volume iv

ISSN 2241-1720

Registered in the International Catalogue -Publications Series in Paris

VOLUME IV SEPTEMBER 2012

Contact mailculturejournalnet

EDITORIAL BOARD

Editor Alexandros Argyriadis

Members

Alexandros Argyriadis

Agathi Argyriadis Christin Coumadorakis Alex babalis

Alex Tsallos

Kostas Efthimiopoulos

Symeon Nikolidakis

Steve Stand

The scientific journal for

culture and education

Culture Journal [VOLUME I ISSUE IV]

Culture Journal | September 2012 2

Bullying in Ages 4-7 Teachers amp School Environment‟s Intervention in the

Greek contexthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip3

Can transactional models shed more light on the origins and development of

disturbing behaviour in young children14

Memory Cultures and History The example of psychopathhelliphelliphellip23

Homeric heroes‟ psychogram The case of Telemachus in the first Odyssey‟s rhapsody (α)helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip30

Traffic Education in Greek Primary Educationhelliphelliphelliphelliphelliphelliphelliphelliphelliphellip37

The Cretan‟s tribulations and his attitude in terms of the thematic and narrative analysishelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip46

Instructions for authorshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip59



ldquoBullying in Ages 4-7 Teachers amp School Environment‟s Intervention in

the Greek contextrdquo Angela Karachaliou

1 Evgenia Theodotou

2

1BA Early Childhood Studies Akmi Metropolitan College Athens Greece

Tel +30 6978655217 Fax +30 210 6199320 E-mail angelakarachaliougmailcom 2 Course Leader Early Childhood Studies amp Special Needs amp Inclusive Education Akmi Metropolitan College Athens

Greece

Tel +30 6945745449 Fax +30 210 6199320 E-mail etheodotougmailcom etheodotouamcedugr

Abstract

This piece of research is a case study that investigates the intervention of

teachers and the school‟s environment as far as bullying is concerned The

children that were observed attend a multicultural school in Athens A

review of the current literature in Greece and in the United Kingdom

formed the basis for the offered description and analysis of the

phenomenon This paper examines the essential definitions of bullying

victim and bully Moreover in this research a range of forms of bullying

reasons for and potential intervention strategies are presented

Triangulation method was applied Being more specific a systematic

observation of sixty three children from four to seven years old an

interview that contained twelve open-ended questions divided in three

categories namely knowledge intervention and teaching methods and

finally reasons that may justify any form of bullying Six teachers who work

in the same school that children attend were interviewed in order to

enlighten the findings of the observation

This research was brought to a conclusive end with a proposal for school

bullying intervention strategies Nevertheless these results offer a wide

range of intervention strategies in order to protect children from acting as

bullies and become victims

Key terms bullying victim bully

Corresponding author E Theodotou



Introduction

Over the past few decades there has been expressed a lot of interest in

society concerning the controversial issue of bullying and the way that this

dysfunctional behavior affects children‟s well being Being more analytical

the forms of bullying that have developed in a school environment and the

intervention of teachers in the Early Years is a rather interesting topic to

investigate

There is an extent bibliography that concerns the forms of bullying that

developed in a school community but also in the society as adults

especially in the United Kingdom The first research was conducted by Dr

Dan Olweus in 1973 who aimed to investigate the forms of bullying and

since then lots of researches were published until today (O‟Moore amp

Hillary 1989 Vail 1999 Borg 1999 Miles 2006)

Other interesting pieces of research that have been conducted during the

past few years concerned the connection of bullying with gender (Wolke et

al 2000) as well as the frequency of bullying that takes place in primary

and high schools (Borg 1999 US Department of Education 1999) It is

obvious that during all these years bullying has been investigated in depth

In the early years settings however it is perceived a comparative lack of

research into bullying meaning the classification of the bully and the

victims It is possible that early years practitioners are using a different

ldquodictionaryrdquo to inform and prevent children from bullying Certainly there is

a wide range of documents that teachers have access to in order to be

informed about the policy or methods of prevention (Department for

Education 2010) additionally to the anti-bullying policy that each school

may develop (Wandsworh Council 2011) Nevertheless in these

documents there is only a brief mentioning of the word bullying The

question that arises is if the bullying as word in Greek context specifically

and if the lack of researches on bullying in the early years is translated as

an absence of any form of bullying at these ages

This study‟s hypothesis is that the forms of bullying are linked to the

intervention of the teachers and the school environment Therefore the



aim of this study is to investigate the relation of teachers‟ and school

environment‟s intervention in combination with bullying in the early years

settings and to investigate if there is any link between these variables

Methodology

Any phenomenon in order to be understood requires an effort As a

result a researcher can use a number of methods to investigate it A

scientific research demands an organized plan of procedure or a

circumspectly while clearly planned and logically designed plan of action

(Leedy 1989) This leads to the result that the researcher uses a specific

scientific approach and adopts a specific type of study Additionally she

uses a given scientific method and technique in order to direct hisher

investigation

In this study a scheduled observation was used as a research

methodology The data that was collected from this procedure aimed to

identify the frequency with which specific behaviours or types of behaviour

occurred in the classroom and measure their duration The scheduled

observation would allow the study of the educational processes in the

actual setting it would provide more detailed and more precise evidence

than any other data sources and it would stimulate any change while

verifying when the change occurred (Bryman 2004)

The children were observed through the scheduled observation during

their free play at lunch time and they were divided into four groups aged

from four to seven years old in a total number of sixty three children

which were in general equally divided in classrooms at the beginning of the

school year As the children were divided according to their age the

stratified random sample was the sample technique that was used Each

group was observed three times during a period of three weeks for twenty

minutes once every week A table was used in order to observe any form

of bullying that may occur (see Table 1) In this observation there were

different types of bullying noted and when any of these took place the

researcher checked it on the board



The frequency of these actions was checked every time This table

contained five different forms of bullying and it was used twelve times As a

result the researcher was using a separate table for each grade for three

times as there was a three weeks long observation The categories that

were chosen for this table were the most common forms of bullying and

the most usual place that can take action is the playground based in

research according to Roland (1990) and Siann et al (1993)

Nature of Bullying Never One Time

Two Times

Three Times

More than three times

Being teased in an unpleasant way

Being called hurtful names

Being left out of things on purpose

Being threatened with harm

Being hit kicked or pushed

Table 1 Observation table

Nature of Bullying Explanation


A child is irritating another child either verbally or physically

Being called hurtful names A child is offending a peer by judging hisher appearance cultural background skin color etc

Being left out of things on purpose A child or a group of children excludes another child because of hisher look hisher behavior etc

Being threatened with harm A child is exposed in hurt

Being hit kicked or pushed A child is physically harassed

Table 2 Explanation of the categories

An interview with the groups‟ teachers was also used in order to be

compared with the findings A tape-recorder was used so that the

interview report was more accurate than writing down notes Through

these interviews teachers asked to answer questions that concerned the



identification of bullying in a classroom but also the way that she

intervened in order to prevent any form of bullying in the classroom These

interviews enhanced the research from the point of view of an adult and

the way that she perceived the forms of bullying at the age groups that

were examined

Results

For the description and the analysis of the data Microsoft World Excel and

QSR NVivo 9 were used The research that took place in the setting that

children were observed came up with interesting results about the forms of

bullying that can be appeared in a school and the intervention that

teachers and school‟s environment may have

In the first part of this research four groups of children participated aged



school year

The summary of the results showed the frequency of repetition of the

forms of bullying that were observed in all the groups of children Being

more analytical through this research we aimed at finding out how

frequently any nature of bullying was noticed Consequently with a scale

that starts with ldquoNeverrdquo and ends up to ldquoMore than three timesrdquo the results

were the above 50 (n=31) was ldquoNeverrdquo 25 (n=15) was ldquoOne Timerdquo

10 (n=6) was ldquoTwo Timesrdquo 10 (n=6) was ldquoThree Timesrdquo and 5 (n=3)

was ldquoMore than Three Timesrdquo (see Figure 1)



Figure 1 Frequency of forms of bullying

In the second part of the research there were six teachers that were

interviewed All of them worked in the same setting that the research was

conducted and the average year of their working experience in education

was fourteen years

The program that was used to summarize the answers of the participants

is QSR NVivo 9 The questions of the interview‟s schedule were

categorized in three groups knowledge intervention and teaching

methods and reasons given about bullying The first category had six

questions In a total amount the 87 (n=5) of the teachers presented a

great knowledge as far as bullying is concerned For example one question

asked about the meaning of bullying (ldquoWhat does bullying mean to yourdquo)

All of the participants 100 (n=6) of the teachers answered that bullying is

linked to intimidation and violence that affects another person and it can be

observed more than one time as a behavior As Mr 1 mentioned

ldquorepetition of force physical violence or cohesion through mentally making

or psychologically convincing somebody to do somethingrdquo

The second category contained four questions in which 85 (n=5) of the

teachers presented intervention strategies and teaching methods that

apply in the classroom to avoid any forms of bullying For example one of

the interview‟s question described three different cases and teachers were

50

25

10

10

5

NEVER

ONE TIME

TWO TIMES

THREE TIMES

MORE THAN THREE TIMES



asked how they would react in order to intervene (ldquoIf there is an incident of

bullying in your classroom how would you intervene a) in case of physical

bullying b) in case of emotional bullying c) in case of psychological

bullyingrdquo) The 100 (N=6) of the teachers declared that in any case

they would intervene immediately and their first action would be to discuss

both with the bdquovictim‟ and the bdquobully‟ in order to measure the severity of the

incident and then they would inform the Headmaster of the school A

typical sample is that of Ms 1 who declared that ldquoIn all of these I would

intervene immediately Firstly I would talk to the ldquovictimrdquo and then to the

ldquobullyrdquo I would explain to the ldquobullyrdquo the feelings of the victim and I would

expect himher to behave and to apologizerdquo

Finally in the interview‟s schedule there were also two more questions

which did not belong to a specific category In one question that concerned

any form of bullying that teachers may ever encounter (ldquoHave you ever

encountered any forms of bullying during your working experience among

childrenrdquo) 100 (n=6) of the teachers could recall an incident As Ms 2

described ldquoI remember very clear this incident I was attending school and I

was ten years oldhellipThis incident took place forty years ago and I still

remember it very clear [hellip]rdquo The last question was asking for any anti-

bullying policy the school may have (ldquoAre you aware of any policy against

bullying at your workplacerdquo) and 100 (n=6) of the teachers agreed that

there is no such policy as they is no need for that due to the fact that ldquo[hellip]

there is no need just to define what we believe bullying is at this school

and what actions will be taken if there is any form of bullying [hellip]rdquo



Discussion

The forms of bulling in the early years settings is an area that it is not

highly investigated in the current Greek literature The aim of the present

study was to investigate the interventions by teachers and the school‟s

environment as far as bullying or prevention of bullying was concerned in

the age four to seven in the Greek context The frequency of any form of

bullying at these ages was investigated in a total number of four groups of

sixty three children aged from four to seven who attended the same

setting Moreover six teachers who worked in the same setting with the

groups of children were interviewed in order to investigate the level of

their knowledge about bullying the way their knowledge affects children‟s

behaviour and their intervention

The three of the four weeks of placement children were observed in

groups where there were selected five different types of behavior to be

observed in matter of repetition

By the end of the scheduled observation the investigation came up with

the result that there are no forms of bullying in this particular school and

the teachers needed to enlighten those results in matter of reasoning

these results As far as the knowledge that the teachers had about the

forms of bullying the results were impressive The majority of the

participants were aware about all the forms of bullying as they are

classified by many researchers (Olweus 1993 Ericson 2001 Carney amp

Merrell 2001 Smith et al 2002) Summarizing the answers from all the

questions that concerned the knowledge of teachers about bullying all

teachers involved were aware of bullying and the signs through which you

can recognize if a child is a bdquovictim‟ of bullying (Olweus 2009) It can be

argued that since it was a small group of children it is easy to prevent and

control any forms of bullying

In the category that concerns the intervention of the teachers all teachers

under consideration followed the same procedure In any case all the

teachers would discuss with the victim and the bully and they would try to

find out the reasons for the incident (Glasner 2010) As part of teachers‟

intervention was concerned the teaching methods that they applied in the



classrooms seem to play a pivotal role By the end of the interviews all

teachers claimed that ldquo[hellip] because of the role of the institution to promote

anti-bullyinghellipthe role of each teacher is to model best to behave to show

children how to expect them to behaverdquo

Through the interviews of the teachers some interesting strategies were

offered in order to prevent the development of bullying These strategies

may apply to each case and they can be useful to any practitioner or other

professionals who work with children as long as the circumstances allow

this The phenomenon of bullying is contemporary and every professional

who deals with children needs to be informed and be prepared to confront

any such case

Each research work is completed successfully but in the same time there

are some problems that need to deal with As this paper is a case study

the results may not apply to all cases

In conclusion this case study came up with some interesting

results Despite the fact that according to the current literature there is a

lack of investigation in the early years settings as far as the forms of

bullying are concerned this research showed that in a small school there

are not developed severe incidents of bullying and the teachers are

informed in a high level about the intervention strategies against bullying

and they are able to prevent any of them through discussion As a result it

would be interesting to research the topic and find the differences that may

exist between the young ages and the older children but also the

differences between a small school and a larger one



References

Borg M (1999) The Extent and Nature of Bullying among Primary and

Secondary School Children Educational Research 41pp 137-153

Bryman A (2004) Social Research Methods 2nd ed New York Oxford

University Press

Carney A amp Merrell K (2001) Bullying in Schools Perspectives on

Understanding and Preventing an International Problem School

Psychology International 21pp 364ndash382

Department for Education (2010) Excellence and Enjoyment Social and

Emotional Aspects of Learning [Online] Available from

httpwwwdevonldporgdo_downloadaspdid=300784 [Accessed

November 10 2011]

Ericson N (2001) Addressing the Problem of Juvenile Bullying OJJDP

Fact Sheet 27 US Department of Justice Office of Justice

Programs Office of Juvenile Justice and Delinquency Prevention

Washington DC US Government Printing Office

Glasner A T (2010) On the Front Lines Educating Teachers about

Bullying and Prevention Methods Journal of Social Sciences

[Online] 6(4) pp 537-541 Available from

httpwwwlibsearchcomview1354904 [Accessed November 10

2011]

Leedy P D (1989) Practical Research Planning and Design 4th

ed New

York Macmillan

Miles G (2006) Stop Violence Against Us [Online] Available from

httpwwwbullyingresearchextravirginnetresourcesSummary+2+

Finalpdf [Accessed December 27 2011]

Olweys D (1993) Bullying at School What We Know and What We Can

Do Cambridge MA Blackwell

Olweys D (2009) Bullying and School Violence Athens EPSIPE

O‟Moore A M amp Hillary B (1989) Bullying in Dublin Schools Irish

Journal of Psychology 10 (3) pp 426-441

Roland E (1990) Bullying An International Perspective NY Beekman

Books Inc



Smith P Dowie H Olafsson R amp Liefooghe A (2002) Definitions of

Bullying A Comparison of Terms Used and Age and Gender

Differences in a Fourteen-Country International Comparison Child

Development 73 pp 1119ndash1133

Siann G Callaghan M amp Lockhart R (1993) Bullying Teachers‟ Views

and School Effects Educational Studies 19(3) pp 307-321

US Department of Education (1999) Annual Report on School Safety

Washington DC US Department of Education

Vail K (1999) Words that Wound The American School Board Journal

September 37-40

Walsh M amp Wigens L (2003) Introduction to Research Foundations in

Nursing and Health Care Cheltenham Nelson Thomes Ltd

Wandsworh Council (2011) Wandsworth Safeguarding Children Board

Anti-bullying Strategy [Online] Available from

httpww3wandsworthgovukNRrdonlyresesh6ew5nwtuy3nn3qtw

pdqsp7hmyz5x6spsvgedc2hcybsefacywdfezzuhq7g25npltmojqsmm

fkdvlshq2673caefAB+Strategypdf [Accessed November 10 2011]

Whitney I amp Smith P K (1993) A Survey of Nature and Extent of Bullying

in JuniorMiddle and Secondary School Education Research 35(1)

pp 3-25

Wolke D Woods S Bloomfield L amp Karstadt L (2000) The Association

Between Direct and Relational Bullying and Behavior Problems

Among Primary School Children Journal of Child Psychology and

Psychiatry 41(8) pp 989-1002



Can transactional models shed more light on

the origins and development of disturbing

behaviour in young children

Lempidaki Maria 1 Kalerante Evaggelia 2

1 Student Department of Psychology The Open University- mlempidakimyopenacuk

2 Lecturer University of Western Macedonia- ekaleranteyahoogr

Introduction

Disturbing behaviour in children has attracted a lot of attention within the discipline of

developmental psychology The challenges that it presents to both the child and the

environment and the fact that traditional approaches have been found to be

inadequate in fully accounting for it point to the need for explanations that

encompass the diverse social biological and cultural factors This paper will focus on

the more common externalizing emotional and behavioural difficulties in young (pre-

adolescent) children It will explore the extent to which transactional models inform

our understanding of problem behaviour and argue that contrary to cause-effect

models of development which explain only some of the factors involved transactional

models provide a comprehensive approach which serves to integrate the diverse

levels of explanation as well as their bi-directional dynamic interactions

Definitions and conceptualizations of disturbing behaviour

One of the challenges that theorists in this field face is the lack of a unanimously

agreed all-encompassing definition of disturbing behaviour One of the reasons for

this is that the boundary between disturbing and normative behaviour is not clear-cut

making diagnosis a rather vague procedure Problem behaviour tends to be

normatively amp subjectively defined with most diagnoses being based on teachers‟

and parents‟ perceptions of the problem Behaviours therefore which are

challenging andor inappropriate in a given context or for a particular age group are

regarded as disturbing Herbert (1991) defines disturbing behaviours as being

inappropriate in their intensity frequency and persistence This view however also



makes assumptions about bdquonormality‟ and bdquoappropriateness‟ and does not take

account of contextual variations

The difficulty to accurately define disturbing behaviour is reflected in the fact that

different developmental models have offered different definitions and explanations

which tend to focus on some of the factors involved placing an emphasis either on

the child or on the environment Medical explanations for example focus on the

biological basis of what they term bdquodisorders‟ locating their origins within the intrinsic

characteristics of the child which they believe unfold in a pre-determined way over

the course of development Although they are useful in accounting for behaviour

which is predominantly rooted in organic causes the explanations offered are clearly

limited in that they do not take under consideration the underlying non-biological

factors In many cases it is the social context and the demands that it places on the

child that affect the manner in which bdquosymptoms‟ are manifested Also the medical

model‟s deterministic view of development has been challenged by many theorists

Sameroff and Chandler (1975) have showed that biological disorders were not

associated with behavioural problems in later life as might be predicted by the

medical model

Social environment models conversely locate the cause of behavioural and

psychological problems within social factors affecting the child such as inadequate

patterns of parental care This model reflects the bdquoactive environment-passive person‟

category as proposed by Riegel (Sameroff1987) and is supported by traditional

behaviourist approaches which assume that behaviour is the product of

environmental influences with the person being a passive receptor in this process

This view has been criticized for promoting the idea that development is not a

continuous process and that the child‟s behaviour is contingent on the differing

environmental stimulation Also it ignores biological factors as it does not take

sufficiently into account individual differences which have been found to play a

significant role in behavioural outcomes

Therefore it seems that deterministic views of development in which outcomes are

the result of one-way cause-effect relationships fail to fully account for disturbing

behaviour Research within these perspectives has lent itself to re-interpretation by

theorists who acknowledge that both nature and nurture are complicit in problem

behaviour Anastasi (1958) was among the first who highlighted the importance of

considering both the child‟s and the environment‟s role in this process In this vein



Bell (1968) questioned the bdquosocial environment‟ interpretation of the Sears et al study

(1957) and proposed instead a reversed direction of effect in which the child‟s

temperament actively shaped their environment while the parents‟ subsequent

responses were an attempt to discipline the child and manage their behaviour

Transactional model of development

Taking this idea further Sameroff (19911997) and Sameroff amp Chandler (2000)

elaborated a transactional model of development in which the different emphases of

medical and social environment models were synthesized in a novel approach which

attempted to provide a comprehensive account of developmental influences This

model sees development as determined by complex transactional processes namely

the continuous two-way interactions between the child and the environment During

their dynamic exchange both parties mutually influence and modify one another‟s

states across time so that the child‟s behaviour at every particular point embodies

both hisher personal characteristics and internalized past experiences In this model

continuity is not implied as deriving from either party alone As Sameroff (1987)

explains transactional processes are continuous in the sense that former

transactions impact on subsequent ones forming thus a chain of events leading to

particular developmental outcomes

According to Sameroff disturbing behaviour is the result of regulation failure between

the child and the environment Regulation refers to the reciprocal regulatory

processes between the social context and the child which serve to promote the

experiences required for a normative developmental outcome If the child‟s behaviour

does not fit the normative pattern of the caregiving environment regulations which

address the individual differences of the child have to be made If these fail or prove

to be inadequate disturbing behaviour is the foreseeable developmental outcome

(Sameroff1987) Kochanska (19951997) provided support for Sameroff‟s idea

suggesting that environmental adaptations to the child‟s temperament through

appropriate maternal behaviour are crucial to the developmental outcome of the

child For example he found that parenting style based on secure attachment is

more appropriate for fearless children whereas low-power discipline seemed to suit

inhibited children better



bdquoGoodness of fit‟

Consistent with this is the bdquogoodness of fit‟ concept coined by Chess amp

Thomas to highlight the view that the child has to be considered in relation to

their social context (Woodhead et al 2005) Disturbing developmental

outcomes are likely in cases where there is a poor fit between the child and

their environment (Lerner et al1989 cited in Oates amp Stevenson2005) So in

terms of distinguishing between disturbed and non-disturbed behaviour and

its development the concept of goodness of fit helps to explain the different

processes at work ndash with the internal working model and the transactional

model adding a level of depth to the explanation The internal working model

refers to the young child‟s representation of relationships as a template for

future relationships ndash whereas the transactional model broadens this focus

looking at the consequences for the active child‟s subsequent development ndash

where an interaction forms the basis for future interactions ndash both with

caregivers and the environment in general Strong evidence for this case

comes from cross-cultural studies such as the Weisz et al study (1993)

which demonstrated that the same behaviours were considered to be well-

adjusted in one social setting and maladjusted in another

The role of risk factors in development

Transactional models acknowledge a number of risk factors that may impinge on

normative developmental patterns such as the child‟s temperament attachment

classification paternal caregiving styles and sociocultural factors However they do

not seek causal explanations but look at how associations between these factors

impact on development

Difficult temperament is a risk factor that has been found to be a strong determinant

of behavioural difficulties in children as it remains relatively stable across the

lifespan The Dunedin Multidisciplinary Health and Development Study reported a

strong correlation between temperament and non-violent offences supporting the

biological basis and enduring quality of temperament (Henry et al1996 cited in

Woodhead et al2005) Social environment studies on the other hand have

demonstrated that negative mothers‟ attitudes towards their infants are correlated

with children‟s behaviour problems at the age of five (Bor et al2003 ibid)



Transactional models however have argued against the unproblematic portrayal of

one-way causations pointing to the fact that the processes through which

temperament affects developmental outcomes are complex and bi-directional For

example there is a significant two-way association between infant temperament and

parenting style in mothers irritable infants have been found to evoke less responsive

parenting which in turn could lead to insecure attachment styles and later disturbed

behaviour (Waters et al1980 ibid)

This study illustrates an important point that transactional theories make that

children have the potential to produce their own experiences by modifying their

environments mainly through the impact their behaviour has on their caregivers Starr

amp McCartney argue further that as the child becomes older and more independent

their impact on the environment becomes more direct as they bdquoactively seek

environments that suit [their] behavioural predispositions‟ (Starr amp McCartney 1983

cited in Oates amp Stevenson 2005 p203) This idea supports transactional ideas for

children‟s involvement in their behavioural outcomes suggesting that bdquosocial

environment‟ beliefs which see the child as a bdquopassive victim of circumstances‟ have

to be treated with scepticism

Infant attachment style is also considered an important factor as the quality of early

relationships can influence children‟s later behaviour (Oates amp Stevenson 2005)

Mothers‟ sensitivity to their infants a factor affecting attachment style has been

found to be correlated with later child disturbance Murray found associations

between mothers‟ postnatal depression and insecure attachment in infants He also

argued that children of depressed mothers were more often reported to have

behavioural problems pointing to reduced responsiveness and increased hostility of

mothers towards their infants as mediating factors (Murray 1992 Murray amp Stem

1991 cited in Woodhead et al 2005)

However it would be an oversimplification to assume that maternal mental state

alone is accountable for problem behaviour Attachment theorists stress the fact that

multiple factors such as genetic factors mother‟s mind-mindedness quality of

marital relationship (to name but a few) contribute to the development of attachment

styles In this vein Newcombe suggested that maternal depression is linked to the

socio-economic status of the family and maternal employment and explored how a

complex network of interconnected risk and protective factors can lead to

externalizing behaviour problems in the child lending support to transactional

models More importantly she showed how controlling variables which affect the



lives of families and children in studies of child development can lead to false

conclusions highlighting the importance of considering the familial and social

environment of the child (Newcombe 2003)

Another factor that has also been found to be related to adverse developmental

outcomes is father‟s absence (Flouri amp Buchanan 2002) Lamb (1997) however

suggested that other factors related to the father‟s absence such as little social

support to the mother or pre-divorce mental conflict mediated children‟s problem

behaviour This finding underscores Newcombe‟s arguments and emphasizes the

usefulness of models which consider the multiple influences involved as well as

making the important suggestion that realistically we can only expect to be able to

view the origins of disturbed behaviour from the position of each individual child

The role of protective factors in development

The role of protective factors in preventing disturbing behaviour has been the focus

of developmental research as it helps explain why some children are more resilient to

risk factors than others Crockenburg (1981) found that irritable children of mothers

who had social support were less likely to become insecurely attached

acknowledging thus the role of the social context as a protective factor Other

studies have pointed to higher IQ as a protective factor against criminality in boys

(Flouri amp Buchanan 2002) However the effects of risk and protective factors are not

definitive and according to transactional models which acknowledge the continuity of

developmental processes need to be considered in relation to the diverse

experiences and transition points in the child‟s life Going to school for example

where particular standards of classroom behaviour are expected can amplify a

child‟s behavioural problems (Klein amp Ballantine 1988)



Limitations of the transactional model

Despite their evident usefulness in capturing the multiplicity of factors involved in

potential explanations regarding children‟s problem behaviour there are some

limitations to the application of transactional models that need to be carefully

considered Woodhead et al (2005) argue that there are multiple developmental

pathways to disturbing outcomes which do not necessarily involve social and

emotional difficulties emerging from troubled familial relationships Furthermore

manifestations and perceptions of problem behaviour can be influenced by wider

socio-cultural contexts which can mediate and magnify risk factors‟ effects

Bronfenbrenner (1977) proposes that a person is also affected by the multiple

interactions that occur between and within different settings and the broader social-

historical context of a given culture or society offering thus a more comprehensive

account of the distinct levels of contextual influences within which person-context

relations are embedded Transactional research has the potential to broaden its

focus to incorporate these processes into explanations of disturbing behaviour

addressing thus the inadequate conceptualisation of the environment and its role in

child development

A further limitation identified by Sameroff (1987) is that complex transactional

processes are difficult to operationalize within specific research designs limiting

thus transactional models‟ applicability It seems that although tracing the

interactions between multiple influences is a very useful approach in exploring

behaviour in reality it is difficult to disentangle the interwoven contributions of

different levels of explanation Yet one of the main reasons why we need to

understand the origin and development of disturbed behaviour is so that we can act

in a preventative andor therapeutic way It can therefore be argued that there is

somewhat of an imperative here despite the difficulties involved in the application of

the transactional model to the benefit of young children



Conclusion

Overall it has been shown that disturbing behaviour is the outcome of

multiple processes and factors over the period of development When one

considers the number of interrelated factors contributing to child development

it becomes apparent that the transactional model has much to offer taking

into account ethical and validity issues there are few opportunities to study

the complexities of child behaviour and imply cause and effect Transactional

models despite their limitations seem better suited to capture this complexity

as they shed ample light on the complex developmental pathways and the

dynamic bi-directional interactions between the factors affecting development

emphasizing the child‟s agency in shaping their own experiences In doing so

they make a strong case for the argument that the unproblematic separation

of nature and nurture and an unrealistic emphasis on either one of them can

only produce inadequate explanations of disturbed behaviour

Bibliography

Anastasi A (1958) Heredity environment and the question bdquoHow‟ Psychological

Review 65 81ndash95

Bell R Q (1968) cited in Woodhead et al (2005) pp 78-79

Bronfenbrenner U (1977) Toward an experimental ecology of human development

American Psychologist 32 513ndash31

Crockenberg S B (1981) Infant irritability mother responsiveness and social

support influences on the security of infantndashmother attachment Child Development

vol 52 pp 857ndash65

Flouri E and Buchanan A (2002) Father involvement in childhood and trouble with

the police in adolescence findings from the 1958 British cohort Journal of

Interpersonal Violence vol 17 pp 689ndash701

Herbert M (1991) Clinical Child Psychology Chichester Wiley

Klein H A and Ballantine J H (1988) The relationship of temperament to

adjustment in British infant schools Journal of Social Psychology vol 128 pp 585ndash

95



Kochanska G (1995) Children‟s temperament mothers‟ discipline and security of attachment multiple pathways to emerging internalization Child Development vol 66 pp 597ndash615

Kochanska G (1997) Multiple pathways to conscience for children with different

temperaments from toddlerhood to age 5 Developmental Psychology vol 33 pp

228ndash40

Lamb M E (Ed) (1997) The Role of the Father in Child Development New York

John Wiley

Newcombe N (2003) Some controls control too much Child Development vol 74

Number 4 pp1050-1052

Oates J and Stevenson J (2005) Temperament and development In Oates J

Wood C and Grayson A (Eds) Psychological Development and Early Childhood

Milton Keynes Blackwell PublishingThe Open University

Sameroff A J (1987) The social context of development In Eisenberg N (Ed)

Contemporary Topics in Developmental Psychology New York Wiley

Sameroff AJ and Chandler M J (1975) Reproductive risk and the continuum of

caretaking casualty In FD Horowitz M Hetherington S Scarr-Salapatek and G

Siegel (Eds) Review of Child Development Research (vol 4) Chicago University of

Chicago Press

Weisz J R Sigman M Weiss B and Mosk J (1993) Parental reports of

behavioural and emotional problems among children in Kenya Thailand and the

United States Child Development vol 64 pp 98ndash109

Woodhead M Rhodes S and Oates J (2005) Disturbed and disturbing behaviour

In Ding S and Littleton K (Eds) Childrenrsquos Personal and Social Development




Memory Cultures and History The example of

psychopath

Alex Argyriadis1 Agathi Argyriadis2

1 Phd Phd (c) Lecturer AMC ndash alexargiriadisgmailcom

2 Phd (c) Psychologist Lecturer - Technological Institute of Kalamata

Abstract

This paper deals with the idea of memory cultures History is a puzzle of memories

and cultures that are spread around the world and are well kept That means that

further research should be done in order to excavate this memories and transform

them into history and public knowledge Knowledge is the power especially the

knowledge which provides answers to existential questions birth life illness death

The events and social processes that are introduced in the construction of knowledge

mastery (and implementation) of the social and historical approach are issues more

important than determining for example the precursors of modern surgical tools or

similarities between the ancient and modern technical handling of a particular

disease

Key words history memory psychopath madness

Introduction

The study of the psychopath is inconceivable without its historical depth Numerous

personal experiences in the past and the history of psychiatry in general contribute

to the comprehensive understanding of the social reaction to today A donor in my

research says at the beginning of the interview I will tell you my own story Ive

lived so many things here (shaking his hand) I will tell you things that are not

written in books These are lessons stories experiences you want to get The

personal history is shaped into public awareness through education To do so

however it is required hard research process for the excavation of the information at

even great depths



The importance of oral history is great after hauling to the surface and within the

memory of that culture The example of psychopath is typical because it is the

symbol of rejection and diversity in all aspects of history since death was appeared

1 The beginning of madness

Most often individual forms of memory due to their private nature and the fact that

only occur once are less interesting for historians In addition there must be a

separation between those forms the operation of which depends exclusively from

memory and those who primarily perform other purpose role serving both the

memory Personal memories then the historic essence of the subject and the

exponent are reduced to a universal concept

Schizophrenia was known in antiquity by Greek doctors of the second century

BC and specifically by Aretaeus the Cappadocian and Soranos of Ephesus who first

described it In modern times was known as primitive dementia that was given by

the French Ogkysten Morrell and Emil Kraipelin although it is not dementia (in the

strict sense) as the primary disorder does not lead to progressive weakening of

intelligence However this is only one aspect of the historical truth as the other side

is mostly recorded by the testimony of narrators of their own history Today

schizophrenia is synonymous with madness and is no longer referred to as a

diagnosis Instead the words psychotic syndrome were given as a diagnostic

criterion generalizing all diseases into one

The origins of madness are historically placed in the deep past Since human death

and separation of the living from the dead one encounters the psychopath and the

separation from the so-called normal Since then the belief in the historical truth

becomes constantly depending on the needs of systems strong-weak rich-poor

man or woman-of consumerism and modernity



2 Belief in history

The end of faith means that we do not accept the existence of a principle as the

foundation of every possible experience while any legitimizing authority for example

God-nature or whatever one wants The end of faith in history means that we no

longer accept any experience that would have to be held within a year of diverse

universal and irreversible a process oriented towards a regulatory fee(Istor 2010)

The historic journey presents greater interest in accordance to the requirements of

modern Greece and social developments It is no longer enough then to become a

mere record of events but according to Foucault when considering the madness it

must be sought objective and in-depth through the study of human-true story The

history of the psychopath is written in the scenarios of life and it is not a surprising

abundance of the lack of written historical sources about the topic If it is true that the

belief in progress is a relatively late phenomenon as Compte has been rightly found

in what kind of time Voltaire Diderot and Rousseau were thinking Actually in a

multitude of years that coexisted within the coupling heterogeneous temporalities

which is engaged into the same texts

One question remains This new legitimizing basis shall in turn find it impossible to

justify the institutions or events under the previous regime legitimacy Certainly there

is a form of faith in globalization which cares little to legitimize the ancient slavery

There is a new further legitimizing basis The fact is without doubt that we do no

longer believe in history as it is written but in memory to the point of dedicating

places to change it a duty and tirelessly to organize commemorative ceremonies

The legitimate memory from one side to prevent repetition of the disasters of the past

that did not happen for nothing than to not be repeated ever (Istor 2010)



3 Memory of culture

Culture memories are fabricated in different spatio-temporal and social contexts In

Germany for example the investigation of the cultures of memory began in the

1980s in close connection with the introduction of social history and subsequent

expansion in the history of society In the context of recent history were similar issues

in relation to the application of the theory of modernization focusing on the

comparison of populations Eventually after a detailed critical review many traditions

and places of remembrance proven results building process or invention of tradition

(Hobsbawm 1998) There appears repeatedly that even historians to any degree

are involved in this process of development and they have a monopoly on

definitions

The range includes the entire arsenal of methodological history of the society in

which everyday life attitudes and extends up are counted to the interpretive oral

history The memory and narrative of oral history through appropriate processes can

be made public be rescued and turned into education The connection of memory

not only occurs in time but in space too There were areas for certain reasons that

cultures have created their own memory which can be tested for their relation to unity

and hence to the state but also to their particular composition The site plays an

extremely pivotal role in various forms of memory as well as today the placement of a

monument such is not the result of arbitrariness or personal preferences For each

city there is a topography that memory in the same way ever presents and specifies

a hierarchy in this way of the value of memories

Sometimes the topography of memory is associated with the historical social and

economic context Thus the explanatory power of intellectuals repressed many times

these oral forms of culture and memory in the context of the social upper fittest

Seremetakis makes multiple entries in the everyday culture considering it as a

historical record of emotions and sensations over a landscape of people things and

places The historical experience is recorded through the body Thus there is an

entire semantic circuit that connects the sensor with action memory and thus the

finite history (Seremetakis 2008)

According to Jean Bodin history has three forms human history natural history and

sacred The first refers to man the second to the nature and the third one to the

creator Thus the same events can be viewed from multiple inputs and perspectives

The period of the triple occupation of Greece and the civil war that followed was



containing as every period of modern history many unknown aspects of international

dimensions Many times in the history of the country it was adopted elitist behavior

ambiguous interpretation to those who had no enforcement (Istor 2010)

Conclusions

According to the anthropological approach all forms of human societies provide

medicine - that is a system of special knowledge- a set of practices and therapists

who monitor and study the phenomena that cause suffering and threaten human life

Whether these threats of intervention translated as gods or collapse of the body-

machine are equally closely both by the empirical observation and with symbolic

interpretations This eventually formed the central issue how over the course of

history through symbols was made some kind of dominant knowledge (Comaroff

1982) and how other types of medicine are marginalized In critical medical

anthropology (Vaer 1993 Scheper-Hughes 1990 Singer 1989) the concept of

knowledge authority is a dominant term referring to the experts knowledge and

the power of the medical gaze archeology of the clinic (Foucault 1973) and the

introduction of medicalizated knowledge in our eveyday life (Lindenbaum Lock

1993)

Knowledge is the power especially the knowledge which provides answers to

existential questions birth life illness death The events and social processes that

are introduced in the construction of knowledge mastery (and implementation) of the

anthropological approach are issues more important than determining for example

the precursors of modern surgical tools or similarities between the ancient and

modern technical handling of a particular disease

The medical scientific discipline like vehicle - perhaps train with each of the

carriages filled with knowledge (whether based on myth the belief either in empirical

and experimental procedure) From this perspective the study of the history of

medicine aspires to interpret this train journey through the landscapes passing

Therefore it focuses on the socio-cultural context - not only to changes in the content

means (technology) decoration (clinical) passengers (patients) the addition of new

wagons and the deletion of other (scientific discoveries) However it is the engine

that provides the driving force to the rest of vehicle exactly to the point at which they

can identify the links between past and present namely the analysis of power



relations that are being developed within the limits of institutions which create

organization and application of medicine

The Hippocratic Secretariat introduced a code of conduct for doctors in training a

first attempt to map rules to govern the behavior of the doctor and the medical (King

1999) This effort is also a method of consolidating a body of trained therapists and

one occupational money their way - a topic that will be discussed in subsequent parts

of the tribute for example in relation to the emergence of alternative medicine in

modern times The process of creating the dominant organized medicine in ancient

Greece differs in discussions about the interpretations and applications of Hippocratic

medicine For example while the philosopher-physician stubbornly persist in the

theory of miasm as an element crucial for the credibility of Hippocratic medicine

other scholars (eg historians poets zoologists) promoted a theory of transmission

from person to person (Vaiopoulos) Despite the fact that the medications are not a

central issue in theories of Hippocrates different groups of specialists began to

emerge constituting perhaps the forerunners of modern pharmacists They

incorporated a wide range of vegetable substances (herbs) to actions of diet (as

health promotion) recommended thus expanding successfully those practices

necessary to maintain the balance between the four juices of the body one of the

most basic theories otin Hippocratic medicine (G Papadopoulos) The ratio of

intellectuals and healthy on diet as a lifestyle change methods of training athletes

then used as simple uneducated paidotrives Conventions in force until today



Bibliography

bull Adams W L (2008) The listening cure Time Magazine 21 February 2008

bull Angermeyer M amp Matshinger H (1999) Social representations of mental illness

among the public In J Guimon W Fischer N Sartorius (Eds) The image of

madness (pp 20-28) Basel Karger

bull Angermeyer MC Buyantugs L Kenzine DV Matschinger H (2004) Effects of

labelling on public attitudes towards people with schizophrenia are there cultural

differences Acta Psychiatrica Scandinavica 109 420-425

bull Angermeyer M (2009) Subjective experiences of stigma Social Science amp

Medicine Volume 56 Issue 2 Pages 299-312 Anthropological Perspective New

York Cambridge University Press

bull Baker P (1989) Hearing Voices Manchester the Hearing Voices Network

bull Barnes RC (1993) Mental illness in British newspapers Psychiatric Bulletin 17

673-674

bull Bertaux D (1977) Destin personnels et structures de classe Paris PUF

bull Lindenbaum S Lock M (1993) Knowledge Power and Practice Berkeley

University of California Press

bull Lock M Gordon D (Eds) (1988) Biomedicine Examined Boston Kluwer

Academic Publishers

bull Seremetakis N (2009) Divination Media and the networked body of modernity

American Ethnologist Vo36 Issue 2 pages 337-350

bull Sontag S (1978) Illness as Metaphor London Penguin Books

bull Ploumbides D (1989) History of psychiatry in ElladaThessaloniki Triapsis Ratio

bull King G (1999) Dictionary of medical folklore Athens Ant Vitta

bull Seremetakis N (1997) Crossing the House of Culture History and Gender in

Greece Athens Ant Livani

bull Trakas N (2007) The medicine in ancient times Athens Archaeology amp Arts



Homeric heroes‟ psychogram The case of Telemachus in the

first Odyssey‟s rhapsody (α) Nikolidakis Symeon Philologist simosnikoliyahoogr Abstract In the present paper reference is made to Homeric heroes‟ psychogram namely Telemachus The hero‟s negative emotions are prevailing especially those ones of sensitivity passivity and weakness transforming him into a prey Rhapsody a‟ is a characteristic paradigm of Telemachus state of mind being in deep sorrow and completely passive which comes in full contrast to his external ldquogodlikerdquo appearance Even though frustrated due to the current situation of the wooers trespassing his property he does not loose his nobility and hospitality when goddess Athena appears before him as a stranger Her presence as a deus ex machine is determinant in activating him to gain control over the situation Psychologically speaking Athena is shown as the psychoanalyst ndash curator who through the power of discourse gains the patient‟s confidence and enables him to confront his problems and take on responsibilities Telemachus‟ overall change of attitude takes place exceptionally soon and in the name of action economy whereas such a change typically needs to undergo a transitional period The character of counselor-curator is perfectly managed by Homer establishing him as the master of the heroes‟ emotional world Key words Athena curator emotions Homer psyche psychogram

1 Introduction Sorrow and psychic fading situations are often encountered in Homer mainly in Odyssey Heroes usually become preys to their emotions Pain sorrow and crying prevail over them making them weak In contrast to the man model of the Iliad in which he is presented strong lacking weaknesses and ready to fight in Odyssey emotions are often transformed characters are enfeebled while the central characters express a man being in pain suffering having weaknesses and sensitivities When heroes relax during lunchtime rest or meditation the scenes of sorrow usually appear Heroes seem to be preoccupied to comprehend the needs of human nature and to make an effort to go along with it in order to pursue the human psychism Heroes seem to become preys to their beliefs and difficulties which acquire certain dimensions Some of these scenes are being studied in the present paper heroes undergo a psychogram and the way of expressing sorrow within the framework in which the deepest motives are integrated is being analyzed In particular Homer manages to penetrate into the heroes‟ inmost psyche and shapes complete characters by integrating them in the prevailing conditions and making them mystics of the normative framework in which they are



integrated The reader can form a complete opinion about them since stereotype adjectives which according to the situation reflect their psychic condition are used He is undoubtedly a psychograph in the sense that he precisely analyzes emotional conditions describes human pain and founds the discipline of psychology Rhapsody α verses 117-173 In this scene goddess Athena arrives from mount Olympus in wing sandals and with the assistance of the wind in Odysseus‟ palace in the form of an old friend of his Mentis She observes the situation there and sees Telemachus running to welcome her and offer an abundant dinner as a sign of hospitality It is remarkable that Homer describes Telemachus before his meeting with Athena1 Telemachus is presented in deep sorrow indignant at the prevailing conditions within the palace while he seems to have desisted from anything since he is typically present at the wooers‟ gatherings He feels alone does not participate in games or wine drinking while he thinks of his father and shows endurance to the moment of return His inner world is in contrast to his external characteristics since under the stereotype adjective ldquogodlikerdquo he is presented as a god having beauty and power potentially identical to those of Apollo‟s As soon as he encounters the stranger his thoughts and pursuits are abandoned and he runs to welcome him as a sign of his morality nobility and sensitivity He feels awful about the situation in the palace removing thus the stranger away from the wooers and placing him aside as he wishes to welcome him in a different manner as a sign of his noble origin that a stranger his beloved father‟s old friend deserves He seems to be weak to react against the prevailing situation and feels hurt due to the current difficulties He is isolated without courage and strength to defend his father‟s property In more analytical terms he is presented to sit surrendered in deep meditation and unable to react against anything The image of Odyssey was continuously returning in his mind all the time and was living with the hope that he would be back to save him and turn away the wooers trespassing his property The vocabulary used for these descriptions refers to the description of psychic suffering integrated into the framework of dignity Telemachus‟ psychic fading is conducive to apathy He faces difficulties in managing everyday affairs without any psychic resistance to react while he is isolated in other words

1 τὴν δὲ πολὺ πρῶτος ἴδε Τηλέμαχος θεοειδής

ἧστο γὰρ ἐν μνηστῆρσι φίλον τετιημένος ἦτορ

ὀσσόμενος πατέρ᾽ ἐσθλὸν ἐνὶ φρεσίν εἴ ποθεν ἐλθὼν

μνηστήρων τῶν μὲν σκέδασιν κατὰ δώματα θείη

τιμὴν δ᾽ αὐτὸς ἔχοι καὶ δώμασιν οἷσιν ἀνάσσοι

τὰ φρονέων μνηστῆρσι μεθήμενος εἴσιδ᾽ Ἀθήνην

(Homer Odyssey α 117-124)



desisted from life Hope and dreams are ceaseless The change is due to come alone for him and without their contribution Dream forms the basic pattern of psychic pain situations since the symptomatology of sorrow is identical to states of dream apathy and desisting This psychic disorder is particularly characterized by reduced self-confidence lack of interests as well as reduced pleasure and activities of any kind Melancholy has an impact on the man‟s overall state of mind on social individual and emotional level while negative emotions are generated Such individuals think about negative events are desperate and expect solutions without being involved in actions Telemachus is young On the basis of humanistic psychology therefore the human being whose emotional and psychic needs are not covered experiences sorrow as the outcome of loss or a beloved person‟s death and hopes for his return (Beck amp Alford 2009 4-6) According to the behavioral theories an individual lacking reinforcement upon non depressive behaviors is presented with sorrow resulting in problems of social contact behaviors such as positivity care and attention (Andrews 2010 12-14) In the case of Telemachus the father‟s loss is the explicit justification of this sorrow deeply marking the child‟s frame of mind The prevailing situation within the palace does not help the hero since negativity indignation and hatred are accumulated without permitting him to react in the correct manner Athena acting as a deus ex machina is here to intervene by positively reinforcing Telemachus activating and helping him to confront this situation in order to gain control over his emotions and psychic disposition What is apparent from this scene is that Homer in an early stage of pursuing the human psyche must have realized the role of intervention and positive reinforcement for people in sorrow Athena seems to pull Telemachus before his responsibilities and advise him She actually acts as a healer that will comprehend difficulties and give hope and courage making the hero stubborn and showing him the course of hope

2 Rhapsody α verses 174-225 As the wooers were observed to pay attention to Phemius‟ song Telemachus starts discussing with his guest in order to hear news about his father and his relationship with Mentis His morale is fortified by Athena-Mentis and his is also challenged to talk to the wooers Athena-Mentis has managed to gain Telemachus‟ confidence because he provides him with convincing answers reassures him about his identity and refers to Laertes a precious person In this scene Telemachus is presented in deep sorrow on the one hand and furious on the other hand He is in sorrow due to the situation and furious because all these years he has been listening to the fact that he is the son of an important man whom has not met



and has not lived with2 His absence generates bitterness and despair since he also doubts whether Odyssey is his real father Thus at a moment of weakness he wishes that he would be the son of another father less glorious with whom he could live Lost in his despair he denies the heroic ideal of the era and as a result of an anger and indignation outburst he wishes he would be beside a fortunate virtuous and unimportant man He regards himself unhappy being the son of Odyssey since a short life sealed by a glorious death does not form the essence of existence to him This rejection is superficial and evanescent since after the relaxation and emotional coercion he appreciates the glory he receives as the son of a glorious man This attitude is undoubtedly characterized by juvenile impulsiveness without being reassured by the stranger that his words are right while he trusts him regarding his experiences and preoccupations His disappointment extends to despair without being able to control this emotional exaltation Confession helps him confront his emotions evaluate and classify them as well as make an effort towards an outlet balancing between his beliefs and preoccupations The scene seems to be rather one of confession than one of a typical discussion Moreover Athena acting as psychoanalyst gains Telemachus‟ confidence when he trusts her regarding his problems and preoccupations Afterwards she tries to further encourage him as she advises and stimulates him in order to pull him away from inertness by attempting to oppose against the wooers that dissipate his property Under modern terms this scene refers to the typical structure of psychoanalysis and integrates us within the framework of a healing session in which the curator gains the patient‟s confidence and by making him confront his problems he manages to make him vigilant and guide him towards quest More particularly she informally acts as a counselor intervenes and activates Telemachus through a substantial intervention by pulling him out of the former state of sorrow Homer seems to perceive the power of discourse and its contribution to healing sorrow He also comprehends the pair of healer ndash healed and this is why he puts Telemachus talking to Mentis The power of

2 νῦν δέ μιν ἀκλειῶς ἅρπυιαι ἀνηρείψαντο

οἴχετ᾽ ἄιστος ἄπυστος ἐμοὶ δ᾽ ὀδύνας τε γόους τε

κάλλιπεν οὐδέ τι κεῖνον ὀδυρόμενος στεναχίζω

οἶον ἐπεί νύ μοι ἄλλα θεοὶ κακὰ κήδε᾽ ἔτευξαν

245ὅσσοι γὰρ νήσοισιν ἐπικρατέουσιν ἄριστοι

Δουλιχίῳ τε Σάμῃ τε καὶ ὑλήεντι Ζακύνθῳ

ἠδ᾽ ὅσσοι κραναὴν Ἰθάκην κάτα κοιρανέουσιν

τόσσοι μητέρ᾽ ἐμὴν μνῶνται τρύχουσι δὲ οἶκον

ἡ δ᾽ οὔτ᾽ ἀρνεῖται στυγερὸν γάμον οὔτε τελευτὴν

250ποιῆσαι δύναται τοὶ δὲ φθινύθουσιν ἔδοντες

οἶκον ἐμόν τάχα δή με διαρραίσουσι καὶ αὐτόν




the healer to confront sorrow and his role as a counselor and not as a friend is also apparent After that Athena advises him in order to strengthen his frame of mind as she wishes to turn his adolescent immaturity into masculine maturity so that Telemachus is awakened and takes on duties and responsibilities to protect his father‟s home as being the original son of a glorious man

3 Rhapsody α verses 360-410 After Athena‟s departure Telemachus heads towards the wooers Phemius continues his song about the Achaeans‟ return from Troy while the song awakens Penelope‟s yearning and she comes down from her bedroom asking him to stop Telemachus after Athena‟s advice and being confident to his powers orders her to go upstairs and engage herself with the domestic affairs Penelope obeys him and returns upstairs to lament about Odyssey In this part Penelope is presented being loyal to her husband and queen of the Ithaca palace According to the customs of that era she does not show herself alone in front of men but along with two servants-escorts having her face veiled with a scarf Her words towards Phemius express her dedication towards Odyssey as well as her sorrow about his loss She seems to be modest serious discrete dignified and obedient She admires her son‟s transformation and obeys Telemachus seems to have changed after the discussion with Mentis He decided to take initiative and to cease being passive towards everyday challenges It seems that the discussion with Mentis was catalytic for his psyche while his personality was changed from being immature and irresolute to dynamic and dignified ready to fight for the dignity of his house and defend his father‟s name and property By leaving behind obscurity he dynamically comes into the forefront taking initiative and threateningly stands up for against the wooers underlying that he is the head and commander of the house Penelope was undoubtedly pleased by the change of this attitude as her desire was the wooers to be confronted by her son without him being a prey to them He seems to be preoccupied and organizes a meeting in the island He uses the dramatic method to confront the wooers This means that he is aggressive and he frankly blames them about their arrogant behavior Telemachus‟ change seems to have taken place exceptionally soon while the transformation was immediate and remarkable in terms of action economy Nonetheless in the discipline of psychology such an important change is impossible to take place in such a short time In order to have the change and the individual transformed from a passive receiver to an active entity a period of inner process to remove negative emotions should pre-exist Gradually and as the time passes moments of sorrow are limited by the individual itself and it gradually starts taking initiatives This period characterized as transitional by the psychologists may last from a few weeks up to some months and is



deemed as the intermediate time of change Feelings of anxiety anger guilt and desisting are replaced by the corresponding ones while expressions of negative feelings are present at the same time (Knaus 2006 33-36) In terms of time economy Homer places this change in such a short time and its functionality is immediately changed

4 Conclusion Homer is undoubtedly the founder of the discipline of psychology The confrontation of psychic situations is however at an early stage since counseling is the empirical observation and not an institutionalized disciplinary branch The counselor whether it is about a friend or a stranger plays undoubtedly a crucial role in Homer and it is nothing else but everyday facts and situations observation He is a master in managing the heroes‟ emotional world War heroes seem weak to manage issues or situations when in peace Their emotional world is disturbed War violence had made them adapt to the inhuman world of war clashes Survival was associated with fraud and death In times of peace in Odyssey it is as if they start their life from the very beginning They can define positive emotions related to the other human beings and try to love and to be loved Adaptation to a situation as a transitional stage brings sorrow and despair The heroes claim powerless to actually return to human societies and define social reality The problem also lies among friends and relatives such as Telemachus He lacks all those feelings deriving from paternal love without being able to experience his father‟s appreciation and acceptance and feels isolated melancholic and remote What is pretty certain is that the relationships are broken off as the outcome of the heroes‟ long absence and the relatives‟ deprivation of their presence Βibliography

Andrews L (2010) Encyclopedia of depression California California University Press

Beck A amp Alfrord B (2009) Depression Causes and treatments Philadelphia University of Pennsylvania Press

Buffiere F (1956) Les mythes drsquo Homere et la pensee grecque Paris Les belles letters

Finley MI (1977) The world of Odysseus London

Foley HN (1998) ldquo Individual poet and epic- tradition Homer as legendary singerrdquo Arenthusa 31

Horrocks GC (1981) Space and Time in Homer New York Ayer Company Publishers



Kirk GS (1965) Homer and the Epic Cambridge Cambridge University Press

Kirk GS (1978) Homer and the Oral Tradition Cambridge Cambridge University Press

Knaus W (2006) The Cognitive behavioral workbook for depression Oakland New Harbinger Publications

Latacz J (2000) Όκερος Ο ζεκειηωηή ηες εσρωπαϊθής ιογοηετλίας Αζήλα Παπαδήκας

Romilly J (1984) Perspectives actuelles sur lrsquo epopee homerique Paris College de France

Seaford R (1994) Reciprocity and Ritual Homer and Tragedy in the Developing City-State Oxford Oxford University Press

Pepin J (1976) Mythe et allegorie les origins grecques des contestations judeochretiennes Paris

Said S Trede M amp Boulluec A (2001) Ιζηορία ηες Ειιεληθής Λογοηετλίας Δπηκ Ξαλζάθε- Καρακάλοσ Γ Αζήλα Παπαδήζες

Stanford WB (1954) The Ulysses theme Oxford Oxford University Press



TRAFFIC EDUCATION IN GREEK PRIMARY

EDUCATION

Iliaki Chrysoula Western Attica Health Education Head ciliakihilgr

Abstract

Traffic Education forms the subject matter of the present paper It is part of Health

Education and has a dual role On the one hand it aims at teaching children proper

road behaviour both as pedestrians and drivers and on the other hand it aims at the

cultivation of a number of social skills A series of steps taken by national carriers in

collaboration with international organizations make the implementation of the

program more feasible Thus Traffic Education has been a subject taught throughout

all school grades over the past years Road safety seems to acquire new dimensions

in the way it is presented through the innovative actions of the expanded Flexible

Zone program

In the first place Health Education Heads should be well-trained in order to train

teachers on how to carry out the activities The school acquires a crucial role related

to the children‟s overall moral spiritual and physical development Last but not least

the child is taught how to become a consistent and responsible model-citizen to

secure not only its own safety but other people‟s safety too Therefore the overall

collaboration among Health Education Heads schools and students seems to be

conducive to the desired outcome Besides the European Union and inter-state co-

operation on this issue seems to be the means to effectively support this effort

Key words children flexible zone innovative actions road safety traffic education

1 Introduction

The number of road accidents seems to be growing in Greece It is vital for education

to get involved with a form of children socialization which will formulate attitudes

allowing them to co-exist within society Up today the Greek educational system has

concentrated more on knowledge provision and less on information and sensitization

about social issues The positive aspect here is that along with the educational



dynamics at schools getting involved with various subjects there are also the

innovative actions health education environmental education and cultural issues

heads Their object of action is the formulation of modern citizens that could co-exist

be powerful make suggestions and be able to solve everyday problems

Traffic Education is the object of Health Education and its objective is dual The

student should be able to protect himherself to move around the city with safety to

be aware of hisher rights as a pedestrian as well as to be aware of hisher

obligations Traffic Education does not merely aim at the child‟s protection but also at

its familiarization with the means of transport so that afterwards she becomes a

responsible driver showing respects to hisher fellow beings

It is observed that Traffic Education even though having a confined object that is

road safety only is however an informal subject of civilian education because the

child learns that human societies function under rules and laws and that as citizens

they should gradually acquire attitudes and behaviors proper to normative conditions

defined by the state and citizen

The issue of Traffic Education is integrated into the broader framework of health

education issues all the units of which point to a healthy autonomous balanced

individual School education acquires a special content as considerations and issues

related to society state and international organization become fields of information

and training both for students and teachers Therefore Traffic Education as well as

all innovative actions programs are associated with the new perception about modern

school

The material available about Traffic Education contains thematic units

comprehensible by primary education children and its utilization brings forward the

principle that ldquothe child reveals knowledge and broadens its interestsrdquo The

modernistic element of Traffic Education programs drafting is the simple formulation

of mechanical terms related to prohibitions and pedestrians and drivers‟ rights

psychologically and socially speaking such as the use of discourse convincing

argumentation and special educational issues namely the utilization of pedagogical

theories about the student‟s intellectual perception mathematic concepts language

patterns etc It is observed that it is about a thorough work aiming at the students‟

information training and familiarization with the Traffic Education principles The

inter-reaction developed between the Greek educational system and the international

organizations such as Unicef and the European Union special departments is

significant so that the methods and teaching of special issues on Traffic Education

form the object of investigation and consideration



2 Thoughts and considerations for traffic education in education

Over the past decades people have been living and developing activities within an

organized road environment while they form the active elements of a complete traffic

system which is governed by the Traffic Code rules and stipulations The code

explicit aim is ldquothe road network users protection especially children and individuals

with special needsrdquo Despite the fact that the history of the Greek Code started in

1962 Greek citizens have been institutionally taught its content since 2000 within

the only framework of training candidate drivers for the driving license Moreover

Traffic Education and children‟s training helping them to be able to rationally manage

the road environment in which they live and move has made its first steps during

these same days without an explicit definition of it up today As it has been already

incorporated as an innovative activity in the Flexible Zone program and within the

framework of typical ndash school education it will be conducive to the curriculum general

educational aims by projecting the children‟s moral spiritual and physical

development Thus traffic education becomes by omission the hope for a safer

present and future road environment in which the children as well as other users‟

corporal and mental safety will not be at risk The issue deriving is of course

whether there will be researches to totally elevate in all their dimensions the

problems stemming from the lack of Traffic Education of the overwhelming majority of

users mainly those that are responsible for the children‟s protection and education

(Sotirakou amp Baka 2005)

Issues on Road Safety comprise a very important field and refer to the European

guidelines asking member-countries to drastically reduce the number of road

accidents a procedure that can be carried out through Traffic Education It is well-

known that the human being as a factor forms the center of a dynamics about Road

Safety and that is why a distinguished position in this field is held by it Traffic

Education is conducive to the sensitization about correct road behavior It has

become well-understood that traffic education can not achieve its aim unless it is

integrated into the educational system as a matter of consideration and study In

particular what is sought after is the utilization of school pedagogical and

psychological structures which will use and improve the themes formulated by

European and international organizations The current decade (2011-2020) has been

defined both the United Nations and the European Union as the Road Safety decade

On the part of European Union actions about the co-ordination of national efforts are

carried out (Icarus Program etc)

Since 2005 the Greek educational system has been trying to align with the

expanded European program on road safety Seminars and conferences have been

attended by representatives aiming at the formulation of an argumentation on

educational standpoints and school books relevant to traffic education The Ministry

of Education has proceeded to the compulsory teaching of Traffic Education in



Primary Education through the subject of Flexible Zone since the school year 2005-

06 The compulsory teaching of it in 3rd grade in 800 Elementary Schools of

Expanded Program (EAEP) has been foreseen since 2010 The effort made by the

Ministry of Education is supported by various carriers and Companies (Ministry of

Transport and Communication Ministry of Public Order Ministry of Environment

Planning and Public Works ELPA Attica Road SA Tram SA etc) as well as by

Organizations and Associations (Hellenic Transport Association Panhellenic School

Network Panos Milonas Road Safety Institute etc) The experience acquired in this

way has been very important and it is transferred to the various school grades

sensitizing all students from the Kindergarten up to the Senior High School The

issue of traffic education being developed as a unified model through all educational

grades is of major importance Elements on the issue of road safety are added by the

child and specific attitudes and behaviors relevant to the more general citizen-model

characterized by consistency and order are developed The expanded familiarization

and training system presupposes the trainers and teachers‟ training in all grades The

health education heads‟ role is rather important here as the meetings seminars and

conferences provided are conducive to teachers‟ training The outcome of the

aforementioned generate an aggressive model of sensitization which is based on the

philosophy that the proper Traffic Education is not a matter of improvising and it is

not only those to get a driving license that will benefit from it

Traffic education is effective when it is first introduced in the Kindergarten because in

this environment proper behavioral models are developed and established The

Kindergarten as the initial socialization carrier is conducive to the child‟s gradual

establishment of attitudes and behaviors mainly as the outcome of imitation The

Kindergarten teacher through the appropriate teaching material namely games

activities stories cultivates the idea of traffic education by providing the child the first

knowledge about the power and thread of vehicles as well as the value in its life

which must be protected by it The issue of protection is associated with welfare the

attention that must be given so that now as a child avoids risks and as an adult not

to cause accidents The young student starts to comprehend the value of laws and

rules and forms its personality within the existing social framework The parents‟ role

is also very significant mainly for infants and elementary school children Parents

have a role on various levels eg when Traffic Education is taught to Kindergarten

and Elementary School students it should be taken into consideration that children

form the major instrument for parents‟ sensitization regarding proper traffic behavior

The parents‟ role is dual as on the one hand parents form the behavioral role model

for their children because it is completely useless to teach children various things at

school which are not carried out by their mothers or fathers such as talking on the

cell phone when driving or not fastening the seat belt or exceeding the speed limit

The reason for this is that they all form educational examples completely opposite to

what children are taught at school

It is obvious from the researchers‟ experience that young children are a very good

stimulus for their parents eg if a parent has not fastened the seat belt the child

draws hisher attention to it And there is nothing worse than a parent being caught

ldquoin the actrdquo Parents are therefore encouraged and motivated by their children to act



as models all the time On the other hand Traffic Education can not be perceived to

be taught only within the school environment because children spend some time at

school but afterwards they convey what has been taught in the street and at home

Traffic Education is a continuous procedure in this manner A number of efforts are

also carried out by carriers aiming at the parents‟ information about relevant issues

so that they become responsible towards proper Traffic Education

3 The health educations heads‟ role in the issue of traffic education

From the aspect of Health Education Heads there are continuous efforts to inform

and make apropos the tools available to the teacher both on a national and

international level

Within the framework of a serious continuous and co-ordinate effort

A) The Health Education Heads should

Be appropriately trained so that they are able to train the trainers being involved with Traffic Education eg to have a Certified Training Possibility for trainers for Traffic Education programs from the responsible Ministries and the Aristotle University

To secure the suitably drafted and modern educational material for all grades

B) Schools should

Have computers suitably equipped with the corresponding software for interactive applications and games based on comprehension and consolidation of the Traffic Education basic concepts

Traffic Education Parks should be completely utilized

Seminars held by appropriately trained ndash celebrities (idols) about safe driving traffic and most of all cast of mind should be attended by students

The experience of more developed countries eg Sweden on the issue of Traffic Education and Road Safety should be used

C) Children should



Understand and implement the rules governed by Traffic Education it is necessary for every child to comprehend the concepts of time and space left-right near-far away before-after It is important for them to learn the basic elements of vertical and horizontal signs as well as to know and recognize the road In arterial roads they should walk on the pavements and use pedestrians‟ zebra crossings properly They should also recognize the sound and light signs

Be able to distinguish shapes and colors and this forms the essential need to collaborate play and live this experience within the framework of school community It will eventually be the child to help change the notion of the traffic policeman from a competitive to a friendly and counseling one It is the game that helps develop this action taking into consideration that the children of this age need to experience everything through their bodies

Develop behaviors that will guarantee safety both for them and other people regarding usual routes (eg house-school) and in terms of their role as pedestrians bicycle riders or car passengers

Develop behaviors which will be in favor both for them and their families through the use of passive safety supplements (seat belts helmets and proper cell phones use)

It is observed that for the formulation and realization of health education programs

what is necessary is the collaboration and information among the heads of health

education school and children The school should develop a contact model with the

carriers in order to correspond to its multifarious work and the education that should

be realized on various levels If the one issue lays within the carriers and children‟s

collaboration the other one lays within the construction of an educational model to

make traffic education comprehensible so that the educational carriers‟ viewpoints

are gradually formulated in the students‟ automatic responses and attitudes

Discussion is therefore made about active learning in which the child is gradually

lead from understanding to acceptance and eventually realization

At the same time Traffic Education is conducive to the broader Social Education of

the young man since it forms a fine socio-interactive implementation In other words

through the road education the person is also socially education as the pivotal

consideration in which he is submitted is to think about his fellow beings and their life

(Kordolaimis)



4 Conclusions

Traffic Education is both training and educating unit of the formal educational system

incorporated in the modern school perspective that is a school able to utilize social

consideration and contribute to their solution Countries and international

organizations were sensitized by the growing number of road accidents in the big

cities in such a way so that an information and sensitization system targeting citizens

about issues related to life safety and security is organized Emphasis was placed on

the projection and elevation of a moral regarding both pedestrians and drivers The

school environment was deemed the appropriate place to cultivate attitudes and

behaviors conducive to students‟ sensitization so that as mature citizens to be able

to perceive all kinds of risks both as pedestrians and drivers The Greek educational

system has commenced as from 2005 a systematic teaching of principles and

standpoints about traffic education through the health education programs What is

important is the utilization of an educational carrier the innovative actions in order to

train teachers write books to create project groups so that educational material for

all grades is available It is regarded as a responsible stance by the Ministry of

Education conducive to parents and children‟s change of attitude Especially in the

Kindergarten and Primary Education viewpoints and attitudes about traffic education

seem to be transferred from children to their parents

The incorporation of Traffic Education and road safety issues in the school curricula

is the means to achieve the youngsters‟ organized and systematic training on such

issues Traffic Education Parks form parallel actions with common pursuits The

training in these places address pre-school and Elementary School children being in

a phase of shaping their character and personality a fact that enables the

educational objects deep assimilation National campaigns are of the same nature

regarding Traffic Education of school age children in order to achieve adults‟

information about the child‟s placement within the traffic system as well as the risks

and particular difficulties encountered by it when walking in the street

The positive fact here is the inter-state agreement within the European Union

framework about the utilization of research findings related to traffic education results

at schools to be hopefully conducive to the improvement enrichment and further

development of the program



Bibliography

Σωηεράθοσ Μ amp Μπάθα Χ (2005) Κσθιοθορηαθή αγωγή γηα παηδηά θαη γολείς-

αζθαιής εθθίλεζε γηα microηα οιοθιερωκέλε ποιηηηθή Οδηθής Αζθάιεηας 3ο Παλειιήληο

ζσλέδρηο οδηθής αζθάιεηας Πάηρα 10-11 Οθη 2005

Κορδοιαίκες Δσ (2010) laquoΚσθιοθορηαθή Αγωγή ζηελ εθπαίδεσζεraquo Παηδαγωγηθός

Λόγος 22010

Limbourg M Dieter Gerber ldquoA parent training program for the road safety education

of preschool childrenrdquo Original Research Article Volume 13 Issue 3 September

1981 255-267

Pease K Preston B(2001) ldquoRoad Safety Education for Young Childrenrdquo British

Journal of Educational Psychology305-313

Siegrist S(1999) Driver Training Testing and Licensing - towards theory-based

management of young drivers injury risk in road traffic Results of EU-Project

GADGET Work Package 3

Σωηεράθοσ Μ amp Μπάθα Χ (2005) Κσθιοθορηαθή Αγωγή γηα παηδηά θαη γολείς-


Σσλέδρηο Οδηθής Αζθάιεηας Πάηρα 10-11 Οθη 2005

Thomson J and Tolmie A and Foot HC and McLaren B and Department for

Transport (Funder) (1996) Child development and the aims of road safety education

[Report]



Zeedyk M Wallace LCarcary B Jones K(2001) ldquoChildren and road safety

Increasing knowledge does not improve behaviorrdquo British Journal of Educational

Psychology v3573-594

Jessor R(1990)Road Safety and Health Beahavior Some Lessons for Reasearch

AND Intervation Health Education Research V5281-283



The Cretan‟s tribulations and his attitude in terms of the thematic and narrative analysis

Eleftheria Kotzampasaki Philologist

Abstract

In the present paper Dionysios Solomos‟ ldquoThe Cretanrdquo is being examined ldquoThe Cretanrdquo defines the starting point of a new period in Solomos‟ poetry characterized by the turn towards tradition and simultaneously the dialogue with the European philosophy and poetry The pivotal reference of the subject matter is about the failure of the 1821 revolution in Crete and the flow of refugees as its outcome

The subject matter of the paper ndash investigatory question is about the Cretan‟s tribulations and his attitude in terms of thematic and narrative analysis The poem presents the shipwrecked Cretan trying to save his beloved woman in the middle of the rough sea The storm ceases abruptly and a ldquoMoon-dressedrdquo divine figure appears in front of him When the apparition is lost a majestic eerie sound carrying away the shipwrecked man‟s soul will be heard When the sound fades away and the man reaches the beach he will lay his beloved one there however she will be dead The objective here is to study the Cretan‟s tribulations as well as the stages followed by him in order to save his beloved one from the rough sea At the same time a systematic development regarding the narrative time course of evolution will be done The analysis method of the data to be referred to is the brief presentation of the hero‟s adventures the content commentary and the drawing of conclusions The stages of the investigatory procedure correspond to two chapters in the first chapter under the title ldquothematicrdquo all the elements comprising the answer to the investigatory question about ldquothe Cretan‟s tribulations and their impact on his soulrdquo will be cited This chapter contains the hero‟s tribulations the stages followed (battles loss of comrades shipwreck loss of daughter etc) up to the final ending In the second chapter under the title ldquonarrative organizationrdquo a systematic presentation of the narrative time throughout the work will be done During the course of this chapter issues of narrative technique discourse patterns used in the work as well as the time levels generated by the lyric narrative will be examined

At the same time some viewpoints of people having studied the Cretan will be quoted about which there is detailed citation reference regarding the origin of sources Finally the conclusion sums up the research findings which derived from an overall work consideration

Key Words Dionysios Solomos ldquoThe Cretanrdquo thematic approach narrative organization



1 Thematic Approach

11 The hero‟s tribulations throughout the work and the stages through which he underwent to the final outcome

In this chapter a systematic examination in terms of thematic regarding the hero‟s tribulations and his attitude towards the hard situations confronted by him will be done First of all a reference needs to be made whether it is about a complete poem Polylas characterized the poem as an extract3 ldquoit is obvious from the beginning of this extract that it is the continuation of the poem that the deceased had composed or at least had drafted the first seven chaptersrdquo In one of his studies Linos Politis advocates that4 ldquoThe Cretan is not an extract but a complete poem with a beginning middle and an endrdquo He believed that what is available out of this poem is just an episode from a longer epic-lyric poem which Solomos was drafting but never wrote

The poem to be examined is characterized by the following stages the Cretan‟s struggle against the waves in the middle of the night storm The unexpected transformation of the storm into serenity and the wondrous vision of the moon-dressed figure follow after that The dissemination of ldquothe sweetest soundrdquo that succeeds the experience of the moon-dressed figure and tends to assimilate the hero comes afterwards The final element is his arrival at the beach and the tragic realization that his beloved one whom he was holding in his arms has passed away What is observed here is that the Cretan starts the narration of his tribulation in the sea ldquoin media resrdquo by referring to the rough sea and the shipwreck More analytically what is presented is as follows

12 The hero‟s tribulations in the sea

Nature therefore which represents the external obstacles is presented aggressive against the Cretan‟s efforts This point forms the first stage of the tribulation The speaker invokes a ldquogoodrdquo lightning to glow again in the prevailing calm darkness to show him the way to the beach now that the tension of the rough sea has faded away Nature in the peak of the tension will become hostile because it maximizes the distance between the Cretan and the beach and leaves him unprotected in the middle of the storm that bursts out

The major point here is that the Cretan‟s wish came true but with the only exception that instead of one lightning three of them came together exclusively targeting the girl An undivided entirety that brings turmoil to the shipwrecked hero‟s conscious leaving him speechless is created by the sky the earth the sea the light and the noise Nature through its own power forces the Cretan‟s psyche and impedes him against the fulfillment of his supreme moral duty to save his beloved one

3 Linos Politis ldquoThe Cretanrsquos structurerdquo offprint volume 15 of the Corfu chronicles Corfu 1970 p

402 4 Peter Macritz ldquoCasts of poetry-Solomos Kavafis Seferisrdquo Estia bookstore ID Kollaros amp Co

Athens 2008 p 105



13 The transformation of the storm into serenity and the appearance of the moon-dressed figure

In chapter 20 nature cancels in a mystic way its violent flow ldquoit calmed down and became all calm and cleanrdquo ldquoit interspersed scentsrdquo like ldquoa gardenrdquo and ldquoaccepted all the starsrdquo The appearance of a divine figure that charmed the Cretan‟s sensations the emergence of the moon-dressed figure is prepared by these verses The attention of the suffering hero is drawn by this moon-dressed figure as nature is filled with its transcended beauty Eratosthenis G Kapsomenos mentions that5 ldquoit is Aphrodite‟s sweet and celestial appearancerdquo The moon-dressed figure‟s divine character is pin-pointed by most commentators‟ different interpretations G P Apostolakis believes that 6 ldquothe moon-dressed figure revives and depicts the beauty of life and nature reflecting at that moment in the Cretan‟s mindrdquo In chapter 20 the suffering hero is unable to give an explanation about the origin of his experience and refers to a ldquohidden mysteryrdquo The term ldquohidden mysteryrdquo forms the preparation for what is about to follow concerning events that belong to the sphere of the supernatural the sudden transformation of nature and the absolute serenity that presage the appearance of the moon-dressed figure the presence of which expresses both the unification and separation of the Cretan and the girl

In chapter 21 in which the tribulation of the Cretan‟s psyche is developed the space is distinguished for a second time with the moon-dressed figure being the central point flooding the night with light and turning towards the Cretan This figure that is born in the sea steps on the water without puckering it up a verification of her divine figure She unfolds her ldquostaturerdquo opens ldquoher armsrdquo and mobilizes the shipwrecked man‟s reaction The vision being comprised of positive predicates only (love humbleness beauty kindness) transforms nature into a temple night into day magnetizing this way the Cretan but not the girl The hero‟s vision is attracted the natural landscape subsides while the reader is carried to another era by the mnemonic coherences He is staring at her in an ecstasy and feels that he knows her as this woman forms the idealized figure that he had created in the remote past

He does not remember whether he had actually seen this figure as a picture in a temple or it was a love idol ndash a creation of his fantasy or a dreamy figure of his infantile age But the memory of the moon-dressed figure comes back sweet and unforgettable as a dynamic presentation in front of him in a supernatural way The apparition after having penetrated into the Cretan‟s mind and soul and read his torments reacted in a dual manner First of all she sweetly smiled at him expressing her compassion towards the hero and after that she wept feeling pain and sorrow about his torments His hand is transformed by the divine tear that gives him more power than he had when being young fighting against the Turks In verse 37 the Cretan calls the

5 GKehagioglou ldquoIntroduction to Solomosrsquo poetryrdquo a selection of critic texts Crete university

publications an establishing donation of the Pan-Cretan Association of America Iraklio 1999 p 414 6 Panag Nakoy elementary schools supervisor ldquoSolomos and his patriotic workrdquo publisher ldquoToylas-

Mavrakordquo Patra 1957 p 165



moon-dressed figure a ldquogoddessrdquo whereas he was allusive about her divine origin before that After having told her about his torments the Cretan will eventually beg the moon-dressed figure to save his beloved one as she is the only person left to him as a hope for the future The figure will correspond to the shipwrecked man‟s plea by giving him a tear that will open to him the way towards transcendental justification yet full of impediments that is of high level moral tribulations

14 The sweetest sound dissemination and the impact upon the hero

In chapter 22 the ldquosweetest soundrdquo dissemination succeeding the experience of the moon-dressed figure and tending to assimilate the hero forms one more stage of his tribulation This sound music melody (it was not merely a sound or voice) was the Cretan‟s accompaniment while swimming towards the beach The charm of nature over the shipwrecked man will exclusively tempt his hearing with the ldquofinerdquo ldquosweetestrdquo and ldquoindescribablerdquo sound The sound is of no human origin ldquoit is no wordsrdquo nor can ldquoit be reiterated by the echo near himrdquo

The Cretan makes an effort to trace the sound identity by turning to three sources it is not the voice of a girl neither a Cretan nightingale nor a sweet fabioli Polylas notes7 ldquoIt was an indescribable impression which perhaps nobody had ever experienced He is the first man when he took his first breath and all the sky the earth and the sea were cut out for him in all their perfection and rejoiced in his soulrdquo The circle of the options is not the sound and it will end up with a hero‟s affirmation conquered by the conflict experienced and the tribulation of his soul ldquoas soon as love and death are strongrdquo opening to him the path to the idea The dissemination of the sweetest sound transforms the hero making him loose the fighting and aggressive moral of the warrior Only after the fear fades away the hero comes back to himself remembers the girl and his effort Thus upon his arrival at the beach he realizes that his beloved one has passed away This final consequence in co-ordination of the motives of the action and the content of the Cretan‟s effort (arrival at the beach ndash salvation of the beloved one) unifies the three phases of the hero‟s tribulation in the sea The majestic sound completes its circle and nature returns to its regular state and is discharged from the ldquohidden mysteryrdquo by which the Cretan‟s soul was magnetized

15 Arrival at the beach and the death of the Moon-dressed figure

In the end the Cretan will be left alone to complete the high mission and confront the most shocking test that is his arrival at the beach and the tragic realization that his beloved one whom he was holding in his arms has passed away

It is observed that the Cretan even though being at the zenith of his calamity struggles dedicated to his duty as he is directly threatened by the hostile nature in order to carry after that his effort to save his beloved one Chapter

7 Linos Politis ldquoThe structure of the Cretanrdquo offprint 15

th volume of the Corfu chronicles Corfu 1970

p 410



22 refers to the hero‟s final end The strong hand dragging him to the beach along with his dead fianceacute will afterwards become the hand of the beggar who is eagerly given alms by everyone in ldquosweeping eyesrdquo The Cretan tends to conquer the equalizing high idea yet he is still based on the conflicting one8 The central hero‟s determinative tribulation is associated with a ldquohigh moment of the ideardquo that equalizes with another radically opposite one in order to achieve the outcome of a ldquoGreat Poetryrdquo

In an Italian note Solomos claims that9 ldquoA balance of powers between the shipwrecked man‟s soul packed with a great moment of the idea that is to bring to the beach the body of his fianceacute regarding her as alive ndash and the external impediments of nature packed with another majestic moment of the ideardquo

A juxtaposition of balancing powers verifying the tribulation pattern is observed In this juxtaposition the one side is represented by the Cretan‟s psyche moral will aiming at the salvation of his beloved one by carrying her alive to the beach This is a morally higher objective that presupposes self-sacrifice since he struggles against the waves On the other side the external impediments of nature are the representatives of the adversary power These impediments include the apparition of the moon-dressed figure and the sweetest sound The hero is magnetized by the vision of beauty and goodness and his struggle is paralyzed Following that the sound that excites his soul forms the zenith of his tribulation Both the rough sea and the experience of the moon-dressed figure and the sweetest sound function as adversary powers Therefore the negative aspect of nature is represented by the storm whereas the positive one is represented by the moon-dressed figure and the sound It is realized that the positive expressions of the spirit of nature function catastrophically for the hero Thus the natural element contradicts the hero‟s moral power and effort by forming a climax of powers corresponding to the three phases of the tribulation The first phase contains a contrast in terms of the wild nature The two following ones (sound ndash moon-dressed figure) disorientate the hero‟s strong-willed function and paralyze his struggle

In one of his translations Linos Politis mentions that10 ldquoThe moral power under tribulation caused by the calamity and the other one dressed in a charm that eventually makes the loss bittererrdquo The level of the protagonist shipwrecked Cretan‟s soul is defined by nature It is obvious that the nature is presented here in two aspects and three different times aiming at the hero‟s disorientation from the fulfillment of his supreme moral duty

To sum up all the above mentioned it is realized that the hero underwent different material and psychic tribulations which formulate the pattern of tribulation He experienced wars to defend his country his family‟s

8 Demetrius Angelatos ldquoDionysios Solomosrsquo work and the world of literary typesrdquo Gutenberg Athens

2009 p 203 9 Demetrius Angelatos ldquoDionysios Solomosrsquo work and the world of literary typesrdquo Gutenberg Athens

2009 p 204 10

Eratosthenis G Kapsomenos ldquoYour black stone is goodrdquo interpretations for Solomos bookstore of

Estia ID Komaros amp Co 1992 p83



extermination the loss of his comrades as well as wounds and patriotism Beyond all these the hero went through the shipwreck and the loss of the girl he loved the utmost judgment and the end of this world death before the Resurrection The tribulations of the Cretan‟s moral power therefore are a way to show his strong character

2 Narrative organization

21 Narration time levels

Solomos‟ work ldquoThe Cretanrdquo is developed in four time levels The first one covers the time of shipwreck and the Cretan‟s wondrous experiences The second time level concerns the hero‟s prehistory in Crete the hero‟s carefree childhood and adolescence (2113-17 2225-35) the realization of the slave‟s negative condition through the view of nature (yearning for the country‟s liberation 2236-42) fights against the Turks (192-3 226 2216-20) final defeat disaster and expatriation (2129-36) The hero returns to the past and recalls the years when he was fighting and was brave as well as his family‟s death during the war The third time level is about the refugee‟s life after the shipwreck and the girl‟s loss it is about a painful (begging ndash nightmares 227-13) and a charismatic state (a state of solidarity 225-8 223-4 2214) The poetic subject is reduced from an intrepid and dashing warrior to an unhappy beggar who has hard dreams Finally the fourth time level deals with the vision of the utmost judgment in which the hero expects to reunite with his beloved one and gain justice with her (195-18)

22 Narrative time

ldquoThe Cretanrdquo is a narrative poem in the sense that it conveys past events to the narrator and the reader‟s present The hero-protagonist narrates in first person and late time The narrator is dramatized as he is both the narrator and the participant in the story The course of this narration is not straight but begins from the middle of the story that is ldquoin media resrdquo Nevertheless the narration is interrupted by precursor (prolepses) and retrospective (analepses) narrations The time of narration is the epic past full of battles to liberate the country The present follows in which the struggle against nature is prevailing and the future in which the hero is left in suspense among the present the sky and the earth

In chapter 18 the story that begins refers to the narrative present The reader is found at a point when the Cretan struggles against the waves in the middle of the night in order to save his beloved one after the shipwreck The poetic subject begs for a lightning to enable him to distinguish deep in the horizon the remote and unreached beach In chapter 19 the Cretan narrates in a retrospective manner to address according to Genet11 ldquoout-of-narration

11

Peter Macritz ldquoCasts of poetry-Solomos Kavafis Seferisrdquo Estia bookstore ID Komaros amp Co

Athens 2008 p 110



narrative receiversrdquo The shipwrecked hero addresses a fictitious audience to assure that what is going to be told afterwards is true

He therefore returns to the past in order to corroborate his words with a triple oath He swears to the wounds caused by the battles for his country to his comrades and to his beloved one‟s soul who has passed away At this point the reader has been removed off the earthly state and is transferred to a transcendental level As the unit unfolds a precursor narration follows (verses 5-18 a trump playedhelliplooking for somebody) The narration is conveyed to a metaphysical dimension related to the Revelation and the Doomsday The narrator looks for his beloved one among the dead people so that they are judged together during the utmost judgment

In chapters 20 and 21 the narration is placed at the present when the sea becomes serene conducive to the preparation of the appearance of the divine moon-dressed figure Nature is transformed through a mystic procedure The procedure of the appearance is described as a miracle (verses 9-12) Her appearance is associated with transgressing of the natural laws (supernatural element) because as Eratosthenes G Kapsomenos12 claims it is ldquoa man-god figure sharing both divine and human appearancerdquo The effect of the divine figure upon the Cretan is escalating his eyes are full of tears and blurred while he gets the feeling that his thoughts are being read The Cretan‟s communication with the moon-dressed figure forms the narrative present in which the hero confesses his torments to the goddess The above scene allows the narrator to talk in a retrospective manner in the past (Ch 2130-36) and provide the reader with information about the calamities he faced during the Cretan revolution The Turks exterminated his family while he left the island finding comfort only in his beloved one After the events that took place in Crete the narration is conveyed to the present when the moon-dressed figure abruptly appears (2137 221-4)

In chapter 225-14 the reader is transferred to the Cretan narrator‟s present through the phrase in verse 5 ldquofrom that moment on Irdquo The poetic subject interrupts the narration of events (that is time of the story) and transfers the reader to the time of narration In verses 5-14 he speaks as a refugee The transfer to the present is done by the hand in coherence the narrator‟s hand was raised and after the disappearance of the moon-dressed figure he started talking about it on another time level and within other situations His degradation is connoted by the information forming the hand‟s personification in verse 6 that he had no more the hand scanning the Turk and looking for a knife Thus the vigorous intrepid and dashing warrior has turned out to be an unhappy beggar stretching out his hand to the passers by begging for some bread In other words the utmost point of humiliation has been reached His sadness is reflected in his tired eyes and he goes to sleep It is necessary to mention that in verse 6 there is a deviation-retrospection made by the poetic subject to the past to refer to the power he possessed during the battles when the hand was scanning for a Turk and was looking for a knife Afterwards in

12

George Kehagioglou ldquoIntroduction to Solomosrsquo poetryrdquo a selection of Cretan texts university

publications of Crete an establishing donation of the Pan-Cretan Association of America (Iraklio

1999) p 414



verse 14 the hand becomes the means by which the Cretan returns to normal narration talking about the struggle against the waves as well as to the remoter past (battles in Crete) Thus the hand the palm that is put on his forehead to calm down ends up the retrospection of the dream conducive again to the next stage of the narrative

Thus the narrator returns to the time of the story ndash the present at the scene of the shipwreck in verse 15 in which he was using his hand to swim piercing the waves The Cretan remembers that his hand was very strong in the rough sea In order to show his strength he makes a comparison with the strength he had in the remote past It is observed that in verses 2215-20 there is retrospection to the past about the Cretan‟s heroic fights against the Turks with whom he clashed to liberate his country After all the retrospections about the past of Crete the narrator returns to the narration of the struggle against the waves and the course towards the beach (2221 22)

After the withdrawal of the moon-dressed figure there were some time transfers by the narrator he came to the present of the narration passed to the present of the storm through the dream in order to go over the past of Crete Now he is coming back to the time of the story narrating the events taking place in the present Thus a Cretan‟s great poetic issue is introduced to the narration that of the sweetest sound (2221-34) which started to be heard and charmed the hero This sound accompanied the Cretan swimming to reach the land As the unit unfolds (verses 35-42) the reader returns to the retrospective narration in which the Cretan‟s love for liberation and country is referred to Finally in verses 2243-58 the narrator returns to the time of history Reference is made to the narrative present in which the hero has already been disorientated from his final objective to save his beloved one The Cretan reaches the beach holding in his arms the dead body of his fianceacute

3 Figures of Speech

In this poem Solomos through the Cretan hero externalizes his inner world by the use of extensive expressional means (pictures patterns of discourse adjectives etc) Therefore it is purposeful to examine the various expressional means which generate a vivid and graphic narration and are used by Solomos in his work

First of all in unit 18 verse 2 it can be observed that the shipwrecked man invokes the lightning to glow light so that he is able to see in the darkness It could be said that the lightning is personified as the man talks to that element of nature Thus the usefulness of the lightning to glow light is underlined by addressing a wild element of nature by the word ldquogoodrdquo The pleonasm ldquoit glowed againrdquo expresses his strong desire to glow the landscape

In unit 19 the narrator addresses to a fictitious audience and tries to convince them about the validity of what will be told afterwards through the triple oath Thus the metaphor ldquomy chest was devouredrdquo is used to connote the warrior‟s courage in the battle since the enemy is confronted in a close fight The phrase ldquoI was burntrdquo in verse 4 is referred to figuratively and a periphrasis



follows ldquoleaving the worldrdquo In verse 5 the trump is personified ldquoa trump playedrdquo denoting the one that will proclaim the commencement of the frightful Doomsday The phrase ldquorip the roadrdquo (verse 6) is used metaphorically because the use of dramatic present tense makes the narrator‟s speech more graphic By the use of the metaphor ldquoHave you seen the beauty that blesses the valleyrdquo the narrative subject elevates the girl‟s absolute beauty

The technique of abstract concepts and physical phenomena personification is often used by Solomos Thus the environment participates in the story (verses 15-16) amazed by the girl‟s beauty and song The sky is also personified when presented to hear the song and is caught by surprise because of the god‟s voice As regards unit 197-9 it is obvious that in the conversation of the narrator with the souls of the dead hypophora or anthypophora is prevalent

In chapter 20 in which the sea becomes serene its calmness is described with metaphors by the Cretan ldquoand the leaping seardquo ldquocalmed down and became all beautiful and cleanrdquo The pleonasm ldquocalmed down ndash calmnessrdquo as well as the metaphors used by the narrator underline the lull sea What is projected by the narrator in this manner is that the sea water was so clean that the stars reflected on it At the same time the appearance of the divine moon-dressed figure is also imder preparation The procedure of transforming nature into an earthly paradise is expressed by the following similes verse 2 ldquoand the leaping sea like a seething bubblerdquo verse 4 ldquoa gardenrsquos sweet smelling receiving all the starsrdquo verse 8 ldquoless than what is left by the bee on the flowerrdquo A contrast in relation to the previous chapter is observed because there is a transfer from the rough sea to the calm sea The nature (verses 5 6) is personified by the narrator so as to be transformed through a mystic procedure ldquoto decorate every beauty and leave anger behindrdquo What follows is the hidden face that appears before the surprised narrator‟s eyes while a metaphor is used to call it ldquomoon-dressedrdquo figure An oxymoron figure is used by the poetic subject to refer to the trembling of the fresh light before the divine view underlying simultaneously the contrast generated by the metaphor ldquoin her black eyes and golden hairrdquo

In chapter 21 the description of the moon-dressed figure continues as she stares at the stars which are personified feeling exultation by her sight At the same time the metaphor ldquocoveredrdquo in verse 2 connotes that the light drenched the moon-dressed figure without hiding her Her figure is graphically depicted by the metaphor and the adjective ldquocypress-likerdquo Afterwards in verses 7-8 the illumination reaches its peak and the moon-dressed is glowed by the stars The zenith of illumination is depicted by various expressional means such as metaphors ldquothe night is floodingrdquo ldquothe building turned into a templerdquo exaggeration ldquoeverywhere is glowingrdquo and the use of dramatic present tense (flooding sparkling) Additionally the zenith of illumination is presented with the multi-combination (and she was beamed and was not covered ndash and rises ndash and opens ndash and showed ndash and was done) as well as with the excessive figure ldquoand the buildinghellip is sparklingrdquo (verse 7)

A strong attraction between the Cretan and the moon-dressed figure is observed which is projected by the following elements the simile of the moon-



dressed figure‟s glance towards the Cretan as that of the magnetic pin of a compass turned towards north At the same time (verse 11) the lifting and position figure ldquonot to the girl but to merdquo underlines the turning of the moon-dressed figure‟s glance towards the Cretan and finally the use of dramatic present tense in the verb ldquocloserdquo (verse 11) the movement of the moon-dressed figure acquires a vivid and graphic sense The Cretan uses a simile in verse 23 ldquoI felt her eyes deep in the heart of my heartsrdquo to project the moon-dressed figure‟s intense effect over his soul A reference is made by the poetic subject through metaphors to his feeling the moon-dressed figure reading his thoughts with her eyes that is the torments of his life The Cretan‟s pains and torments are too many to bear and he wants to talk about them There is intense metaphor in the phrases ldquopains sprung uprdquo ldquooutpouring of my heartrdquo quoted by the narrator to underline his pain The expression ldquothe eye turned into a leaking tap and cannot seerdquo is used figuratively because he is deeply thrilled as tears come into his eyes and cannot see the divine figure Nonetheless he can hear her eyes deep into his trembling heart making him unable to speak The narrator‟s tragedy is depicted in verse 38 through the metaphor of the Cretan in suspense as if he is hanging above a deep cliff Finally the metaphor ldquotender branchrdquo used by the Cretan to address his fianceacute is a way to ask the moon-dressed figure to save her as she is the only person left in his life

The apparition having penetrated into the Cretan‟s mind and soul and having read his torments reacted in a dual manner she smiled sweetly expressing her compassion to the hero and then tears came in her eyes because of the sorrow and pain caused by his torments These emotions are graphically depicted through the metaphor in verse 1 ldquosmiled sweetlyrdquo and the simile in verse 2 ldquolooked like my beloved onersquosrdquo as well as the reiteration of the concept of tears (her eyes full of tears ndash the drop of her tear) In verse 6 the hand is personified providing the information that he lacks the hand scanning the Turk and looking for a knife at the same time the Cretan‟s degradation is denoted The figure of lifting and position used by the narrator provides the reader the adversary images of the brave warrior as well as the humiliated without a trace of dignity and self-esteem beggar Verse 9 contains two expressional figures that underline the hero‟s degradation and unhappiness the personification ldquofull eyesrdquo and the metaphor ldquofull of unhappinessrdquo In verses 17-20 the metaphors ldquoclose fightrdquo ldquovery closely to the Labyrinthrdquo and ldquoI stepped a gluttonouslyrdquo are used to connote the hero‟s fighting fierceness

After the moon-dressed figure has withdrawn another issue is introduced as a charm for the Cretan and it is ascribed by the metaphor ldquosweetest soundrdquo His struggle in the sea is paralyzed by this sound and this becomes obvious by the metaphor ldquobut the will took long and made me delayrdquo He is captivated by the sound and alienated from the reality and his beloved one A series of metaphors mention what the sound is not ldquoit is not a girlrsquos voice in the growing forestsrdquo ldquoit is not a Cretan nightingale letting its voicerdquo ldquoit is not the sweet Fiampolirdquo The metaphors ldquobooming all night out of sweetnessrdquo and ldquothe stars meltedrdquo reveals how sweet the sound was so that the stars melted The dawn is also personified to hear the sound and roses falling off its hands The



Cretan‟s heart was agitated by the sound and the metaphor ldquoOh country divine and full of bloodrdquo came out of its mouth

In verse 46 a personification is quoted by the narrator to refer to the sound ldquoHe did not want the echo to speak near himrdquo At the same time there is a simile of the sound ldquolike the scents of May filling the airrdquo to underline that the sweetest sound is expanded throughout the universe giving a pleasant mood The sound touched the Cretan‟s soul but could not be captured by his mind according to the multi-connection of ldquothe sky and the sea and the beach and the girlrdquo What was heard was so sweet that contributed to the hero‟s disorganization from his moral objective to save his beloved one Thus through the presentation of time levels and narrative time the evolutionary procedure through which the Cretan passed is observed At the same time all reference to the present retrospective ways to the past and prolepses reveal the hero‟s course up to his present situation Finally the figures of speech used in narration present vividly and graphically the hero‟s memories and thoughts



4 Conclusions

In the present paper what has been analyzed is the Cretan‟s adventures both through a thematic and narrative aspect and the following realizations were made Through the Cretan‟s systematic examination the hero‟s material and psychic tribulations throughout the narration of the events is observed These tribulations form the absolute legalization of the first general estimation that the tribulation pattern is one of the pivots of the story

The presentation of the investigatory procedure was conducive to the conclusion that the essence of the work is the hero‟s communication with nature which is shared in two experiences The first one is the appearance of the moon-dressed figure and the other one the succeeding ldquosweetest soundrdquo These two elements have an impact upon the hero‟s soul disorganizing him from his final objective to bring his beloved one‟s body to the beach It has been observed that both the divine figure and the sound magnetize the hero‟s soul and disorganize him from his final objective to save both the girl and himself The value hierarchy is subverted by the experience of the moon-dressed figure defining his behavior up to that point In brief through what has been mentioned in the 1st chapter it is obvious that the hero is transformed and completely looses the warrior‟s fighting and aggressive moral The Cretan is correspondingly captivated by the sound being alienated from the reality and his beloved one It is realized that only after the sound fades away the hero pulls himself together and remembers his objective Thus the moral objective of the shipwrecked man‟s soul is in contradistinction to the external impediments of nature The magic power of nature forces the hero‟s psyche in order to obstruct him from fulfilling his supreme moral duty The tribulation of his moral strength elevates the Cretan‟s strong character

The systematic observation of the narrative time is conducive to the fact that the hero through retrospective figures and prolepses correlates present and past events Thus there is a transfer from the narrative present regarding the struggle against the waves to another transcendental level that of the expectation of the future judgment At the same time through the experience of the moon-dressed figure the hero returned to past memories when he was a brave warrior in order to show the present The Cretan has ended up a beggar stretching out his hand to the passers by The conclusion drawn through the various figures of speech used by Solomos is that the narration acquires a vivid and graphic sense As a result the reader feels and shares the characters‟ emotions

In conclusion it is realized that Solomos‟ poem is free of superfluous narrative elements and clarifications while it is concise resulting in the reader‟s charm by its mystery



Bibliography

Αποζηοιάθες Γ Μ (1969) Η ποίεζε ζηε δωή κας Αζήλα βηβιηοπωιείολ ηες

εζηίας ΣΙΑΣ ΑΔΙωάλλοσ Γ Κοκάροσ

Καψωκέλος Δρ (1992) Καιή rsquo λαη ε καύρε πέηρα ζοσ Αζήλα

βηβιηοπωιείολ ηες εζηίας ΙΓΚοκάροσ

Καψωκέλος Δρ (1998) Ο Σοιωκός θαη ε ειιεληθή ποιηηηζκηθή παράδοζε

Αζήλα βοσιή ηωλ Διιήλωλ

Αγγειάηος Γ (2009) Το έργο ηοσ Δηολύζηοσ Σοιωκού θαη ο θόζκος ηωλ

ιογοηετληθώλ εηδώλΑζήλα Gutenberg

Μαρωλίηες ΓΝ (2007) Γραθή θαη αλάγλωζεΑζήλα εθδόζεης Παηάθε

Ποιίηες Λ (1970) Η δοκή ηοσ Κρεηηθού Δθδόζεης Κέρθσρα

Μάθρηηδ Π (2008) Εθκαγεία ηες ποίεζες Σοιωκός-Καβάθες-Σεθέρες

Αζήλα Βηβιηοπωιείολ ηες bdquo‟εζηίας‟‟ ΙΓ Κοκαροσamp ΣΙΑ ΑΔ


ιογοηετλοθώλ εηδώλ Αζήλα Gutenberg



INSTRUCTIONS

In order to get more information about how you can send your paper to Culture

Journal please read the instructions we provide in the text below

Culture amp Science is published every three months and its main target is to provide

continuous education and information to professionals Studies referring directly or

indirectly to the ancient history language and culture are accepted

Research studies Original Articles are scientific reports of the results of original

research including experimental retrospective or perspective studies which are

conducted basing on a research protocol

Reviews Interesting topics relating to cultures and sciences well developed written

by two Authors at least NOTE The text of an original or a review study is limited to

10 typed pages including an abstract a maximum of 7 tables and figures (total) and

up to 40

references

Articles-comments of the Editorial Board

Interesting cases They are accepted only if they are about new data or problems and

only if a new methodology is followed They are always accompanied by a summary

in the English language consisting of approximately 200 words and 3-4 key words

The text of

the study is divided into Introduction Description of the case(s) Conclusion The

bibliography should be absolutely specific to the topic

Letter towards the editorial They include judgments on published articles precursor

results of researches critics on the journals etc They are published according to the

judgments of the Editorial Committee and should be signed They should not be of

more than 500 words



Submission of studies

Submission of studies implies that it reports unpublished work except in abstract

form and is not being submitted simultaneously to another publication Accepted

studies become the sole property of our Journal and may not be published elsewhere

without consent from the Managing Editor The texts are submitted to the following e-

mail address

Acceptance of studies

Every submitted study is judged by at least two (2) adjudicators of the Journal

In case of disagreement a new adjudicator is being assigned and the decision on the

publication or not is being made by the Editorial Committee The names of the

adjudicators remain strictly confidential

The authors are informed within 4 weeks about the acceptance of the study Usually a

study is given to the authors for modification before the publication The modified

study should be returned to the Journal within 3 weeks otherwise it is considered

withdrawn

All manuscripts should have the following structure

The first page includes the following order

Title of the article The title should be concise and informative using terms that can

be readily indexed The subtitle (if there is one) can be also written

Names of the authors The authors full names (surname first name) After the

Surname and first name of each author follows the superscript and a comma which

separates each author The superscript declares the current position of each author (the

name of the department and the institution to which the work) and should be written



in the next paragraph after the end of the authors For example Papadopoulou

Maria1 Kanellou Helen 2

1 Msc place of work

2 PhD place of work

If two authors are of the same level at their work then the number of the

superscript is the same

Abstract The abstract should include no more than 250 words divided into the

following subheadings Background Method and Material

Results and Conclusions

Avoid abbreviations and reference citations in the abstract

Key words Below the abstract authors should provide 3-5 key-words which assist in

cross-indexing the article

Corresponding author The name address telephone number or e-mail of the author

to whom correspondence should be sent

In the second page begins the text of the article

If the article is a research study it should follow the structure Introduction

Methodology Results Discussion Tables and References

If the article is a review or any other study other descriptive headings and

subheadings can be used All review articles undergo the same editorial process as

original research reports



Cite all tables and figures in the text numbering them sequentially and place them

before references in the same order as they appear in the text with Arabic numbers

(Table 1 Table 2) followed by a brief title before each table

If you cite a picture which has been published elsewhere then the source of origin

should be noted and the written permit of the editor who has the exclusive right of

republishing it

In case there are pictures of people they should either accompanied by a written

permit of using the pictures as they are or otherwise no faces must be discernible

The pictures must not be more than the dimensions of the pages of the Journal (width

17 cm height 245 cm)

References The Vancouver Citation System is followed or the Harvard system



Bullying in Ages 4-7 Teachers amp School Environment‟s Intervention in the

Greek contexthelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip3

Can transactional models shed more light on the origins and development of

disturbing behaviour in young children14

Memory Cultures and History The example of psychopathhelliphelliphellip23

Homeric heroes‟ psychogram The case of Telemachus in the first Odyssey‟s rhapsody (α)helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip30

Traffic Education in Greek Primary Educationhelliphelliphelliphelliphelliphelliphelliphelliphelliphellip37

The Cretan‟s tribulations and his attitude in terms of the thematic and narrative analysishelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip46

Instructions for authorshelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip59





1 Evgenia Theodotou

2



Greece


Abstract
























Introduction






investigate































Methodology








investigation






























Two Times

Three Times


























were examined

Results









school year















was fourteen years

















50

25

10

10

5

NEVER

ONE TIME

TWO TIMES

THREE TIMES






























Discussion













































any such case
















References




University Press







November 10 2011]









2011]


ed New

York Macmillan










Books Inc












September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it










1 Evgenia Theodotou

2



Greece


Abstract
























Introduction






investigate































Methodology








investigation






























Two Times

Three Times


























were examined

Results









school year















was fourteen years

















50

25

10

10

5

NEVER

ONE TIME

TWO TIMES

THREE TIMES






























Discussion













































any such case
















References




University Press







November 10 2011]









2011]


ed New

York Macmillan










Books Inc












September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it








Introduction






investigate































Methodology








investigation






























Two Times

Three Times


























were examined

Results









school year















was fourteen years

















50

25

10

10

5

NEVER

ONE TIME

TWO TIMES

THREE TIMES






























Discussion













































any such case
















References




University Press







November 10 2011]









2011]


ed New

York Macmillan










Books Inc












September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it











Methodology








investigation






























Two Times

Three Times


























were examined

Results









school year















was fourteen years

















50

25

10

10

5

NEVER

ONE TIME

TWO TIMES

THREE TIMES






























Discussion













































any such case
















References




University Press







November 10 2011]









2011]


ed New

York Macmillan










Books Inc












September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it
















Two Times

Three Times


























were examined

Results









school year















was fourteen years

















50

25

10

10

5

NEVER

ONE TIME

TWO TIMES

THREE TIMES






























Discussion













































any such case
















References




University Press







November 10 2011]









2011]


ed New

York Macmillan










Books Inc












September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it












were examined

Results









school year















was fourteen years

















50

25

10

10

5

NEVER

ONE TIME

TWO TIMES

THREE TIMES






























Discussion













































any such case
















References




University Press







November 10 2011]









2011]


ed New

York Macmillan










Books Inc












September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it












was fourteen years

















50

25

10

10

5

NEVER

ONE TIME

TWO TIMES

THREE TIMES






























Discussion













































any such case
















References




University Press







November 10 2011]









2011]


ed New

York Macmillan










Books Inc












September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it


































Discussion













































any such case
















References




University Press







November 10 2011]









2011]


ed New

York Macmillan










Books Inc












September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it


















any such case
















References




University Press







November 10 2011]









2011]


ed New

York Macmillan










Books Inc












September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it








References




University Press







November 10 2011]









2011]


ed New

York Macmillan










Books Inc












September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it

















September 37-40










pp 3-25













Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it














Introduction








































medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it
























medical model






































































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it


























































































































































child development













Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it








Conclusion














Bibliography


Review 65 81ndash95













95






228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it











228ndash40


John Wiley











Chicago Press










psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it









psychopath




Abstract










disease


Introduction









even great depths






























2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it



































2 Belief in history


























3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it








3 Memory of culture










definitions





























Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it











Conclusions













1993)









































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it































Bibliography













673-674





Academic Publishers







































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it




































































EDUCATION


Abstract









Zone program










1 Introduction





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it





























school



















































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it










































































































international level





B) Schools should





C) Children should





















(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it


























(Kordolaimis)



4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it








4 Conclusions


































Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it








Bibliography





Λόγος 22010



1981 255-267











[Report]












Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it

















Abstract







1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it








1 Thematic Approach









Athens 2008 p 105





















p 410










2009 p 204 10









22 Narrative time



11


Athens 2008 p 110







12



1999) p 414






3 Figures of Speech






















4 Conclusions







Bibliography

















INSTRUCTIONS












up to 40

references





The text of






more than 500 words








mail address









withdrawn













1 Msc place of work

2 PhD place of work
























republishing it


























p 410










2009 p 204 10









22 Narrative time



11


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