Abstract
The goal of this PhD thesis is the study of the history of education in the island of Crete during the period of governance of the Cretan State and especially in the region of Arkalohori and Viannos, a period of transition from Autonomy to the Union with Greece. Its usefulness lies in contemporary reality and especially in comprehension, along with the smooth and efficient function of contemporary education system as well as in the better constructing, programming and orientation of education in the future. The rich archival material was investigated with the method of Historical Analysis. The evolutionary course that education follows in the region is approached through the historical, political and socioeconomic context of the time. In the course of the research questions were set and answered such as: What was the planning and which were the targets of the educational policy in Crete? What was the condition of educational infrastructures (classrooms, educational equipment etc.)? Wha ...
The goal of this PhD thesis is the study of the history of education in the island of Crete during the period of governance of the Cretan State and especially in the region of Arkalohori and Viannos, a period of transition from Autonomy to the Union with Greece. Its usefulness lies in contemporary reality and especially in comprehension, along with the smooth and efficient function of contemporary education system as well as in the better constructing, programming and orientation of education in the future. The rich archival material was investigated with the method of Historical Analysis. The evolutionary course that education follows in the region is approached through the historical, political and socioeconomic context of the time. In the course of the research questions were set and answered such as: What was the planning and which were the targets of the educational policy in Crete? What was the condition of educational infrastructures (classrooms, educational equipment etc.)? What was the level of educational personnel? Was there ageneralization of education and equal treatment of the two sexes? Which were the innovations the State made in teaching subjects and in curricula? Which were the most significant barriers to learning? Conclusions: the State set education as a top priority. The planning of education aimed at fighting illiteracy (a goal the State achieved), the development of folks education, the turn of the populace, through education, towards agriculture, which was the sole economic resource of the island, and finally at the practical orientation of education. With these guidelines the State would achieve the social advancement of individuals as much as advancement, collective progress and prosperity. In addition to the above, a secondary goal was for education to contribute towards the Union with Greece. The educational and pedagogical level of teaching personnel was low. TheState set exams to dismiss those unfit for the profession and took good care of the education of the rest by establishing practical exercises and teaching conferences, while pedagogical departments were initially founded in high schools and later on a teacher's school. The educational policy of the State was multifarious and active. Education became widespread and obligatory for both sexes, the school network was expanded, while the State was also interested in equality and egalitarianism through education between Christians and Muslims. Curricula were affected by the Kingdom of Greece, there were though innovative subjects, such as: local history and geography, agricultural lessons for boys, while for girls there were various lessons such as: floriculture, sericulture, tailoring, knitting, cooking, household management and pedagogic lessons. Moreover school hygiene and the duties of a constitutional citizen for both sexes were among the subjects taught.There were also innovative measures such as the enactment of high six-class schools and the establishment of two six year education and training cycles. Education during the period of the Cretan State could not though get rid of its class orientation character and its social stratification through the teaching mechanism. Negative factors in the education provided to people were the primitive infrastructure of teaching classes, the inadequate school equipment, and the poor transport routes to school along with the unacceptable learning conditions of the latter, as well as epidemic illnesses and in particular measles, smallpox and malaria that the areas suffered from. Finally, the way of thinking of parents, the influence of politics and political parties in matters of education, the constant reforms by the State and mainly the large number of student absences from school were among the most important problems education at the time faced.
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