌÈÎÒÓ Î·È ¶ÔÏÈÙÈÎÒÓ ∂ÈÛÙË-ÌÒÓ. ∆Ì‹Ì· ¡ÔÌÈ΋˜. ∆Ô̤·˜ ∞ÛÙÈÎÔ‡ ¢ÈÎÔÓÔÌÈÎÔ‡ Î·È ∂ÚÁ·ÙÈÎÔ‡ ¢Èη›Ô˘, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ÕÙÔÌ· Ì ÂȉÈΤ˜ ·Ó¿ÁΘ * ∫ÔÈÓˆÓÈ΋ ‰ÈηÈÔÛ‡ÓË * ∂ȉÈ΋ ∞ÁˆÁ‹ * ∂·ÁÁÂÏÌ·ÙÈ΋ ηٿÚÙÈÛË *ÿÛ˜ ¢ηÈڛ˜ * ∞Ó¿Ù˘ÍË ÚÔÛˆÈÎfiÙËÙ·˜ñ The present study treats one of the most important social issues of our time, the social

protection of disabled people. Disabled people constitute a social group which, at least as far asGreece is concerned, has been the object of a systematic study and action only during the pastfew years. A significant innovation was the Constitutional command regarding the right ofdisabled persons to enjoy measures reassurign their autonomy, their integration into the labormarket and, in general, their participation in the social, economic and political life of thecountry. International and Community Contracts adopted by the most important internationalorganizations in the field of social protection include specific principles and provisions, whichcan be also translated as tools for shaping a policy for the protection of disabled persons andespecially of disabled children. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¶ƒø´√™ ªπ§∆π∞¢∏™ ∫ø¡™∆∞¡∆π¡√™, æ˘¯ÔÎÔÈÓˆÓÈΤ˜ Ù˘¯¤˜ Ù˘ ËıÈÎfiÙËÙ·˜ ÛÙÔÓ ·ıÏËÙÈ-ÛÌfi, (2003), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ∆Ì‹Ì· ∂ÈÛÙ‹Ì˘ º˘ÛÈ΋˜ ∞Áˆ-Á‹˜ Î·È ∞ıÏËÙÈÛÌÔ‡, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ∞ıÏËÙÈÛÌfi˜ * ∏ıÈ΋ * ∞ÔÊ¿ÛÂȘ, §‹„Ë ÙˆÓ * £ÂˆÚËÙÈ΋ ¤Ú¢ӷñ In sports, but also in society, a continuous difference of opinions about the decisions of others

can be observed. According to the literature, a significant role in the making of moral decisionsis played by moral reasoning, but also by the motives that are active in an individual on eachoccasion. The main purpose of the present study was to observe whether moral reasoning andmotivation affect the making of moral decisions. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

PINKNEY, BETTY K., Shaping Citizenship in the Administrative State: An Exploratory Studyof the Development of Concepts of Citizenship and Public Hight School Teachers as Street-level Bureaucrats, (2007), Cleveland State University.* ¢ËÌfiÛÈ· Âη›‰Â˘ÛË * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ª·ıËÙ‹˜ * ¶ÔÏÈÙÈÎÔÎÔÈÓˆÓÈ΋ ∞ÁˆÁ‹ * ƒfiÏÔ˜ÙÔ˘ ηıËÁËÙ‹ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ This dissertation analyzed the adequacy of citizenship education in the public schools and how

it influences students’ attitudes toward participation in the governance of the AdministrativeState. A triangulation analysis methodology was used in this qualitative exploratory research toanswer the question: Is the current citizenship education sufficient for effective citizens in theAdministrative State? (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

™∞µµπ¢√À ™∞µµ∞∆ø ™., ¶ÔÏÈÙÈÛÌÈ΋ ÔÏ˘ÌÔÚÊ›· Î·È ÂÎ·È‰Â˘ÙÈο ¯·Ú·ÎÙËÚÈÛÙÈο ÛÙ· ÓË-ÛÈ¿ ƒfi‰Ô˜-∫ˆ˜: ÌÔÚʤ˜ Û‡ÁÎÏÈÛ˘ Î·È ·Ó··Ú·ÁˆÁ‹˜ ÔÏÈÙÈÛÌÈÎÒÓ ‰È·ÊÔÚÒÓ ÛÙËÓ ∞/ıÌÈ·

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∂η›‰Â˘ÛË, (2005), ¶·ÓÂÈÛÙ‹ÌÈÔ ∞ÈÁ·›Ô˘. ¶·È‰·ÁˆÁÈÎfi ∆Ì‹Ì· ¢ËÌÔÙÈ΋˜ ∂η›‰Â˘Û˘. ¶ËÁ‹:µÈ‚ÏÈÔı‹ÎË ¶.π.* ªÂÈÔÓfiÙËÙ˜ - ∂η›‰Â˘ÛË * ¢ˆ‰ÂοÓËÛ· * ¢È·ÔÏÈÙÈÛÌÈ΋ Âη›‰Â˘ÛË * ªÔ˘ÛÔ˘ÏÌ¿ÓÔÈ Û ÌËÌÔ˘ÛÔ˘ÏÌ·ÓÈΤ˜ ¯ÒÚ˜ * ªÂÙ·Ó¿ÛÙ˘ * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∂η›‰Â˘ÛË Î·È ÎÔÈÓˆÓ›· *∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

™∞ª∞ƒ∞ Ã∞´¢ø ∞§∂•∞¡¢ƒ√™, ªÔÓÙÂÏÔÔ›ËÛË Î·È ·Ó¿Ù˘ÍË ÔÏ˘ÌÂÛÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜ ËÏÂ-ÎÙÚÔÓÈ΋˜ Ì¿ıËÛ˘ Ì ¯Ú‹ÛË ·ÓÙÈÎÂÈÌ¤ÓˆÓ Ì¿ıËÛ˘ Î·È ‰˘Ó·ÙfiÙËÙ˜ ÚÔÛ·ÚÌÔÁÒÓ ÛÙÔ ¯ÒÚÔÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘, (2007), ¶·ÓÂÈÛÙ‹ÌÈÔ ª·Î‰ÔÓ›·˜ √ÈÎÔÓÔÌÈÎÒÓ Î·È ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ.∆Ì‹Ì· ∂Ê·ÚÌÔṲ̂Ó˘ ¶ÏËÚÔÊÔÚÈ΋˜, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ¶ÔÏ˘Ì¤Û· * ¢È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ˘ÔÏÔÁÈÛÙ‹ * ¢È·‰›ÎÙ˘Ôñ ª¤Û· ·fi ‰‡Ô ÁÂÓȤ˜ ¤Ú¢ӷ˜ ¿Óˆ ÛÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· ÙˆÓ ÔÏ˘ÌÂÛÈÎÒÓ Ù¯ÓÔÏÔÁÈÒÓ

¤¯Ô˘Ó ÚÔ·„ÂÈ ÛËÌ·ÓÙÈο Û˘ÌÂÚ¿ÛÌ·Ù·, Ì ÙË ÌÔÚÊ‹ ·Ú¯ÒÓ, Ô˘ ηıÔ‰ËÁÔ‡Ó ÙÔ˘˜ ۯ‰ȷ-ÛÙ¤˜ ÛÙÔÓ Î·Ï‡ÙÂÚÔ Û¯Â‰È·ÛÌfi ÔÏ˘ÌÂÛÈÎÒÓ Û˘ÛÙËÌ¿ÙˆÓ. øÛÙfiÛÔ, Ù· Û˘ÌÂÚ¿ÛÌ·Ù· ‰ÂÓ Â›Ó·ÈÔÚÈÛÙÈο Î·È Ë ¤Ú¢ӷ Û˘Ó¯›˙ÂÙ·È ÁÈ· ÙÔÓ Î·Ï‡ÙÂÚÔ ÙÚfiÔ ÂÓۈ̿وÛ˘ Î·È Û‡ÓıÂÛ˘ ÙˆÓ˘·Ú¯Ô˘ÛÒÓ ·Ú¯ÒÓ Î·ıÒ˜ Î·È ÁÈ· ÙËÓ ·Ó‡ÚÂÛË ÚfiÛıÂÙˆÓ ·Ú·Ì¤ÙÚˆÓ Î·È ·Ú¯ÒÓ. (¶ÂÚÈÎÔ-‹ ÂÚ›Ï˄˘)

SMITH, JEFFRY LADELL, The Correlation of Latin, Greek and the Classical Education Modelwith Learning Other Subjects, (2007), Capella University.* ∫Ï·ÛÈο ÁÚ¿ÌÌ·Ù· * ¶ÚfiÙ˘Ô * ∂ÎÌ¿ıËÛË ÁψÛÛÒÓ * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·Ûηϛ· *¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛËñ This paper explored the literature regarding Classical Latin, Classical Greek, and Classical

Education programs currently in place in American educational institutions and their impact onlearning and SAT scores. This study examined how those Classical programs might helpameliorate the crisis in many public schools where graduating students are not being preparedfor college-level work. Key aspects of the impact of Classical studies throughout the history ofWestern Civilization was explored, as well as how even a basic knowledge of Classical Latin canease the work involved in learning almost any other subject. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∆™∞∫¡∞∫∏ √§Àª¶π∞ ∞¡∞™∆∞™π√™, ¶ÚÔ‚ÏËÌ·ÙÈ΋ Ù˘ ·ÚÔÈÌ›·˜ ÛÙË ÌÂÙ¿ÊÚ·ÛË: Ë ¯Ú‹ÛËÙ˘ ÛÙË ¡¤· ∂ÏÏËÓÈ΋ Î·È Ë ËÏÂÎÙÚÔÓÈ΋ ÂÂÍÂÚÁ·Û›· Ù˘, (2004), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ£ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ ºÈÏÔÛÔÊÈ΋, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ¶·ÚÔÈ̛˜, ∂ÏÏËÓÈΤ˜ * ªÂÙ¿ÊÚ·ÛË Î·È ∂ÚÌËÓ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ∂Ê·ÚÌÔṲ̂ÓËÁψÛÛÔÏÔÁ›· * ∏ÏÂÎÙÚÔÓÈ΋ ÂÂÍÂÚÁ·Û›· ‰Â‰ÔÌ¤ÓˆÓ on line

∆™π∞¡∞∫∞™ ∂À∞°°∂§√™ πø∞¡¡∏™, ∏ ÂÈÎfiÓ· ÙÔ˘ ¿ÏÏÔ˘ ÛÙ· Û‡Á¯ÚÔÓ· ÙÔ‡ÚÎÈη AÓ·Ï˘ÙÈο¶ÚÔÁÚ¿ÌÌ·Ù· Î·È Û¯ÔÏÈο ÂÁ¯ÂÈÚ›‰È· πÛÙÔÚ›·˜ Î·È ¶ÔÏÈÙÈ΋˜ ∞ÁˆÁ‹˜ Ù˘ YÔ¯ÚˆÙÈ΋˜ Eη›-‰Â˘Û˘, (2006), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ ºÈÏÔÛÔÊÈ΋. ∆Ì‹Ì·ºÈÏÔÛÔÊ›·˜ Î·È ¶·È‰·ÁˆÁÈ΋˜. ∆Ô̤·˜ ¶·È‰·ÁˆÁÈ΋˜, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ∂ÙÂÚfiÙËÙ· * ¶ÚfiÁÚ·ÌÌ· ™Ô˘‰ÒÓ * ¢È‰·ÎÙÈÎfi ‚È‚Ï›Ô * πÛÙÔÚ›· * ∞ÁˆÁ‹ ÙÔ˘ ÔÏ›ÙË * ∆Ô˘ÚΛ·ñ ™ÎÔfi˜ Ù˘ ¤Ú¢ӷ˜ ‹Ù·Ó Ó· ‰ÈÂÚ¢ӋÛÂÈ ÙËÓ ÂÈÎfiÓ· ÙÔ˘ «ÕÏÏÔ˘», fiˆ˜ ·˘Ù‹ ÚÔ‚¿ÏÏÂÙ·È Î·È

fiˆ˜ ‰È·ÌÔÚÊÒÓÂÙ·È Ì¤Û· ·fi ÙÔ ˘fi ¤Ú¢ӷ ˘ÏÈÎfi Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ Û¯ÔÏÈÎÒÓ ÂÁ¯ÂÈÚȉ›ˆÓπÛÙÔÚ›·˜ Î·È ¶ÔÏÈÙÈ΋˜ ∞ÁˆÁ‹˜ Ù˘ ÙÔ˘ÚÎÈ΋˜ ˘Ô¯ÚˆÙÈ΋˜ Âη›‰Â˘Û˘. ∏ ÂÈÏÔÁ‹ ÙˆÓ ÂÓÏfiÁˆ Û¯ÔÏÈÎÒÓ ÂÁ¯ÂÈÚȉ›ˆÓ ÁÈ· ÙË ÌÂϤÙË Ù˘ ÂÈÎfiÓ·˜ ÙÔ˘ «ÕÏÏÔ˘» ‚·Û›ÛÙËΠÛÙËÓ ÂÔ›ıËÛËfiÙÈ Û ·˘Ù¿ Û˘Ó‹ıˆ˜ ·ÓÙÈηÙÔÙÚ›˙ÔÓÙ·È ÔÈ ÎÔÈÓˆÓÈΤ˜, ÔÏÈÙÈΤ˜ Î·È ÔÏÈÙÈÛÌÈΤ˜ Û˘Óı‹Î˜ ο-

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ı ¯ÒÚ·˜, ηıÒ˜ ›Û˘ Î·È ÔÈ ˘ÊÈÛÙ¿ÌÂÓ˜ ‰È·ÎÚ·ÙÈΤ˜ Û¯¤ÛÂȘ. π‰È·›ÙÂÚ·, Ù· Û¯ÔÏÈο ÂÁ¯ÂÈÚ›-‰È· πÛÙÔÚ›·˜ ·ÔÙÂÏÔ‡Ó ÙÔÓ Î·ÙÂÍÔ¯‹Ó ¯ÒÚÔ, ÛÙÔÓ ÔÔ›Ô ‰È·ÌÔÚÊÒÓÔÓÙ·È Î·È ·Ó··Ú¿ÁÔÓÙ·ÈÔÈ ÂÈÎfiÓ˜ ÙÔ˘ «ÂıÓÈÎÔ‡ ·˘ÙÔ‡» Û ·ÓÙÈ·Ú·‚ÔÏ‹ Ì ÙÔÓ «ÂıÓÈÎfi ¿ÏÏÔ». (¶ÂÚÈÎÔ‹ ÂÚ›ÏË-„˘)

ºƒ∞°∫√À§π¢√À ºø∆∂π¡∏ πø∞¡¡∏™, ŒÊË‚ÔÈ Î·È ‰È·‰›ÎÙ˘Ô: ÌÂϤÙË ÙˆÓ ÂȉڿÛÂˆÓ ÙÔ˘‰È·‰ÈÎÙ‡Ô˘ ÛÙÔ˘˜ ¤ÊË‚Ô˘˜ ¯Ú‹ÛÙ˜, (2006), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£).™¯ÔÏ‹ ºÈÏÔÛÔÊÈ΋. ∆Ì‹Ì· ºÈÏÔÛÔÊ›·˜ Î·È ¶·È‰·ÁˆÁÈ΋˜. ∆Ô̤·˜ ¶·È‰·ÁˆÁÈ΋˜, µ¿ÛË ¢È·ÙÚÈ-‚ÒÓ ∂.∫.∆.* ¢È·‰›ÎÙ˘Ô (Internet) * ŒÊË‚Ô˜ * ∆·˘ÙfiÙËÙ· (æ˘¯ÔÏÔÁ›·) * ∆·˘ÙfiÙËÙ· ʇÏÔ˘ * ∫ÔÈÓˆÓÈÎÔÔ›ËÛËñ ™ÙȘ ÛËÌÂÚÈÓ¤˜, Û‡ÓıÂÙ˜ Î·È ÁÔÚÁ¿ ÂÍÂÏÈÛÛfiÌÂÓ˜ ÎÔÈӈӛ˜, Ë ·Ó¿Ù˘ÍË ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘ ÚÔ-

Û¤ıÂÛ ¿ÏÏÔ ¤Ó· ‰›Ô ηÓfiÓˆÓ Î·È ‰ÔÌÒÓ Ô˘ ·ÛÎÔ‡Ó Â›‰Ú·ÛË ÛÙË Û˘ÁÎÚfiÙËÛË Ù˘ ·ÙÔÌÈ-΋˜ Î·È ÎÔÈÓˆÓÈ΋˜ Ì·˜ Ù·˘ÙfiÙËÙ·˜. ŸÛÔ, ‰Â, ÂÓÙ›ÓÂÙ·È Ë ·ÚÔ˘Û›· ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘ ÛÙË ˙ˆ‹Ì·˜, ÙfiÛÔ ÌÂÁ·Ï‡ÙÂÚÔ ÂӉȷʤÚÔÓ ·ÚÔ˘ÛÈ¿˙ÂÈ Ë ÌÂϤÙË ÙÔ˘, ηıÒ˜ Ù· ·ÚÈ· ¯·Ú·ÎÙËÚÈÛÙÈοÙÔ˘, Ë ‰È·‰Ú·ÛÙÈÎfiÙËÙ·, Ë ·˘ÙÔÔÚÁ¿ÓˆÛË, Ë ÔÚÈ˙fiÓÙÈ· ‰È¿ÚıÚˆÛË, ÚÔ‰›‰Ô˘Ó ÙË ‰ËÌÈÔ˘ÚÁ›·Ó¤ˆÓ ÚfiÏˆÓ ˘ÔÎÂÈ̤ÓÔ˘ ÁÈ· ÙÔ˘˜ ¯Ú‹ÛÙ˜ ÙÔ˘ Î·È Î·ÈÓÔ‡ÚÁȘ Ú·ÎÙÈΤ˜ ‰Ú¿Û˘. (¶ÂÚÈÎÔ‹ÂÚ›Ï˄˘)

Ã∞ƒπ§∞ £øª∞´™-π™ª∏¡∏ ∞£∞¡∞™π√™, ∏ ™ÙÔȯÂÈ҉˘ ∂η›‰Â˘ÛË ÛÙËÓ ∞ÁÁÏ›·, ÙË °·ÏÏ›·Î·È ÙËÓ ∂ÏÏ¿‰· ηٿ ÙÔ 19Ô ·ÈÒÓ· (1800-1870), (2006), ∂ıÓÈÎfi Î·È ∫·Ô‰ÈÛÙÚÈ·Îfi ¶·ÓÂÈÛÙ‹-ÌÈÔ ∞ıËÓÒÓ (∂∫¶∞). ™¯ÔÏ‹ ºÈÏÔÛÔÊÈ΋. ∆Ì‹Ì· °·ÏÏÈ΋˜ °ÏÒÛÛ·˜ Î·È ºÈÏÔÏÔÁ›·˜, µ¿ÛË ¢È·ÙÚÈ-‚ÒÓ ∂.∫.∆.* ∂η›‰Â˘ÛË 1800-1914 * ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ∞ÁÁÏ›· * °·ÏÏ›· * ∂ÏÏ¿‰· * ∂η›‰Â˘ÛËÁ˘Ó·ÈÎÒÓñ ºÙ¿ÓÔÓÙ·˜ ÂÔ̤ӈ˜ ÛÙÔ Ù¤ÏÔ˜ Ù˘ ·ÚÔ‡Û·˜ ÂÚÁ·Û›·˜ Î·È ¤¯ÔÓÙ·˜ ÔÏÔÎÏËÚÒÛÂÈ ÙË ÌÂϤÙË ÙÔ˘

ÂÎ·È‰Â˘ÙÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜ Ù˘ ∞ÁÁÏ›·˜, Ù˘ °·ÏÏ›·˜ Î·È Ù˘ ∂ÏÏ¿‰·˜ ηٿ ÙÔ 19Ô ·ÈÒÓ·, ıˆÚÒfiÙÈ ı· ‹Ù·Ó ÛÎfiÈÌÔ Ó· ·Ó·ÊÂÚıÔ‡ÌÂ Û˘ÓÔÙÈο Û ÔÚÈṲ̂ӷ Û˘ÌÂÚ¿ÛÌ·Ù·, ÛÙ· ÔÔ›· Ì·˜Ô‰‹ÁËÛÂ Ë Û˘ÁÎÂÎÚÈ̤ÓË ÌÂϤÙË: ·) ¶ÚˆÙ›ÛÙˆ˜ ÏÔÈfiÓ, ·Ú·ÙËÚԇ̠fiÙÈ Ô ∂˘Úˆ·˚Îfi˜ ¢È·Êˆ-ÙÈÛÌfi˜ ‹Ù·Ó ÂΛÓÔ˜ Ô˘ ÒıËÛ ·Ú¯Èο ÙË °·ÏÏ›·, ÙËÓ ∂ÏÏ¿‰· Î·È ·ÚÁfiÙÂÚ· ÙËÓ ∞ÁÁÏ›·, Ó· ÂÓ-‰È·ÊÂÚıÔ‡Ó ÁÈ· ÙË ÌfiÚʈÛË ÙˆÓ ÔÏÈÙÒÓ ÙÔ˘˜. ∆· ‰È‰¿ÁÌ·Ù· ÙˆÓ ¢È·ÊˆÙÈÛÙÒÓ Î·È Ù· ÎËÚ‡ÁÌ·-Ù¿ ÙÔ˘˜ ÁÈ· ‚ÂÏÙ›ˆÛË ÙÔ˘ ‚ÈÔÙÈÎÔ‡ Î·È ÓÂ˘Ì·ÙÈÎÔ‡ ÂȤ‰Ô˘ ÚÔ¤ÙÚ„·Ó Ù· ÚÔ·Ó·ÊÂÚfiÌÂÓ·ÎÚ¿ÙË ÛÙËÓ ·ÚÔ¯‹ ÈÛfiÙÈÌ˘ ·È‰Â›·˜ Û fiÏÔ˘˜ ÙÔ˘˜ Ôϛ٘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

Ã∞ƒπ™∆√™ ¡π∫√§∞™ ¢∏ª∏∆ƒπ√™, ∞Ó¿Ù˘ÍË ÂÎ·È‰Â˘ÙÈÎÔ‡ ÏÔÁÈÛÌÈÎÔ‡ ÙÚÈۉȿÛÙ·Ù˘ ÔÙÈ-ÎÔÔ›ËÛ˘ ȉÈÔÙ‹ÙˆÓ Ù˘ ÌÔÚȷ΋˜ ‰ÔÌ‹˜, (2005), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢(∞¶£). ™¯ÔÏ‹ £ÂÙÈÎÒÓ ∂ÈÛÙËÌÒÓ. ∆Ì‹Ì· ÃËÌ›·˜, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ÃËÌ›· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· * ªfiÚÈ· * ∂Î·È‰Â˘ÙÈÎfi ÏÔÁÈÛÌÈÎfi * ¢È·‰›ÎÙ˘Ô (Internet)

Ã∞∆∑∏°∂øƒ°π√À ∂À∞°°∂§π∞ ∫ø¡™∆∞¡∆π¡√™, ∏ ÌÂÙ¿ÊÚ·ÛË ÛÙËÓ ÂÎ·È‰Â˘ÙÈ΋ ‰È·‰Èη-Û›·. ∏ ·Ó¿Ù˘ÍË Ù˘ ‰ÂÍÈfiÙËÙ·˜ Ù˘ ÂÚÈÛÙ·Ûȷ΋˜ ÌÂÙ¿ÊÚ·Û˘, (2002), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈ-ÛÙ‹ÌÈÔ £ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ ºÈÏÔÛÔÊÈ΋. ∆Ì‹Ì· °·ÏÏÈ΋˜ °ÏÒÛÛ·˜ Î·È ºÈÏÔÏÔÁ›·˜. ∆Ô-̤·˜ °ÏˆÛÛÔÏÔÁ›·˜ Î·È ¢È‰·ÎÙÈ΋˜ ÙˆÓ °ÏˆÛÛÒÓ, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ªÂÙ¿ÊÚ·ÛË Î·È ÂÚÌËÓ›· * •¤Ó˜ ÁÏÒÛÛ˜ * ¢È‰·Ûηϛ· ÁÏÒÛÛ·˜

Ã√Àƒ∆∑∞ª∞¡√°§√À ∂§π™™∞µ∂∆ ∆∏§∂ª∞Ã√™, ∏ ¤ÓÓÔÈ· ÙÔ˘ ηÏÔ‡ Î·È ÙÔ˘ ηÎÔ‡ ÛÙÔ ·È-‰› Ù˘ ¶ÚÔÛ¯ÔÏÈ΋˜ Î·È Ù˘ Û¯ÔÏÈ΋˜ ËÏÈΛ·˜. (∏ ·Ó¿Ù˘ÍË Ù˘ ¤ÓÓÔÈ·˜ ηÏfi/ηÎfi ·È‰› ÛÙÔ

146

Ï·›ÛÈÔ Ù˘ ·fiÎÙËÛ˘ Î·È ·ÏÏ·Á‹˜ ÙˆÓ ËıÈÎÒÓ ÁÓÒÛˆÓ), (2004), ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ£ÂÛÛ·ÏÔӛ΢ (∞¶£). ™¯ÔÏ‹ ¶·È‰·ÁˆÁÈ΋. ∆Ì‹Ì· ∂ÈÛÙËÌÒÓ ¶ÚÔÛ¯ÔÏÈ΋˜ ∞ÁˆÁ‹˜ Î·È ∂η›-‰Â˘Û˘, µ¿ÛË ¢È·ÙÚÈ‚ÒÓ ∂.∫.∆.* ¶·È‰› ¶ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ * ª·ıËÙ‹˜ * ∫·Ïfi Î·È Î·Îfi * °ÓˆÛÙÈ΋ æ˘¯ÔÏÔÁ›·ñ ∏ ·ÚÔ‡Û· ‰È·ÙÚÈ‚‹ ۯ‰ȿÛÙËΠˆ˜ Û˘Ì‚ÔÏ‹ ÛÙËÓ ÚÔ‚ÏËÌ·ÙÈ΋ Ô˘ ¤¯ÂÈ ·Ó·Ù˘¯ı› Ù· ÙÂ-

ÏÂ˘Ù·›· ¯ÚfiÓÈ· ·Ó·ÊÔÚÈο ÛÙÔ˘˜ ÙÚfiÔ˘˜ Ì ÙÔ˘˜ ÔÔ›Ô˘˜ ·ÔÎÙÒÓÙ·È Î·È ·Ó·‰ÈÔÚÁ·ÓÒÓÔÓÙ·ÈÔÈ ÁÓÒÛÂȘ Û ‰È¿ÊÔÚÔ˘˜ ÙÔÌ›˜. ™˘ÁÎÂÎÚÈ̤ӷ Ë ÂÚÁ·Û›· ·˘Ù‹ ÂÈÎÂÓÙÚÒıËΠÛÙËÓ ÂÚÈÔ¯‹ÙˆÓ ∏ıÈÎÒÓ °ÓÒÛÂˆÓ Î·È ÂȉÈÎfiÙÂÚ· ÛÙËÓ ¤ÓÓÔÈ· ηÏfi Î·È Î·Îfi ·È‰› ÚÔÎÂÈ̤ÓÔ˘ Ó· ‰ÈÂÚ¢-Ó‹ÛÂÈ ÙËÓ ÔÚ›· Ô˘ ·ÎÔÏÔ˘ıÔ‡Ó ¿ÙÔÌ· ‰È·ÊÔÚÂÙÈÎÒÓ ËÏÈÎÈÒÓ Î·ıÒ˜ ·Ó·Ù‡ÛÛÔ˘Ó È‰¤Â˜ ÁÈ·ÙËÓ ¤ÓÓÔÈ· ηÏfi Î·È Î·Îfi ·È‰› Î·È ÙÔ˘˜ ÙÚfiÔ˘˜ Ô˘ ÔÈ È‰¤Â˜ ·˘Ù¤˜ ·ÏÏ¿˙Ô˘Ó, ηıÒ˜ ÙÔ ·È‰›ÚÔÛÂÁÁ›˙ÂÈ ÙËÓ ÈÛ¯‡Ô˘Û· ¿Ô„Ë Ù˘ ÎÔÈÓˆÓ›·˜ ÛÙËÓ ÔÔ›· ˙ÂÈ, Î·È ÂÎÊÚ¿˙Ô˘Ó ÔÈ ·fi„ÂȘ ÙˆÓÂÓËÏ›ÎˆÓ Ì¤Ûˆ Ù˘ «¿Ù˘Ë˜» ‰È‰·Ûηϛ·˜ ηٿ ÙËÓ ÂÎÎÔÈÓÒÓËÛ‹ ÙÔ˘. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

WEAVER, WILLIAM P., The Rudiments of Eloquence: Pedagogy and Literary Practices in theEnglish Renaissance, (2007), Columbia University.* πÛÙÔÚ›· Ù˘ ∂η›‰Â˘Û˘ * ∫Ï·ÛÈο ÁÚ¿ÌÌ·Ù· * ∞Ó·Á¤ÓÓËÛË * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ * ∫Ï·ÛÈ΋ÊÈÏÔÏÔÁ›· * ∞ÁÁÏ›·ñ This dissertation studies a group of exercises at the center of Renaissance literary practice, from

the elementary study of Latin and Greek to the higher achievements of vernacular imitation. Bydocumenting the influence of an extraordinary chapter of Quintilian’s Institutio oratoria, partlythrough the humanist reception of Aphthonius’ Progymnasmata, I show that a series ofgrammar school exercises called the “rudiments of eloquence” was foundational in sixteenth-century literary education. The rudiments furthermore demonstrate a vital interdependence ofpedagogy and poetry, and several poems of the late sixteenth century show how central theschool was in the way English poets imagines their literary work. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

V. ∂ƒ∂À¡∏∆π∫∞ ¶ƒ√°ƒ∞ªª∞∆∞

¢∞™∫√§π∞ ª∞ƒπ∞, ««¢ÈÂÚ‡ÓËÛË ÙÔ˘ ÂÓÓÔÈÔÏÔÁÈÎÔ‡ ‰›Ô˘ ÂÎ·È‰Â˘ÙÈÎÒÓ ¶ÚÔÛ¯ÔÏÈ΋˜ ∂η›-‰Â˘Û˘ ÁÈ· ÙÔ ÂÚÈ‚·ÏÏÔÓÙÈÎfi ˙‹ÙËÌ· ÙÔ˘ “Ê·ÈÓÔ̤ÓÔ˘ ÙÔ˘ ıÂÚÌÔβԢ”», ¶·È‰·ÁˆÁÈ΋ ∂ÈıÂÒ-ÚËÛË, Ù¯. 44 (2007), ÛÛ. 124-139.* ¡ËÈ·ÁˆÁfi˜ * ∂›Â‰Ô ÁÓÒÛÂˆÓ * ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ∂η›‰Â˘ÛË * ∫ϛ̷ * ∂ıÓÈÎfi Î·È ∫·Ô‰È-ÛÙÚÈ·Îfi ¶·ÓÂÈÛÙ‹ÌÈÔ ∞ıËÓÒÓ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜ñ The present study was conducted among 159 in-service kindergarten teachers who were

attending a degree - qualifying training program at the Department of Early ChildhoodEducation of the University of Athens. The study aimed to explore their conceptual frameworkson the environmental issue of the “greenhouse effect”. The data collecting technique that wasused was a free word association task. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

¢π¢∞™∫∞§√À ∂§∂¡∏ [Î.¿.], ««∂Î·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· Û˘Ì‚Ô˘Ï¢ÙÈ΋˜ ·Ú¤Ì‚·Û˘ ÁÈ· ÙËÓ·ÓÙÈÌÂÙÒÈÛË Ù˘ ÂÈıÂÙÈÎfiÙËÙ·˜ Î·È ÙÔ˘ ÂÎÊÔ‚ÈÛÌÔ‡ ÛÙÔ ¢ËÌÔÙÈÎfi Û¯ÔÏ›Ի, ∂ÈıÂÒÚËÛË ™˘Ì-‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯. 80/81 (2007), ÛÛ. 65-81.

147

* ¶ÚˆÙÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ª·ıËÙ‹˜ * ∂ÈıÂÙÈÎfiÙËÙ· * ∂ÎÊÔ‚ÈÛÌfi˜ * ∂ÈÛً̘ Ù˘ ∞ÁˆÁ‹˜ *™Ùfi¯ÔÈ Ù˘ Âη›‰Â˘Û˘ñ ™ÙÔ ¿ÚıÚÔ ·Ó·Ï‡ÂÙ·È Ë ÂÎ·È‰Â˘ÙÈ΋, ·È‰·ÁˆÁÈ΋ Î·È ÏÂÈÙÔ˘ÚÁÈ΋ ‰È¿ÛÙ·ÛË ÂÓfi˜ ÂÓÙ·ÍÈ·ÎÔ‡,

ÂÎ·È‰Â˘ÙÈÎÔ‡ ÚÔÁÚ¿ÌÌ·ÙÔ˜ ÁÈ· ÙËÓ ÚfiÏË„Ë Î·È ·ÓÙÈÌÂÙÒÈÛË ÙÔ˘ ÚÔ‚Ï‹Ì·ÙÔ˜ Ù˘ ı˘Ì·ÙÔ-Ô›ËÛ˘ Î·È ÙÔ˘ ÂÎÊÔ‚ÈÛÌÔ‡ ÛÙÔ Ï·›ÛÈÔ ÙÔ˘ ¢ËÌÔÙÈÎÔ‡ Û¯ÔÏ›Ԣ. ∆Ô ÚfiÁÚ·ÌÌ· ‰›ÓÂÈ È‰È·›ÙÂ-ÚË ‚·Ú‡ÙËÙ· ÛÙËÓ ÙÚÔÔÔ›ËÛË ÙˆÓ ‰È·ÊÔÚÂÙÈÎÒÓ ÚfiÏˆÓ Ô˘ Ù›ÓÔ˘Ó Ó· ˘ÈÔıÂÙÔ‡Ó ÔÈ Ì·ıËÙ¤˜Î·Ù¿ ÙË ‰È¿ÚÎÂÈ· ÂÂÈÛÔ‰›ˆÓ ı˘Ì·ÙÔÔ›ËÛ˘, ˆ˜ ̤ÛÔ ÁÈ· ÙÔÓ ÂÚÈÔÚÈÛÌfi Ù¤ÙÔÈˆÓ ÂÚÈÛÙ·ÙÈ-ÎÒÓ. ∂Ê·ÚÌfi˙ÂÙ·È ÛÙÔ Â›Â‰Ô Ù˘ ÔÌ¿‰·˜-Ù¿Í˘ Î·È ÂÚÈÏ·Ì‚¿ÓÂÈ ÙÚ›· ‚·ÛÈο ÛÙ¿‰È· ÔÌ·‰È-΋˜ Û˘Ì‚Ô˘Ï¢ÙÈ΋˜. ∆Ô ÚÒÙÔ ÛÙ¿‰ÈÔ ÛÙԯ‡ÂÈ ÛÙËÓ ÂÓË̤ڈÛË Î·È Â˘·ÈÛıËÙÔÔ›ËÛË ÙˆÓ Ì·-ıËÙÒÓ Û¯ÂÙÈο Ì ÙÔ˘˜ ‰È·ÊÔÚÂÙÈÎÔ‡˜ ÚfiÏÔ˘˜, Ô˘ οÔÈÔ˜ ˘ÈÔıÂÙ› ηٿ ÙË ‰È¿ÚÎÂÈ· ÂÂÈÛÔ-‰›ˆÓ ÂÎÊÔ‚ÈÛÌÔ‡ Î·È ÙˆÓ ÛˆÌ·ÙÈÎÒÓ Î·È „˘¯ÔÏÔÁÈÎÒÓ Û˘ÓÂÂÈÒÓ Ô˘ ÚÔ·ÙÔ˘Ó ·fi οıÂÛ˘ÁÎÂÎÚÈ̤ÓÔ ÚfiÏÔ. (¶ÂÚÈÎÔ‹ ÂÚ›Ï˄˘)

∂£¡π∫√ ∫∂¡∆ƒ√ ∫√π¡ø¡π∫ø¡ ∂ƒ∂À¡ø¡ (∂∫∫∂), «ªÂÁ·ÏÒÓÔÓÙ·˜ ÛÙËÓ ∞ı‹Ó·: ÔÈfiÙËÙ·˙ˆ‹˜ ·È‰ÈÒÓ Î·È ÂÊ‹‚ˆÓ», ∂∫∫∂, Ù¯. 2 (2007), ÛÛ. 1-70.* ¶·È‰› * ŒÊË‚Ô˜ * ∞ı‹Ó· * ∆ÚfiÔ˜ ˙ˆ‹˜ * ¶ÔÈfiÙËÙ· * ¶ÚÔÛ¯ÔÏÈ΋ ∞ÁˆÁ‹ * ¶ÚˆÙÔ‚¿ıÌÈ·∂η›‰Â˘ÛË * ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ∂η›‰Â˘ÛË * ™¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ * ∂χıÂÚÔ˜ ¯ÚfiÓÔ˜ * °ÂÈÙÔÓÈ¿* ∞ÔÎÏ›ÓÔ˘Û· Û˘ÌÂÚÈÊÔÚ¿ * ∞ÁˆÁ‹ * ∞ÓıÚÒÈÓ˜ Û¯¤ÛÂȘ * ∞ÔÙ¤ÏÂÛÌ· ¤Ú¢ӷ˜

¶∞¡∆∂§π¢√À-ª∞§√À∆∞ ª∞ƒø, ««∫Ú·ÙÈÎfi˜ ÊÂÌÈÓÈÛÌfi˜, ÔÏÈÙÈΤ˜ ÁÈ· ÙËÓ ¤ÌÊ˘ÏË ÈÛfiÙËÙ· ηÈÎÔÈÓˆÓÈΤ˜ ·ÓÙÈÏ‹„ÂȘ», ∂ÏÏËÓÈ΋ ∂ÈıÂÒÚËÛË ¶ÔÏÈÙÈ΋˜ ∂ÈÛÙ‹Ì˘, Ù¯. 29 (2007), ÛÛ. 5-39.* ¢È·ÊÔÚ¿ ʇÏÔ˘ * ÿÛ˜ ¢ηÈڛ˜ * ∂ÏÏ¿‰· * ¶ÔÏÈÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿ * ¶ÚfiÙ˘Ô * ∫ÔÈÓˆÓÈΤ˜·fi„ÂȘ * ∂˘Úˆ·˚΋ ‰È¿ÛÙ·ÛË

VVI. ¶APOY™IA™EI™ EK¶AI¢EYTIKOY §O°I™MIKOY

***

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µπµ§π√°ƒ∞ºπ∫∂™ ¶∏°∂™

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ÕÕıÏËÛË Î·È ∫ÔÈÓˆÓ›·, Ù¯.45/2007¢ËÌÔÎÚ›ÙÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £Ú¿Î˘, ∆∂º∞∞, ∫ÔÌÔÙËÓ‹ 69100,ÙËÏ.: 25310-39725.

∞ÓÔÈÎÙ‹ ∂η›‰Â˘ÛË = Open Education, Ù¯. 6/2007EΉfiÙ˘ ¶ÚÔÔÌfi˜, ¶·ÙËÛ›ˆÓ 53, ∞ı‹Ó· 10433

∞ÓÔȯÙfi ™¯ÔÏ›Ô, 104, 105/2007√χÌÔ˘ 17, ÷ϿӉÚÈ, ∞ı‹Ó· 15234, ÙËÏ.: 210-6852643

∞ÓÙÈÙÂÙÚ¿‰È· Ù˘ ∂η›‰Â˘Û˘, Ù¯.82, 83, 84/2007∞ÚÈÛÙÔÙ¤ÏÔ˘˜ Î·È ∞‚¤ÚˆÊ 23, ∞ı‹Ó· 10433, ÙËÏ.: 210-8227992, fax: 210-8211919

∞Ú¯·ÈÔÏÔÁ›· Î·È ∆¤¯Ó˜, 104, 105 /2007¶Ï·Ù›· ∫·Ú‡ÙÛË 10, ∞ı‹Ó· 10237, ÙËÏ.: 210-3253246, fax 210-3219957

∞ÛÙÚÔÏ¿‚Ô˜: ÙÔ µ‹Ì· ÙˆÓ ¡¤ˆÓ ∆¯ÓÔÏÔÁÈÒÓ,∂ÏÏËÓÈ΋ ª·ıËÌ·ÙÈ΋ ∂Ù·ÈÚ›·¶·ÓÂÈÛÙËÌ›Ô˘ (∂Ï¢ı. µÂÓÈ˙¤ÏÔ˘) 34, ∞ı‹Ó· 10679, ÙËÏ.: 210-3616532, 3617784, fax: 210-3641025

Aspects Today, Ù¯. 15, 16 /2007™·Ú·ÓÙ·fiÚÔ˘ Î·È °Ú˘¿ÚË 1, ∫·ÏÏÈı¤·, ∞ı‹Ó· 17673, ÙËÏ.: 210-9580927,fax: 210-6139060

µ‹Ì· ÙˆÓ ∫ÔÈÓˆÓÈÎÒÓ ∂ÈÛÙËÌÒÓ (∆Ô), Ù¯. 48 /2006,49, 50 /2007¶·ÓÂÈÛÙ‹ÌÈÔ £ÂÛÛ·Ï›·˜, ∞ÚÁÔÓ·˘ÙÒÓ Î·È ºÈÏÂÏÏ‹ÓˆÓ, µfiÏÔ˜ 38221, ÙËÏ.: 24210-74883-4-5

°¤Ê˘Ú˜, 35, 36, 37/2007ª·˘ÚÔÌȯ¿ÏË 60, ∞ı‹Ó· 10680, ÙËÏ.: 210-3632647, fax: 210-3626500

°ÂˆÁڷʛ˜,∆Ì‹Ì· °ÂˆÁÚ·Ê›·˜ ÷ÚÔÎÔ›Ԣ ¶·ÓÂÈÛÙËÌ›Ô˘∂Ï. µÂÓÈ˙¤ÏÔ˘ 70, ∫·ÏÏÈı¤·, ∞ı‹Ó· 17671, ÙËÏ.: 210-9549176, 9549144

°È· ÙËÓ ¶ÂÚÈ‚·ÏÏÔÓÙÈ΋ ∂η›‰Â˘ÛË, Ù¯.39 /2007(¶.∂.∂∫.¶.∂.)∆.£.50957 £ÂÛÛ·ÏÔÓ›ÎË 22-GR 54014,ÙËÏ.&fax: 2310-434349, 23510-33535

°ÏÒÛÛ·,™fiψÓÔ˜ 77, ∞ı‹Ó· 10679, ÙËÏ.: 210-3636007

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* ∆· Ù‡¯Ë Ô˘ ·Ó·ÁÚ¿ÊÔÓÙ·È ÛÙÔÓ Î·Ù¿ÏÔÁÔ ÙˆÓ ÂÚÈÔ‰ÈÎÒÓ Â›Ó·È ·˘Ù¿ Ô˘ ΢ÎÏÔÊfiÚËÛ·Ó Î·Ù¿ ÙÔ ¯ÚÔÓÈ-Îfi ‰È¿ÛÙËÌ· Ô˘ ηχÙÂÈ ÙÔ ¢ÂÏÙ›Ô 31 Î·È ·fi Ù· ÔÔ›· ·Ô‰ÂÏÙÈÒıËÎ·Ó Ù· ¿ÚıÚ· Ô˘ ¤¯Ô˘Ó Û¯¤ÛË Ì ÙËıÂÌ·ÙÈ΋ Ô˘ ηχÙÂÈ ÙÔ ¢ÂÏÙ›Ô ∂Î·È‰Â˘ÙÈ΋˜ ∞ÚıÚÔÁÚ·Ê›·˜. ¢ÂÓ ·Ó·Ê¤ÚÂÙ·È ·ÚÈıÌfi˜ Ù‡¯Ô˘˜ ÛÙ· Â-ÚÈÔ‰Èο Ô˘ ‰ÂÓ Î˘ÎÏÔÊfiÚËÛ·Ó Î·Ù¿ ÙÔ ¯ÚÔÓÈÎfi ·˘Ùfi ‰È¿ÛÙËÌ· ‹ ¤ÊÙ·Û·Ó ÛÙÔ ¶.π. ηı˘ÛÙÂÚË̤ӷ Î·È ı·ÂÚÈÏËÊıÔ‡Ó ÛÙÔ ÂfiÌÂÓÔ ¢ÂÏÙ›Ô ‹ ¤¯Ô˘Ó ÂÍ·ÓÙÏËı›.

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Communication, Ù¯. 96, 97 /2007™‡ÏÏÔÁÔ˜ ∫·ıËÁËÙÒÓ °·ÏÏÈ΋˜ µfiÚÂÈ·˜ ∂ÏÏ¿‰·˜§ÂˆÊfiÚÔ˜ ™ÙÚ·ÙÔ‡ 2, £ÂÛÛ·ÏÔÓ›ÎË 54640, ÙËÏ.& fax: 2310 - 844911

Contact+, Ù¯. 38, 39 /2007ª¿ÚÓË 43, ∞ı‹Ó· 10438, ÙËÏ.& fax: 210-5245644

¢È·‚¿˙ˆ, Ù¯. 476, 477, 478, 479, 480/2007∞. ªÂÙ·Í¿ 26, ∞ı‹Ó· 10681, ÙËÏ.: 210-3301313, fax: 210-3301315

¢È·‰ÚÔ̤˜, Ù¯. 87,88 /2007∂ÌÌ. ªÂÓ¿ÎË 67, ∞ı‹Ó· 10681, ÙËÏ.: 210-3301213

¢È‰·Ûηϛ· ÙˆÓ º˘ÛÈÎÒÓ ∂ÈÛÙËÌÒÓ. ŒÚ¢ӷ Î·È Ú¿ÍË, Ù¯. 19/2006, 20-21/2007¡·˘·Ú›ÓÔ˘ 13·, ∞ı‹Ó· 10680, ÙËÏ.: 210-3688029, fax: 210-3629286

¢ÈÔÈÎËÙÈ΋ ∂ÓË̤ڈÛË, Ù¯. 42, 43 / 2007÷ÏÎÔÎÔÓ‰‡ÏË 35, ∞ı‹Ó· 10432, ÙËÏ.: 210-5226641, fax: 210-5232409

¢ÔΛ ÌÔÈ, Ù¯. 9 /2007™‡Ó‰ÂÛÌÔ˜ ºÈÏÔÏfiÁˆÓ ÂÚÈÔ¯‹˜ ∞ÈÁÈ·Ï›·˜ Î·È ∫·Ï·‚Ú‡ÙˆÓ∫ÔÚ›ÓıÔ˘ Î·È ∫ÏÂÈÛÔ‡Ú·˜ ( 1Ô ∂ÓÈ·›Ô §‡ÎÂÈÔ ∞ÈÁ›Ô˘ ), ∞›ÁÈÔ 25100, ÙËÏ.: 26910-22226, 27278, fax: 26910-23138

∂ÈηÛÙÈ΋ ¶·È‰Â›·, Ù¯. 23 /2007¶··Ó·ÛÙ·Û›Ô˘ 49, ∞ı‹Ó· 10445, ÙËÏ.: 210-8321783

∂ÎÎÏËÛ›·, Ù¯. 7, 8, 9, 10, 11 /2007π. °ÂÓÓ·‰›Ô˘ 14, ∞ı‹Ó· 11521, ÙËÏ.: 210-7272252, 7272253, fax: 7272251

∂η›‰Â˘ÛË Î·È ¡¤Â˜ ∆¯ÓÔÏÔÁ›Â˜,*

∂Î·È‰Â˘ÙÈο (∆·), Ù¯.85-86 /2007∆.£. 67801, ∆·¯. °Ú·ÊÂ›Ô °¤Ú·Î· ∞ÙÙÈ΋˜ 15344, ÙËÏ.:210-7640787, 8622177

∂Î·È‰Â˘ÙÈ΋ ∫ÔÈÓfiÙËÙ·, Ù¯. 83, 84 /2007ªÈÛΛÓË 1, ∑ˆÁÚ¿ÊÔ˘, ∞ı‹Ó· 15772, ÙËÏ.: 210-3811355, fax: 210-7718362

∂Î·È‰Â˘ÙÈÎÔ› ¶ÚÔ‚ÏËÌ·ÙÈÛÌÔ›,18Ô ¯ÏÌ. £ÂÛÛ·ÏÔӛ΢-¶ÂÚ·›·˜, ∆.£. 17057, £ÂÛÛ·ÏÔÓ›ÎË 54210,ÙËÏ. & fax: 23920-72222

ŒÎÊÚ·ÛË, ™‡Ó‰ÂÛÌÔ˜ ºÈÏÔÏfiÁˆÓ ¡ÔÌÔ‡ ºıÈÒÙȉ·˜, ª·ÎÚÔÔ‡ÏÔ˘ 87, §·Ì›· 35100, ÙËÏ: 22330-61794, fax: 22330-61852

∂ÏÏËÓÈο, Ù¯. 57/2 2007∂Ù·ÈÚ›· ª·Î‰ÔÓÈÎÒÓ ™Ô˘‰ÒÓ, ∂ıÓÈ΋˜ ∞̇Ó˘ 4, £ÂÛÛ·ÏÔÓ›ÎË 54621, ÙËÏ.: 2310-270393, fax: 2310-271501

150

* ¶ÂÚÈÔ‰Èο Ô˘ ÂΉ›‰ÔÓÙ·È Û ËÏÂÎÙÚÔÓÈ΋ ÌÔÚÊ‹ ‰ÂÓ ·Ô‰ÂÏÙÈÒÓÔÓÙ·È Û’ ·˘Ù‹ ÙË Ê¿ÛË.

∂ÏÏËÓÈ΋ ¢ÈÂıÓ‹˜ °ÏÒÛÛ·, Ù¯. 7/68 /2007, 8/69 /2007√.¢.∂.°. ∞ıËÓÒÓ, º·Ú·ÓÙ¿ÙˆÓ 31, ∞ı‹Ó· 11527, ÙËÏ.: 210-7718077,fax: 210-7470463

∂ÏÏËÓÈ΋ ∂ÈıÂÒÚËÛË ¶ÔÏÈÙÈ΋˜ ∂ÈÛÙ‹Ì˘, Ù¯. 29, 30 /2007√Ì‹ÚÔ˘ 19, ∞ı‹Ó· 10672, ÙËÏ.-fax: 210-3614298

∂ÏÏËÓÔ¯ÚÈÛÙÈ·ÓÈ΋ ∞ÁˆÁ‹, Ù¯. 543, 544, 545, 546 /2007∫·Ú‡ÙÛË 14, ∞ı‹Ó· 10561, ÙËÏ.: 210-3227100

∂ÈıÂÒÚËÛË ∂Î·È‰Â˘ÙÈÎÒÓ £ÂÌ¿ÙˆÓ, Ù¯.13 /2007ªÂÛÔÁ›ˆÓ 396, ∞Á. ¶·Ú·Û΢‹ 15341, ÙËÏ. Î·È fax 210-6014202,210-6016367

∂ÈıÂÒÚËÛË ∂ÚÁ·ÛÈ·ÎÒÓ ™¯¤ÛˆÓ, Ù¯. 47, 48 /2007÷ÏÎÔÎÔÓ‰‡ÏË 35, ∞ı‹Ó· 10432, ÙËÏ.: 210-5242177, fax: 210-5232409

∂ÈıÂÒÚËÛË ∫ÔÈÓˆÓÈÎÒÓ ∂Ú¢ÓÒÓ, Ù¯. 2/2007ªÂÛÔÁ›ˆÓ 14-18, ∞ı‹Ó· 11527, ÙËÏ.: 210-7489131, fax: 210-7488435

∂ÈıÂÒÚËÛË ™˘Ì‚Ô˘Ï¢ÙÈ΋˜ Î·È ¶ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡, Ù¯.80-81 /2007∫. ºÏÒÚË 3, ÕÓˆ ∫˘„¤ÏË, ∞ı‹Ó· 11363, ÙËÏ.: 210-8828095

∂ÈıÂÒÚËÛË º˘ÛÈ΋˜,∆Û›ÏÏÂÚ 15-17, ∞ı‹Ó· 11144, ÙËÏ.: 210-2010487

∂ÈÎÔÈÓˆÓ›·: ÏfiÁÔ˜ - ʈӋ - ÔÌÈÏ›·,¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡ÏÏÔÁÔ˜ §ÔÁÔ‰ÈÎÒÓ, §Â˘ÎˆÛ›·˜ 47,¶Ï. ∞ÌÂÚÈ΋˜, ∞ı‹Ó· 11253, ÙËÏ. 210-7779901, 7779970

∂ÈÛً̘ ∞ÁˆÁ‹˜ (ÚÒËÓ «™¯ÔÏÂ›Ô Î·È ∑ˆ‹»), 3, 4 /2007¶·ÓÂÈÛÙ‹ÌÈÔ ∫Ú‹Ù˘, ™¯ÔÏ‹ ∂ÈÛÙËÌÒÓ ∞ÁˆÁ‹˜, ¶·È‰·ÁˆÁÈÎfi ∆Ì‹Ì· ¢.∂., ¶·ÓÂÈÛÙË-ÌÈÔ‡ÔÏË ƒÂı‡ÌÓÔ˘, ƒ¤ı˘ÌÓÔ 74100, ÙËÏ.: 28310-77635,fax: 28310-77636

∂ÈÛÙ‹ÌË & ¶·È‰·ÁˆÁ›·, ¶.∂.∫. ∆Ú›ÔÏ˘, ∞η‰ËÌ›·˜ 12, ∆Ú›ÔÏË 22100, ÙËÏ. 2710-238314, 227321

∂ÈÛÙËÌÔÓÈÎfi µ‹Ì· ÙÔ˘ ¢·ÛοÏÔ˘,πÓÛÙÈÙÔ‡ÙÔ ¶·È‰·ÁˆÁÈÎÒÓ ∂Ú¢ÓÒÓ- ªÂÏÂÙÒÓ, ¢√∂, ¡›Î˘ 33, ∞ı‹Ó· 10557, ÙËÏ.:210-3314837, fax: 210-3212785

∂Ú¢ÓÒÓÙ·˜ ÙÔÓ ∫fiÛÌÔ ÙÔ˘ ¶·È‰ÈÔ‡, ¶·ÁÎfiÛÌÈ· √ÚÁ¿ÓˆÛË ¶ÚÔÛ¯ÔÏÈ΋˜ ∞ÁˆÁ‹˜ ( √.ª.∂.ƒ.Organisation Mondiale pour l’ Education Prescolaire ), °Ú·ÌÌ·Ù›· ∂ÈÛÙËÌÔÓÈ΋˜ ¶ÂÚÈÔ‰È΋˜ ŒÎ‰ÔÛ˘, ∆.£.1352, ∫ÂÓÙÚÈÎfi ∆·¯˘‰ÚÔÌ›Ô, ¶¿ÙÚ· 26110ÙËÏ. & fax 210-9602971

∂˘ÎÏ›‰Ë˜ ∞’,,Ù¯. 65,66 /2007¶·ÓÂÈÛÙËÌ›Ô˘ 34, ∞ı‹Ó· 10679, ÙËÏ.: 210-3617784, 3616532, fax: 210-3641025

∂˘ÎÏ›‰Ë˜ µ’,Ù¯. 65, 66/2007¶·ÓÂÈÛÙËÌ›Ô˘ 34, ∞ı‹Ó· 10679, ÙËÏ.: 210-3617784, 3616532, fax: 210-3641025

∂∂˘ÎÏ›‰Ë˜ °’,, Ù¯. 67 /2007¶·ÓÂÈÛÙËÌ›Ô˘ 34, ∞ı‹Ó· 10679, ÙËÏ.210-3617784, 3616532,fax: 210-3641025

151

Hellenic Journal of Psychology, Ù¯. 4 /2, 4 /3 /2007æ˘¯ÔÏÔÁÈ΋ ∂Ù·ÈÚ›· µÔÚ›Ԣ ∂ÏÏ¿‰Ô˜, ∞ÚÈÛÙÔÙ¤ÏÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ£ÂÛÛ·ÏÔӛ΢, £ÂÛÛ·ÏÔÓ›ÎË 54124, ÙËÏ.+ 30 2310-997374, fax: +30 2310-997384

Historein = πÛÙÔÚ›Ó, Cultural and Intellectual History Society, ∞ÛÎÏËÈÔ‡ 6, ∞ı‹Ó· 10680

£·ÏÏÒ,8˘ ¢ÂÎÂÌ‚Ú›Ô˘ 4, ÷ÓÈ¿ 73131, ÙËÏ.: 28210-59049, fax: 28210-44788

£¤Ì·Ù· ∂ȉÈ΋˜ ∞ÁˆÁ‹˜, 38, 39 /2007ÃÚÈÛÙÔÔ‡ÏÔ˘ 30, ∫ÂÚ·ÙÛ›ÓÈ, ¶ÂÈÚ·È¿˜ 18757, ÙËÏ.: 210-4625832, 5313858

£¤Ì·Ù· ∂ÈÛÙËÌÒÓ Î·È ∆¯ÓÔÏÔÁ›·˜ ÛÙËÓ ∂η›‰Â˘ÛË,∂ÏÏËÓÈο °Ú¿ÌÌ·Ù·, ∂ÌÌ. ªÂÓ¿ÎË 59, ∞ı‹Ó· 10681, ÙËÏ.: 210-3302415, 3891800, fax: 210-3836658

£¤Ì·Ù· §ÔÁÔÙ¯ӛ·˜, Ù¯. 34, 35, 36 /2007∑ˆÔ‰fi¯Ô˘ ¶ËÁ‹˜ 73, ∞ı‹Ó· 10681, ÙËÏ.: 210-3815433, 3216550, fax: 210-3816661

£¤Ì·Ù· ¶·È‰Â›·˜, Ù¯. 30 /2007∆ÚÔ›·˜ 36, ∞ı‹Ó· 11251, ÙËÏ.: 210-8213430, fax: 210-8812460

£ÂÔÏÔÁ›·, πˆ¿ÓÓÔ˘ °ÂÓÓ·‰›Ô˘ 14, ∞ı‹Ó· 11521, ÙËÏ.: 210-7272252, 7272253, fax: 7272251

£¤ÛÂȘ, 99, 100, 101 /2007∂ÌÌ. ªÂÓ¿ÎË 59, ∞ı‹Ó· 10681, ÙËÏ.: 210-3302033, fax: 210-3836658

πÛÙÔÚÈο ( ∆· ) = Historica, Ù¯.47/2007™ÎÔ˘Ê¿ 58, ∞ı‹Ó· 10680, ÙËÏ.: 210-3611692, fax: 210-3600868

∫›ÓËÙÚÔ, Ù¯. 8 /2007¢ËÌÔÎÚ›ÙÂÈÔ ¶·ÓÂÈÛÙ‹ÌÈÔ £Ú¿Î˘, ¶.∆.¢.∂., ∂ÚÁ·ÛÙ‹ÚÈÔ ¢È‰·ÎÙÈ΋˜ ªÂıÔ‰ÔÏÔÁ›·˜ Î·È ¶Ú·ÎÙÈ΋˜ ÕÛÎËÛ˘, ¡¤· ÃËÏ‹, ∞ÏÂÍ·Ó‰ÚÔ‡ÔÏË,68100, ÙËÏ.: 25510-30101, 30018

∫ÏËÚÔÓÔÌ›·, ¶·ÙÚÈ·Ú¯ÈÎfi ÿ‰Ú˘Ì· ¶·ÙÂÚÈÎÒÓ ªÂÏÂÙÒÓ, πÂÚ¿ ªÔÓ‹ µÏ·Ù¿‰ˆÓ,∂Ù·˘ÚÁ›Ô˘ 64, £ÂÛÛ·ÏÔÓ›ÎË 54634, ÙËÏ.: 2310-203620, 202301

∫ÔÈÓˆÓ›·, Ù¯. 3, 4 /2007÷ÏÎÔÎÔÓ‰‡ÏË 37, ∞ı‹Ó· 10432, ÙËÏ.: 210-5224180, fax: 210-5224420

∫ÔÈÓˆÓÈ΋ ∂ÚÁ·Û›·, Ù¯. 88 /2007∆ÔÛ›ÙÛ· 19, ∞ı‹Ó· 10683, ÙËÏ.: 210-8834818, fax: 210-8827071

∫ÚÈÙÈ΋: ∂ÈÛÙ‹ÌË Î·È ∂η›‰Â˘ÛË, Ù¯. 6/2007™·ÚÚ‹ 14, ∞ı‹Ó· 10553, ÙËÏ. Î·È fax: 210-3250058

§¤Û¯Ë ÙˆÓ ∂Î·È‰Â˘ÙÈÎÒÓ (∏),µ·ÏÙÂÙÛ›Ô˘ 14, ∞ı‹Ó· 10680, ÙËÏ.: 210-3638362, fax: 210-3628950

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ª·ıËÌ·ÙÈ΋ ∂ÈıÂÒÚËÛË, ¶·ÓÂÈÛÙËÌ›Ô˘ 34, ∞ı‹Ó· 10679, ÙËÏ.: 210-3617784, 3616532, fax: 210-3641025

ª¤ÓÙÔÚ·˜,ªÂÛÔÁ›ˆÓ 396, ∞Á. ¶·Ú·Û΢‹ 15341, ÙËÏ. & fax: 210-6016371

ªÔ˘ÛÈÎfi˜ §fiÁÔ˜, ∆Ì‹Ì· ªÔ˘ÛÈÎÒÓ ™Ô˘‰ÒÓ πÔÓ›Ô˘ ¶·ÓÂÈÛÙËÌ›Ô˘, ¶·Ï·Èfi ºÚÔ‡ÚÈÔ, ∫¤Ú΢ڷ 49100, ÙËÏ.: 26610-87537, fax: 26610-87573

¡¤· ∂ÛÙ›·, Ù¯. 1802,1803,1804, 1805, 1806 /2007∂˘ÚÈ›‰Ô˘ 84, ∞ı‹Ó· 10553, ÙËÏ.: 210-3213030, fax: 210-3214610

¡¤· ¶·È‰Â›·, Ù¯. 123, 124 /2007™fiψÓÔ˜ 77, ∞ı‹Ó· 10679, ÙËÏ.: 210-3636007

√ÚıÔ‰ÔÍ›·, ¶·ÙÚÈ·Ú¯ÈÎfi ÿ‰Ú˘Ì· ¶·ÙÂÚÈÎÒÓ ªÂÏÂÙÒÓ, πÂÚ¿ ªÔÓ‹ µÏ·Ù¿‰ˆÓ,∂Ù·˘ÚÁ›Ô˘ 64, £ÂÛÛ·ÏÔÓ›ÎË 54634, ÙËÏ.: 2310-203620, 202301

¶·È‰·ÁˆÁÈ΋ ∂ÈıÂÒÚËÛË, Ù¯. 44/2007∫ˆÓ. ªÂÏÂÓ›ÎÔ˘ 5 Î·È 9, £ÂÛÛ·ÏÔÓ›ÎË 54635, ÙËÏ.: 2310-208540, 210360, fax: 2310-254541

¶·È‰·ÁˆÁÈÎfi µ‹Ì· ∞ÈÁ·›Ô˘, 66 /2007°Ú. ƒÔ˘Û¤ÏÏË 4, ª˘ÙÈÏ‹ÓË 81100, ÙËÏ.: 22510-25694, 22510-42456

¶·È‰·ÁˆÁÈÎfi˜ §fiÁÔ˜, Ù¯. 1,2,3 /2005™fiψÓÔ˜ 103, ∞ı‹Ó· 10678, ÙËÏ.: 210-9919629, fax: 210-3836941

¶ÂÚÈÛÎfiÈÔ Ù˘ ∂ÈÛÙ‹Ì˘, Ù¯.317, 318, 319, 320 /2007°. ™ÂʤÚË 8, ¢¿ÊÓË 17234, ÙËÏ.: 210-9273620, fax: 210-9273622

¶Ï¿ÙˆÓ: ¶·Ú¿ÚÙËÌ·: £¤Ì·Ù· ª¤Û˘ ∂η›‰Â˘Û˘, Ù. 4 /2006-2007∂Ù·ÈÚ›· ∂ÏÏ‹ÓˆÓ ºÈÏÔÏfiÁˆÓ, ∆.£.3733, ∞ı‹Ó· 10210

™ÂÌÈÓ¿ÚÈÔ,¶·ÓÂÏÏ‹ÓÈ· ŒÓˆÛË ºÈÏÔÏfiÁˆÓ (¶.∂.º.), ¶ÔÏ˘Ù¯Ó›Ԣ 6, ∞ı‹Ó· 10433, ÙËÏ.: 210-5243434, fax: 210-5228231

™˘ÁÎÚÈÙÈ΋ Î·È ¢ÈÂıÓ‹˜ ∂Î·È‰Â˘ÙÈ΋ ∂ÈıÂÒÚËÛË,Ù¯.9/2007πÔÎÚ¿ÙÔ˘˜ 20, ∞ı‹Ó· 10680, ÙËÏ.: 210-3688478, 3688479

™‡Á¯ÚÔÓ· £¤Ì·Ù·,Ù¯. 96, 97, 98, 99 /2007µ·Ï·ˆÚ›ÙÔ˘ 12, ∞ı‹Ó· 10671, ÙËÏ.: 210-3628501

™‡Á¯ÚÔÓË ∂η›‰Â˘ÛË, Ù¯.148, 149, 150, 151/2007 ∆.£.25085, ∞ı‹Ó· 10026, ÙËÏ.:210-8823762, 8224635, fax: 210-8827825

™‡Á¯ÚÔÓÔ ¡ËÈ·ÁˆÁ›Ô, Ù¯. 58, 59, 60 /2007∑·˝ÌË 38, ∞ı‹Ó· 10683, ÙËÏ.: 210-8254632, fax: 210-8223029

™‡Ó·ÍË, Ù¯. 103, 104 /2007£ÂÚÌÔ˘ÏÒÓ 39, µÚÈÏ‹ÛÛÈ·, ∞ı‹Ó· 15235, ÙËÏ.: 210-804939

™¯ÔÏÂ›Ô Î·È ÙÔ ™›ÙÈ (∆Ô), 487, 488/2007

∞ÚÈ¿‰Ó˘ 9, ∫˘„¤ÏË, ∞ı‹Ó· 11364, ÙËÏ.: 210-8663472, fax: 210-8656993

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∆ÂÙÚ¿‰È· ªÔ˘ÛÂÈÔÏÔÁ›·˜, Àfi ÙËÓ ·ÈÁ›‰· ÙÔ˘ ∂ÏÏËÓÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ ÙÔ˘ ICOM, ∆ÌÒÏÔ˘ 35, µ‡ÚˆÓ·˜, ∞ı‹Ó· 16233

TESOL Greece, Ù¯. 95, 96 /2007ŒÓˆÛË ÁÈ· ÙË ¢È‰·Ûηϛ· Ù˘ ∞ÁÁÏÈ΋˜ °ÏÒÛÛ·˜, ª. ∞Û›·˜ 40-42, ∞ı‹Ó· 11527, ÙËÏ: 210-7488459, ÙËÏ. & fax: 210-7488411

Themes in Science and Technology Education,∂ÏÏËÓÈο °Ú¿ÌÌ·Ù·, ∂ÌÌ. ªÂÓ¿ÎË 59, ∞ı‹Ó· 10681, ÙËÏ.: 210-3302415, 3891800, fax: 210-3836658

∆Ô ¢ÈÎfi Ì·˜ µ‹Ì·,∞’-°’ ∂§ª∂ ∞Ó·ÙÔÏÈ΋˜ ∞ÙÙÈ΋˜, ∞’ §‡ÎÂÈÔ ∞Á. ¶·Ú·Û΢‹˜, ¡Â·fiψ˜ 5, fax: 210-6014582

ººÈÏÔÏÔÁÈ΋, Ù¯. 100, 101 /2007¶·ÓÂÏÏ‹ÓÈ· ŒÓˆÛË ºÈÏÔÏfiÁˆÓ (¶.∂.º.), ¶ÔÏ˘Ù¯Ó›Ԣ 6, ∞ı‹Ó· 10433, ÙËÏ.: 210-5243434, fax: 210-5228231

ºÈÏfiÏÔÁÔ˜, Ù¯.129, 130 /2007¶ÚÔÍ. ∫ÔÚÔÌËÏ¿ 51, £ÂÛÛ·ÏÔÓ›ÎË 54622, ÙËÏ. & fax: 2310-226603∆Û›ÏÏÂÚ 15-17, ∞ı‹Ó· 11141, ÙËÏ.: 210-2010487

ºÈÏÔÛÔÊ›· Î·È ¶·È‰Â›·, ¶ÂÚÈÎÏ¤Ô˘˜ 20, ¡. ÷ÏÎˉfiÓ· 14343, ÙËÏ.: 210-2510020

º˘ÛÈ΋ ∞ÁˆÁ‹, ∞ıÏËÙÈÛÌfi˜, ÀÁ›·,§Â‚‹ÓÔ˘ 65, ∏Ú¿ÎÏÂÈÔ 71304, ÙËÏ.: 2810-254600

º˘ÛÈÎfi˜ ∫fiÛÌÔ˜,∆Û›ÏÏÂÚ 15-17, ∞ı‹Ó· 11141, ÙËÏ.: 210-2010487

ÃËÌÈο ÃÚÔÓÈο, Ù¯. 7 /69, 8/69, 9/69, 10/69 /2007∫¿ÓÈÁÁÔ˜ 27, ∞ı‹Ó· 10682, ÙËÏ.:210-3821524, fax: 210-3833597

æ˘¯ÔÏÔÁ›·, Ù¯. 14/1, 14/2, /2007∂ÏÏËÓÈο °Ú¿ÌÌ·Ù·, ∂ÌÌ. ªÂÓ¿ÎË 59, ∞ı‹Ó· 10681, ÙËÏ.: 210-3302415, 3891800, fax: 210-3836658

‚. ∂ÈÛÙËÌÔÓÈΤ˜ ∂ÂÙËÚ›‰Â˜

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