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4687

ENTY¶O K§EI™TO AP. A¢EIA™ 2013 K.E.M.¶.A£.

˘ Ùfi ÙÔ Ù‡ ¯Ô˜:
’ · ÙÔ Ù‡¯Ô˜:
È·‚¿ÛÙÛ’Â Û·˘Ùfi
¢¢È·‚¿ÛÙÂ

Greek Language Requirements for English Teachers.....2

Feng Shui ÁÈ· ÁÚ·Ê›· ......................................................3

Child abuse. A shameful reality! ......................................6

O‰ËÁ›· Ù˘ E.E. ÁÈ· ÙËÓ ·Ú·Ï·ÓËÙÈ΋ ‰È·Ê‹ÌÈÛË........10

AÛʷϤÛÙÂÚÔ ¢È·‰›ÎÙ˘Ô ÁÈ· Ù· ·È‰È¿ ............................11

æ˘¯Ô... ÁÚ¿ÊËÌ·..............................................................12

New Word on the Block...................................................13

Academic turns city into a social experiment ...............14
¢ÈÌËÓÈ·›· ∂ÊËÌÂÚ›‰· ÁÈ· ÙÔÓ ∫Ï¿‰Ô Ù˘ •ÂÓfiÁψÛÛ˘ ∂Î·›‰Â˘Û˘

Apprentissage et activites ludiques: La chanson .........15
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15 EK¢O™H: PROFORMA PUBLICATIONS - B·Û. B·ÛÈÏ›Ԣ & ™È· E.E.
KÏÂÈÛı¤ÓÔ˘˜ 7, 105 52 Aı‹Ó·
Sprechen Sie Deutsch.....................................................16
IAN.-ºEBP. 2008 AÚ. A‰Â›·˜ Y. T‡Ô˘ 3488

NEO ¢IOIKHTIKO ™YMBOY§IO ™TON ¶ANE§§HNIO

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Lancashire Û fiÏË ÙËÓ
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K¶Á: H N¤· ¢˘Ó·ÌÈ΋ ÛÙËÓ Tesol Greece new board

On Saturday 15th and Sunday 16th March 2008, the 29th annual
Convention of Tesol Greece was held at the Hellenic American

•ÂÓfiÁψÛÛË ¶ÈÛÙÔÔ›ËÛË Union in Athens. This year’s theme was Inspired teachers,
Motivated learners and Stephen Krashen, Keith Johnson, Kia
Karava and Elizabeth O'Dowd were the plenary speakers.
™ÙÔ ¯ÒÚÔ Ù˘ ÈÛÙÔÔ›ËÛ˘ ÛÙÔȯ˘ ÁÏÒÛÛ·˜ Ô˘ ı· ÂÍÂ- We caught up with exchange and feeling
Ù˘ ÁÓÒÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ Ù·Ûı› ÛÙËÓ ÂÚ¯fiÌÂÓË ÂÍÂÙ·- Costas Pitichoutis, the of belonging to a
‰Ú·ÛÙËÚÈÔÔÈÂ›Ù·È ‰˘Ó·ÌÈο ÛÙÈ΋ ÙÔ˘ M·˝Ô˘ 2008, ı· ¤¯ÂÈ newly elected TESOL professional culture an
ÙÔ KÚ·ÙÈÎfi ¶ÈÛÙÔÔÈËÙÈÎfi ˆ˜ ·ÔÙ¤ÏÂÛÌ· Ó· ‰È·ÁˆÓ›˙Â- Greece chairperson integral part of
°ÏˆÛÛÔÌ¿ıÂÈ·˜ ÙÔ˘ YÔ˘Ú- Ù·È Ô ˘Ô„‹ÊÈÔ˜ Ù·˘Ùfi¯ÚÔÓ· during the KOSMOS continuing
Á›Ԣ EıÓÈ΋˜ ¶·È‰Â›·˜ Î·È Î·È ÛÙ· ‰‡Ô Â›‰·, ÁÂÁÔÓfi˜ exhibitions in Athens professional
£ÚËÛÎÂ˘Ì¿ÙˆÓ, Ô˘ ÚfiÎÂÈ- Ô˘ ı· ÂÈʤÚÂÈ ÛÙÔÓ ›‰ÈÔ fi- for a brief chat on his development and
Ù·È Ó· ÎÏ›ÛÂÈ ÂʤÙÔ˜ Ì ÙËÓ Â- ÊÂÏÔ˜ Û ¯ÚfiÓÔ Î·È Û ÎfiÛÙÔ˜. involvement with personal growth.
ÍÂÙ·ÛÙÈ΋ ÙÔ˘ M·˝Ô˘ 2008 ºÈÏÔ‰ÔÍ›· Ù˘ ¢È‡ı˘ÓÛ˘ TESOL and his
(10/11 M·˝Ô˘) ¤ÓÙ ¯ÚfiÓÈ· Â- ÙÔ˘ K¶Á ηıÒ˜ Î·È ÙˆÓ EÈ- immediate plans. Can anyone get
ÈÙ˘¯Ô‡˜ ·ÚÔ˘Û›·˜ ÛÙÔ ¯ÒÚÔ ÛÙËÌÔÓÈÎÒÓ OÌ¿‰ˆÓ ÙˆÓ ¶·- actively involved? Are
O ¶Úfi‰ÚÔ˜ Ù˘ KEE K·ı. AÓÙÒÓÈÔ˜ TÛÔ¿- How did you get there any restrictions?
ÙˆÓ ÍÂÓfiÁψÛÛˆÓ ÂÍÂÙ¿ÛˆÓ. ÓÂÈÛÙËÌ›ˆÓ Aı‹Ó·˜ Î·È £ÂÛ-
ÓÔÁÏÔ˘ ηٿ ÙË ‰È¿ÚÎÂÈ· Ù˘ ÙËÏÂͤٷÛ˘ Ô˘ involved with TESOL Greece in Any professional in ELT, applied
¶ÏËÚÔÊÔڛ˜ ÁÈ· ÙÔ K¶°, ‰ÈÂÓÂÚÁ‹ıËΠÛÙȘ ÂÍÂÙ¿ÛÂȘ K¶Á ÂÚÈfi‰Ô˘ NÔ- Û·ÏÔӛ΢, Â›Ó·È Ó· ÂÍÂÏÈ-
the first place? linguistics, linguistics, and
ÙÔÓ ÙÚfiÔ ÂͤٷÛ˘ Î·È ÂÌ‚Ú›Ô˘ 2007 Î·È Ô °ÂÓÈÎfi˜ °Ú·ÌÌ·Ù¤·˜ ÙÔ˘ ¯ıÔ‡Ó ·ÓÙ›ÛÙÔȯ· Û ÂÓÈ·›·
I heard about TESOL Greece education in general, who wishes
ı¤Ì·Ù· ·Ï·ÈfiÙÂÚˆÓ ÂÍÂÙ¿- Y¶.E.¶.£., ¶Ú¤Û‚˘ ¢ËÌ‹ÙÚÈÔ˜ ¶Ï·Ù‹˜, Ô˘ ‰È·‚·ıÌÈṲ̂ӷ ÙÂÛÙ Î·È Ù· Â-
while I was studying in the US and to dedicate a certain amount of
ÛÂˆÓ ı· ‚Ú›Ù ÛÙÔÓ ÈÛÙfiÙÔÔ ·Ú·ÎÔÏÔ˘ı› Ì ȉȷ›ÙÂÚÔ ÂӉȷʤÚÔÓ ÙËÓ fiÏË ›‰· B1, B2 Î·È °1, °2, ÂÓfi- became a member as soon as I time and energy, as a volunteer, is
ÙÔ˘ Y¶E¶£ ‰È·‰Èηۛ·. „ÂÈ Ì¿ÏÈÛÙ· Î·È Ù˘ ÚÔÛÂ- returned to Athens. Interest and more than welcome to get actively
(www.ypepth.gr/kpg) Ô˘ Û‡- TÔÓ ÚÔÛ¯‹ M¿ÈÔ ı· ÂÍÂÙ·- ¯Ô‡˜ ÚÔÛı‹Î˘ Ó¤ˆÓ ÁψÛ- commitment to the profession involved in TESOL Greece events.
ÓÙÔÌ· ı· ÂÍÂÏȯı› Û ‡ÏË, Ë Ô- ÛÙÔ‡Ó ÁÈ· ÚÒÙË ÊÔÚ¿: ÛÒÓ ÛÙȘ ‹‰Ë ÂÍÂÙ·˙fiÌÂÓ˜ ÛÙÔ prompted me to attend all events Additionally, I would encourage
Ô›· ı· ·Ú¤¯ÂÈ ÔÏÏ·Ϥ˜ ˘Ë- Ù· Â›‰· A1(ÛÙÔȯÂÈ҉˘ K¶Á. and get more actively involved in any and all members to share their
ÚÂۛ˜ ÛÙÔ˘˜ ÂӉȷÊÂÚfiÌÂÓÔ˘˜. ÁÓÒÛË) Î·È A2 (‚·ÛÈ΋ ÁÓÒÛË) Ì SIGs namely MM/CALL and ideas, voice their thoughts and
T· Â›‰· Ô˘ ÂÍÂÙ¿˙ÔÓÙ·È ÂÓÈ·›Ô ‰È·‚·ıÌÈṲ̂ÓÔ Ù¤ÛÙ Î·È EÍÂÙ¿ÛÂȘ ÛÙËÓ IÛ·ÓÈ΋ ÁÏÒÛÛ· Drama/Literature of which I was a make suggestions that can enrich
̤¯ÚÈ ÛÙÈÁÌ‹˜ Û ٤ÛÛÂÚȘ ÁÏÒÛ- ÛÙȘ Ù¤ÛÛÂÚȘ ÁÏÒÛÛ˜ ¶Ôχ Û‡ÓÙÔÌ·, ı· ‰ÈÂÓÂÚÁË- founding member. and enhance our range of services
Û˜ (AÁÁÏÈ΋, °·ÏÏÈ΋, IÙ·ÏÈ΋ A1-A2- EÓÈ·›Ô ¢È·‚·ıÌÈṲ̂ÓÔ ıÔ‡Ó ÂÍÂÙ¿ÛÂȘ ÂÈ¤‰Ô˘ B2 ÛÙËÓ and events to members of TESOL
Î·È °ÂÚÌ·ÓÈ΋) Â›Ó·È Ù·: TÂÛÙ-EÈÛ·ÁˆÁ‹ N¤ˆÓ °ÏˆÛÛÒÓ IÛ·ÓÈ΋ ÁÏÒÛÛ·. OÈ ÂӉȷÊÂÚfi- What do you get out of it? and /or introduce innovation.
ñ B1(̤ÙÚÈ· ÁÓÒÛË) H ηÈÓÔÙÔÌ›· ÙÔ˘ ÂÓÈ·›Ô˘ ‰È·- ÌÂÓÔÈ ÌÔÚÔ‡Ó Ó· ÂÓËÌÂÚˆıÔ‡Ó The opportunity to share What are your immediate plans
ñ B2(ηϋ ÁÓÒÛË) experiences, ideas and problems for your tenure as a chairman of
‚·ıÌÈṲ̂ÓÔ˘ Ù¤ÛÙ ÁÈ· ÙË ÛÙÔȯÂÈ- ·fi ÙËÓ ÈÛÙÔÛÂÏ›‰· ÙÔ˘ K¶Á ÙÔ˘
ñ °1 (Ôχ ηϋ ÁÓÒÛË) with other professionals in the
Ò‰Ë Î·È ‚·ÛÈ΋ ÁÓÒÛË Ù˘ ·ÓÙ›-
™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 12 field. I consider this type of ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 10
 2
Greek Language Requirements for English Teachers
In a written parliamentary
question (E-0719/08) on 14
February 2008, Graham Watson
MEP has asked the European
Commission what action it will
take over moves by the Greek
government to impose a Greek
language requirement on English
teachers:
➧ Subject:Non-Greek nationals
teaching in Greece
The Commission will be aware
that Greece has changed the
requirements applicable to non-
nationals who wish to teach
English in private schools and
colleges in Greece: they are now
required to have passed a state
examination in the Greek
language. Since such teachers of
English require no English
teaching qualification, simply
proof of proficiency in English,
does the Commission share my
view (and that of many others)
that this is a protectionist move to
give preference to Greek
nationals? And, if so, what action
will the Commission take?
In previous moves, this matter has
been raised with Solvit Greece, a
problem-solving network
established by the European
Commission which handles
complaints involving the
misapplication of EU legislation
by public authorities in each of the
EU member states. The Minister
of National Education has refused
to give them a statement. The
situation has also been drawn to
the attention of the Rt Hon David
Miliband MP, UK foreign
secretary.
As far back as August 2007, a
response from the Directorate
General Internal Market of the
European Commission stated “As
concerns English teachers at
private language institutes
Directive 2005/36/EC is not
applicable prima facie”,
continuing that the Greek
language requirement is “against
the principles of the EU Treaty,
which are the free provision of
services, the freedom of
establishment and the free
movement of workers”. However,
directorates of secondary
education continue to tell school
owners that they cannot employ
English teachers unless they have
certification of their competence
in Greek.
The situation of teachers already
working in Greece is further
complicated by the difficulties in
obtaining reliable information
about what the requirements
Peter Beech*
Anglo-Hellenic Teacher Training
info@anglo-hellenic.com
actually are. Even now, there is no
mention of Greek language
certification on the list of
requirements on the ministry
website at
http://www.ypepth.gr/docs/plirofor
_deltio_allodapoi_070531.doc and
the requirements for eparkia at
http://www.ypepth.gr/docs/pd_epar
keias_didaskalias.doc include
«B‚·›ˆÛË ÁÓÒÛ˘ Ù˘ EÏÏËÓÈ΋˜
ÁÏÒÛÛ·˜» with no further detail
provided.
There is a similar lack of detail in
directive 85934/¢5, circulated by
the Ministry of National
Education and Religious Affairs in
August 2006, which states that
English teachers who are
European Union Nationals
«ÚÔÛÏ·Ì‚¿ÓÔÓÙ·È ÛÂ
ÊÚÔÓÙÈÛÙ‹ÚÈ·, ÂÊfiÛÔÓ ‰È·ı¤ÙÔ˘Ó
Ù· ÚÔÛfiÓÙ· Ô˘ ··ÈÙ› Ô ÓfiÌÔ˜
ÁÈ· ηٿÏË„Ë ·ÓÙ›ÛÙÔȯˆÓ
ı¤ÛÂˆÓ ·fi Ë̉·Ô‡˜ ηÈ
η٤¯Ô˘Ó Â›Û˘ ÙË ‚‚·›ˆÛË
ÂÏÏËÓÔÌ¿ıÂÈ·˜ ...»
A clarification sent to us by the
Directorate of Private Education
in January 2007 stressed that the
requirement was for a «‚‚·›ˆÛË
ÈÛÙÔÔ›ËÛ˘ ·Ï‹˜ ÁÓÒÛ˘ ηÈ
‰˘Ó·ÙfiÙËÙ·˜ ¯Ú‹Û˘ Ù˘ ÂÏÏËÓÈ΋˜
ÁÏÒÛÛ·˜», which presumably
means level A, but teachers are in
fact being directed to obtain
«ÈÛÙÔÔ›ËÛË Ù˘ Ï‹ÚÔ˘˜ ηÈ
¿ÓÂÙ˘ ¯Ú‹Û˘ Ù˘ ÂÏÏËÓÈ΋˜
ÁÏÒÛÛ·˜», which is equivalent to
at least C1 (Cambridge CAE)
level. Numerous teachers who
have contacted us report being
told to take either the level D
exam offered at the HAU or the
Ministry exam, and the current
information we were given by the
responsible department (210
3443657) when checking for this
article in March 2008 is that
“there are no other levels, they
have to take the exam organised
by the Ministry”.
According to the information
provided to candidates for the
Ministry exam, «ÁÈ· fiÛÔ˘˜ ı¤ÏÔ˘Ó
Ó· ¿ÚÔ˘Ó Â¿ÚÎÂÈ· ͤÓ˘
ÁÏÒÛÛ·˜ ÁÈ· Ó· ‰È‰¿ÛÎÔ˘Ó ÛÂ
ÊÚÔÓÙÈÛÙ‹ÚÈ· ÚÔÙ›ÓÂÙ·È ÙÔ
Û¯ÔÏÈÎfi ÂÁ¯ÂÈÚ›‰ÈÔ Ù˘ ¤ÎıÂÛ˘
Ù˘ A’ §˘Î›Ԣ». One teacher
known to me personally was failed
on the oral component of this
exam although he has been living
and teaching in Greece for over
twenty years. This is a clear
indication that the directive is
precisely, as Graham Watson
states, “a protectionist move to
give preference to Greek
nationals”. We await with interest
the response of the European
Commission to this call to action.
Concerned school owners and
teachers are encouraged to
contact Mr Robertus Cornelissen
of the European Comission
Directorate-General Employment,
Social Affairs and Equal
Opportunities (tel. 0032
22957667).
We appreciate the efforts of all our
clients and colleagues who have
supported our response to this
situation. In particular, I would
like to take this opportunity to
publicly thank Dr David Green for
his invaluable assistance.
* Peter Beech is Director of Anglo-
Hellenic Teacher Recruitment.
www.anglo-hellenic.com 27410 53511

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ÎÚÈ̤ÓÔ˘˜ Â·ÁÁÂÏÌ·ÙÈÎÔ‡˜ ¯Ò-
ÚÔ˘˜ Ó· ·ÏÏ¿˙Ô˘Ó ¯¤ÚÈ· οı 2-3
¯ÚfiÓÈ· ¯ˆÚ›˜ ÏÔÁÈ΋ ÂÍ‹ÁËÛË;
¶fiÛÔ Û˘¯Ó¿ ‚ϤÔ˘Ì ¿ÏÏÔ˘˜
¯ÒÚÔ˘˜ Ô˘ fi,ÙÈ ÁÚ·ÊÂ›Ô Î·È Ó·
·ÓÔ›ÍÂÈ ı· È¿ÛÂÈ;
TÔ Ê·ÈÓfiÌÂÓÔ ·˘Ùfi ÙÔ ¤¯Ô˘ÌÂ
‰ÂÈ ÔÏϤ˜ ÊÔÚ¤˜ Î·È ·˘Ùfi ‰ÂÓ Ô-
Ê›ÏÂÙ·È ÛÙËÓ Â͢Ó¿‰·, ÙËÓ ÔÈ-
fiÙËÙ· ÙˆÓ ˘ËÚÂÛÈÒÓ ‹ ÛÙÔ ÎÔÎ-
ηϿÎÈ Ù˘ Ó˘¯ÙÂÚ›‰·˜ Ô˘ Èı·-
ÓfiÓ Î·Ù¤¯ÂÈ Ô È‰ÈÔÎÙ‹Ù˘ Ù˘ ÂÈ-
¯Â›ÚËÛ˘.
AÏ¿ ˘¿Ú¯Ô˘Ó ¯ÒÚÔÈ ÔÈ ÔÔ›-
ÔÈ ¤¯Ô˘Ó ηÏfi ‹ ηÎfi ºÂÓÁÎ
™Ô‡È. K·Ïfi ºÂÓÁÎ ™Ô‡È ‰ÂÓ Â›Ó·È
··Ú·›ÙËÙ· Ë ˆÚ·›· ‰È·ÎfiÛÌË-
ÛË ‹ Ë Î·Ï‹ ·›ÛıËÛË Ô˘ ‰›ÓÂÈ ¤-
Ó·˜ ¯ÒÚÔ˜. E¿Ó ›Û¯˘Â ·˘Ùfi, ÙfiÙÂ
fiÏ· Ù· ˆÚ·›· ÁÚ·Ê›· Î·È Î·Ù·-
ÛÙ‹Ì·Ù· ‰ÂÓ ı· ¤ÎÏÂÈÓ·Ó ÔÙ¤,
ÂÓÒ ÔÈ ¯ÒÚÔÈ ÌÂ ˆÚ·›· ·›ÛıËÛË
ı· ›¯·Ó ¿ÓÙ· ÂÏ¿Ù˜.
TÈ Â›Ó·È ÏÔÈfiÓ ·˘Ùfi Ô˘ οÓÂÈ
ÌÈ· Âȯ›ÚËÛË Ó· ¤¯ÂÈ Î·Ïfi ºÂÓ-
ÁÎ ™Ô‡È;
Y¿Ú¯Ô˘Ó ‰‡Ô ·Ú¿ÁÔÓÙ˜
Ô˘ ÂËÚ¿˙Ô˘Ó ÙÔ ºÂÓÁÎ ™Ô‡È Â-
Ófi˜ ¯ÒÚÔ˘:
¶ÚÒÙÔÓ, Ë Â›‰Ú·ÛË Ô˘ ¤¯ÂÈ Ô
ÂÛˆÙÂÚÈÎfi˜ Î·È Â͈ÙÂÚÈÎfi˜ ¯Ò-
ÚÔ˜ Î·È ÂÍÂÙ¿˙ÂÙ·È Ì Á˘ÌÓfi Ì¿ÙÈ.
™ÙÔ ·Ú·Î¿Ùˆ ¿ÚıÚÔ ı· Û·˜
‰ÒÛÔ˘ÌÂ Û˘Ì‚Ô˘Ï¤˜ Ô˘ ‚·Û›˙Ô-
ÓÙ·È Û ·˘Ùfi ÙÔ Â›‰Ô˜ ºÂÓÁÎ ™Ô‡È,
ÙÔ ÔÔ›Ô ÔÓÔÌ¿˙ÂÙ·È «Û¯ÔÏ‹ Ù˘
ÊfiÚÌ·˜».
¢Â‡ÙÂÚÔÓ, Ë Â›‰Ú·ÛË Ô˘ ¤-
Feng Shui ÁÈ· ÁÚ·Ê›·
¶fiÛÔ ºÂÓÁÎ ™Ô‡È Â›Ó·È ÙÔ ÁÚ·ÊÂ›Ô Û·˜;
¯Ô˘Ó ÔÈ Î·Ù¢ı‡ÓÛÂȘ ÙÔ˘ ÔÚ›˙Ô-
ÓÙ· ÛÂ Û˘ÁÎÂÎÚÈ̤ÓÔ ¯ÚfiÓÔ Î·È
ÂÍÂÙ¿˙ÂÙ·È Ì ÙËÓ ‚Ô‹ıÂÈ· Ù˘ ÂÈ-
‰È΋˜ ˘Í›‰·˜ ºÂÓÁÎ ™Ô‡È. H ÌÂ-
ϤÙ˘ Ù˘ Â›‰Ú·Û˘ ·˘Ù‹˜ Á›ÓÂ-
Ù·È ÌfiÓÔ ·fi ¤Ó·Ó ÂȉÈÎfi ÙÔ˘
ºÂÓÁÎ ™Ô‡È, Ô ÔÔ›Ô˜ ı· Û˘Ó‰È¿-
ÛÂÈ ÔÏϤ˜ ÊfiÚÌÔ˘Ï˜ Ì·˙› ÁÈ·
ηχÙÂÚ· ·ÔÙÂϤÛÌ·Ù·.
™ÙÔ ·Ú·Î¿Ùˆ ¿ÚıÚÔ ı· Û·˜
‰ÒÛÔ˘Ì οÔȘ Û˘Ì‚Ô˘Ï¤˜ ÁÈ·
ÙÔ 2008 Û‡Ìʈӷ Ì ÙËÓ Û¯ÔÏ‹
«IÙ¿ÌÂÓ· ÕÛÙÚ·». OÈ Û˘Ì‚Ô˘-
Ϥ˜ ÁÈ· ÙÔ 2008 ‰ÂÓ ÌÔÚÔ‡Ó Ó·
·ÓÙÈηٷÛÙ‹ÛÔ˘Ó ÌÈ· ÔÏÔÎÏËÚˆ-
̤ÓË ÌÂϤÙË Î·È Â›Ó·È ÌfiÓÔ ‚ÔË-
ıËÙÈΤ˜.
°Ú·Ê›· Î·È ÂÛˆÙÂÚÈÎfi˜ ¯ÒÚÔ˜
MÚÔÛÙ¿ ·fi ÙËÓ ı¤ÛË Ô˘
οıÂÛÙ Ú¤ÂÈ Ó· ‚ϤÂÙ ·ÓÔÈ-
¯Ùfi ¯ÒÚÔ Î·È fi¯È ¤Ó· ÙÔ›¯Ô. A˘Ùfi
Ô˘ ‚Ú›ÛÎÂÙ·È ÌÚÔÛÙ¿ Û·˜ ›ӷÈ
ÙÔ Ì¤ÏÏÔÓ Û·˜ Î·È ÂÛ›˜ ı¤ÏÂÙ ӷ
¤¯ÂÙ ·ÓÔȯÙfi Î·È fi¯È ÌÏÔηÚÈ-
Ṳ̂ÓÔ Ì¤ÏÏÔÓ.
¶›Ûˆ ·fi ÙËÓ ı¤ÛË Ô˘ οıÂ-
ÛÙ Ú¤ÂÈ Ó· ˘¿Ú¯ÂÈ ÛÙ·ıÂÚfi˜
ÙÔ›¯Ô˜ Ô ÔÔ›Ô˜ Û·˜ ·Ú¤¯ÂÈ ÚÔ-
ÛÙ·Û›·. E¿Ó ‰Ô˘Ï‡ÂÙ Û ¯ÒÚÔ
·ÓÔȯÙÔ‡ Ù‡Ô˘, ‚¿ÏÙ ›Ûˆ Û·˜
¤Ó· ¯ÒÚÈÛÌ· Ô˘ ¤¯ÂÈ ‡„Ô˜ ÙÔ˘-
°ÂˆÚÁ›· KÈ¿ÊË
Ï¿¯ÈÛÙÔÓ fiÛÔ Î·È ÙÔ ÛÒÌ· Û·˜ fi-
Ù·Ó Î¿ıÂÛÙÂ. TÔ Á˘¿ÏÈÓÔ ‰È·Ê·-
Ó¤˜ ¯ÒÚÈÛÌ· ·Ú¤¯ÂÈ ÏÈÁfiÙÂÚË
ÚÔÛÙ·Û›· ·fi ¤Ó· Ú·ÁÌ·ÙÈÎfi
ÙÔ›¯Ô ‹ ·‰È·Ê·Ó‹ ¯ÒÚÈÛÌ· ‹ „Ë-
Ïfi ¤ÈÏÔ.
ŸÙ·Ó Ì·›ÓÂÙ ÛÙËÓ Â›ÛÔ‰Ô
οı ‰ˆÌ·Ù›Ô˘ Ú¤ÂÈ Ó· ÌÔ-
Ú›Ù ӷ ‚ϤÂÙ ÔÏfiÎÏËÚÔ ÙÔ
‰ˆÌ¿ÙÈÔ ‰ÈfiÙÈ ·˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ Ë
ÂÓ¤ÚÁÂÈ· (chi) Ú¤ÂÈ ÂχıÂÚ· ÛÙÔ
‰ˆÌ¿ÙÈÔ. E›Û˘ fiÙ·Ó Î¿ıÂÛÙÂ
ÛÙÔ ÁÚ·ÊÂ›Ô Û·˜ ı· Ú¤ÂÈ Â›-
Û˘ Ó· ÌÔÚ›Ù ӷ ‚ϤÂÙ fiÛÔ
Á›ÓÂÙ·È ÂÚÈÛÛfiÙÂÚÔ ·fi ÙÔÓ ¯Ò-
ÚÔ.
¶›Ûˆ ‹ ÌÚÔÛÙ¿ ·fi ÙÔ ÁÚ·-
ÊÂ›Ô Û·˜ ‰ÂÓ ı· Ú¤ÂÈ Ó· ˘¿Ú-
¯Ô˘Ó ÁˆÓ›Â˜ ÙÔ›¯ˆÓ ‹ ¿ÏÏˆÓ Â›-
ÏˆÓ Ô˘ «¯Ù˘Ô‡Ó» ÙÔ ÁÚ·Ê›Ô
Û·˜ ‰ÈfiÙÈ Â›Ó·È Û·Ó ‰ËÏËÙËÚÈÒ‰Ë
‚¤ÏË. EÍÂÙ¿ÛÙÂ Â¿Ó Ë ÁˆÓ›· ÙÔ˘
ÁÚ·Ê›Ԣ ÙÔ˘ Û˘Ó·‰¤ÏÊÔ˘ Û·˜
¯Ù˘¿ÂÈ ÛÙËÓ ‰ÈÎÈ¿ Û·˜ ÁˆÓ›· ÙÔ˘
ÁÚ·Ê›Ԣ Û·˜, ‰ÈfiÙÈ ·˘Ùfi ϤÁÂÙ·È
«„·Ï›‰ÈÛÌ·» Î·È ‰ËÌÈÔ˘ÚÁ›
η˘Á¿‰Â˜.
¢Â›ÙÂ Â¿Ó Á‡Úˆ Û·˜ ˘¿Ú¯ÂÈ
ÁÚ·ÊÂ›Ô Û˘Ó·‰¤ÏÊÔ˘ Ô˘ ÙÔ Ì‹-
ÎÔ˜ ÙÔ˘ «‚Ú›ÛÎÂÈ» Û Â¤ÎÙ·ÛË
ÙÔ ‰ÈÎfi Û·˜ ÁÚ·Ê›Ô, ‰ÈfiÙÈ ·˘Ùfi
‰ËÌÈÔ˘ÚÁ› ›ÂÛË Û ÂÛ¿˜.
AÔʇÁÂÙ·È Ó· οıÂÛÙ ·Ó¿-
ÌÂÛ· Û ‰‡Ô fiÚÙ˜, ‹ ·Ó¿ÌÂÛ·
Û ‰‡Ô ·ÓÔ›ÁÌ·Ù· ‰ˆÌ·Ù›ˆÓ fi-
ˆ˜ ·Ó¿ÌÂÛ· Û fiÚÙ˜ Î·È ·-
Ú¿ı˘ÚÔ ‹ Ì·ÏÎÔÓfiÔÚÙ·. E›-
Û˘ ·ÔʇÁÂÙ ӷ ›ÛÙ ·Ó¿ÌÂÛ·
Û ¿ÓÔÈÁÌ· ‰ˆÌ·Ù›Ô˘ (fiÚÙ·, ·-
Ú¿ı˘ÚÔ ÎÏ) Î·È Î·ıÚ¤ÙË.
OÈ ÂÚÈÔ¯¤˜ ·Ôı‹Î¢Û˘ ·Ú-
¯Â›ˆÓ Î·È Ù· ÂÍ·ÚÙ‹Ì·Ù· ÁÚ·Ê›-
Ô˘ ‰ÂÓ ı· Ú¤ÂÈ Ó· ηٷϷ̂¿-
ÓÔ˘Ó ˘ÂÚ‚ÔÏÈÎfi ¯ÒÚÔ ·fi ÙÔ
Û‡ÓÔÏÔ. XÚËÛÈÌÔÔÈ‹ÛÙÂ Ù· ÁÈ·
Ó· «¯ˆÚ›ÛÂÙ» ÔÙÈο ¤Ó· ÌÂÁ¿-
ÏÔ ¯ÒÚÔ Û ÌÈÎÚfiÙÂÚÔ˘˜.
H ηχÙÂÚË ı¤ÛË ÙÔ˘ ÁÚ·Ê›-
Ô˘ Â›Ó·È ·˘Ù‹ Ô˘ ‚Ú›ÛÎÂÙ·È ‰È·-
ÁÒÓÈ· Î·È ·ÓÙ›ıÂÙ· ·fi ÙËÓ fiÚ-
Ù· ÙÔ˘ ‰ˆÌ·Ù›Ô˘, ‰ÈfiÙÈ Ë ÂÓ¤ÚÁÂÈ·
3
(chi) Ú¤ÂÈ ¿ÓÙ· Ì ·˘ÙfiÓ ÙÔÓ
ÙÚfiÔ. O ‰È¢ı˘ÓÙ‹˜ Â›Ó·È Î·Ï‡-
ÙÂÚ· Ó· οıÂÙ·È ‰È·ÁÒÓÈ· Î·È ·-
ÓÙ›ıÂÙ· ·fi ÙËÓ Â›ÛÔ‰Ô Ù˘ ÂÙ·È-
Ú›·˜.
¶ÂÚÈÔ¯¤˜ Ô˘ ¤¯Ô˘Ó ÏÈÌÓ·Ṳ̂-
ÓË ‹ ·ÚÓËÙÈ΋ ÂÓ¤ÚÁÂÈ· ÂÈϤÁÔ-
ÓÙ·È ÁÈ· ¯ÒÚÔ˘˜ ·Ú¯Â›ˆÓ ‹ ÙÔ˘·-
Ϥٷ˜ Î·È fi¯È ÁÈ· ÁÚ·Ê›·. §È-
ÌÓ·Ṳ̂ÓË ÂÓ¤ÚÁÂÈ· ‚Ú›ÛÎÂÙ·È ÛÂ
ÌÈÎÚÔ‡˜ ÛÙÚÈ̈Á̤ÓÔ˘˜ ¯ÒÚÔ˘˜
Ô˘ ‰ÂÓ ‚ϤÔ˘Ó ÙËÓ Â›ÛÔ‰Ô ÙÔ˘
‰ˆÌ·Ù›Ô˘, ÂÓÒ ·ÚÓËÙÈ΋ ÂÓ¤Ú-
ÁÂÈ· ¤¯Ô˘Ó ¯ÒÚÔÈ Ô˘ ‰¤¯ÔÓÙ·È
‰ËÏËÙËÚÈÒ‰Ë ‚¤ÏË ·fi ¿ÏÏÔ˘˜
ÙÔ›¯Ô˘˜.
H ÙÔ˘·Ï¤Ù· Ó· ÌËÓ Â›Ó·È ·ÎÚÈ-
‚Ò˜ ‰›Ï· ·fi ÙËÓ Â›ÛÔ‰Ô.
øÚ·›· Î·È ˘ÁÈ‹ Ê˘Ù¿ ‰›ÓÔ˘Ó
˙ˆ‹ Û ¤Ó· ¯ÒÚÔ. TÔ Ì¤ÁÂıfi˜
ÙÔ˘˜ Ó· Â›Ó·È Û ·ÚÌÔÓ›· Ì ÙÔÓ
¯ÒÚÔ. OÈ ›Ó·Î˜ Î·È ‰È·ÎfiÛÌË-
ÛË Ó· ÌËÓ Â›Ó·È ·ÊËÚË̤ÓË Ù¤¯ÓË
Î·È Ó· ı˘Ì›ÛÔ˘Ó Ê˘ÛÈÎfi ÂÚÈ‚¿Ï-
ÏÔÓ. ¶fiÛÔ Û˘¯Ó¿ ¿ÏψÛÙ ÔÓÂÈ-
Ú¢fiÌ·ÛÙ Û ÒÚ· ‰Ô˘ÏÂÈ¿˜ ÌÈ·
·Ú·Ï›· ÌÂ Á·Ï¿˙È· ÓÂÚ¿ ÙÔ Ô-
Ô›Ô Ì·˜ ÍÂÎÔ˘Ú¿˙ÂÈ;
AÔʇÁÂÙ ϿÌ˜ Î·È ¿ÏÏ· ·-
ÓÙÈΛÌÂÓ· Ô˘ Èı·ÓfiÓ Ó· ÎÚ¤-
ÌÔÓÙ·È ¿Óˆ ·fi ÙÔ ÎÂÊ¿ÏÈ Û·˜,
‰ÈfiÙÈ ‰ËÌÈÔ˘ÚÁÔ‡Ó ›ÂÛË.
T· ¯ÚÒÌ·Ù· Ú¤ÂÈ Ó· ›ӷÈ
Û¯ÂÙÈο Ô˘‰¤ÙÂÚ·, ÂÎÙfi˜ Â¿Ó ¤-
Ó·˜ ÂȉÈÎfi˜ Û·˜ ¤¯ÂÈ Û˘Ì‚Ô˘Ï‡-
ÛÂÈ ‰˘Ó·Ù¿ ¯ÚÒÌ·Ù·. TÔ ÎfiÎÎÈÓÔ
¯ÚÒÌ· Ú¤ÂÈ Ó· ¯ÚËÛÈÌÔÔÈ›-
Ù·È Ì ̤ÙÚÔ.
™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 4
 4
™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 3
TÔ Û¯‹Ì· ÙÔ˘ ÁÚ·Ê›Ԣ Ú¤ÂÈ
Ó· Â›Ó·È ÙÂÙÚ¿ÁˆÓÔ, ÔÚıÔÁÒÓÈÔ,
‹ Ì ηÌ‡Ï˜. OÈ Î·Ì‡Ï˜ ›-
Ó·È Î·Ï¤˜ Ì ÙËÓ ÚÔ˘fiıÂÛË fiÙÈ
‚Ú›ÛÎÂÛÙ ·fi ÂΛÓË ÙËÓ ÏÂ˘Ú¿
ÙÔ˘ ÁÚ·Ê›Ԣ fiÔ˘ Ë Î·Ì‡ÏË
Û·˜ ÂÚÈÎχÂÈ Î·È ·ÁηÏÈ¿˙ÂÈ, ·-
ÔʇÁÔÓÙ·˜ Ó· οıÂÛÙ ÛÙËÓ
ηÌ‡ÏË ÙÔ˘ ÁÚ·Ê›Ԣ Ô˘ Û·˜
«Îfi‚ÂÈ». ™›ÁÔ˘Ú· ¤¯ÂÙ ‰ÂÈ Û˘-
¯Ó¿ reception Ì ηÌ‡Ï˜ ÁÚ·-
ÊÂ›Ô Î·È ÙÔ ÚÔÛˆÈÎfi Ó· ‚Ú›-
ÛÎÂÙ·È Ì¤Û· ÛÙËÓ Î·Ì‡ÏË Î·È Â-
Û›˜ ·¤Íˆ. •¤ÚÂÙ ÙÒÚ· ÔÈfi˜ ¤-
¯ÂÈ ÙÔ ¿Óˆ ¯¤ÚÈ Û ·˘Ù‹ ÙËÓ Â-
Ú›ÙˆÛË.
¶ÚÔÛ·ı‹ÛÙ ӷ ¤¯ÂÙ ÙÔ ÁÚ·-
ÊÂ›Ô Û ٿÍË Î·È Ó· Â›Ó·È Î·ı·-
Úfi. ™ÙÔ ·Ú¯·›Ô ‚È‚Ï›Ô ÙÔ˘ ºÂÓÁÎ
™Ô‡È «ÙÔ BÈ‚Ï›Ô Ù˘ T·Ê‹˜», ÙÔ Ô-
Ô›Ô Â›Ó·È ÛËÌÂ›Ô ·Ó·ÊÔÚ¿˜ ÁÈ·
ÙËÓ Û¯ÔÏ‹ Ù˘ ÊfiÚÌ·˜ ÙÔ˘ ºÂÓÁÎ
™Ô‡È, Ô KÔ‡Ô ¶Ô ·Ó·Ê¤ÚÂÈ fiÙÈ
ηϋ ÂÓ¤ÚÁÂÈ· ¤¯Ô˘Ó ÔÈ ¯ÒÚÔÈ ÌÂ
ÂÚÈ‚¿ÏÏÔÓ Ô˘ ‰ÂÓ ÌÔÈ¿˙ÂÈ ÌÂ
Ù۷ϷΈ̤ӷ ‚ÚÒÌÈη ÚÔ‡¯·.
H Ì˘Úˆ‰È¿ Î·È Ô ‹¯Ô˜ Û ¤Ó·
ÁÚ·ÊÂ›Ô ·›˙Ô˘Ó Â›Û˘ ÛËÌ·ÓÙÈ-
Îfi ÚfiÏÔ. O ¯ÒÚÔ˜ Ó· ·ÂÚ›˙ÂÙ·È
Û˘¯Ó¿, Ó· Ì˘Ú›˙ÂÈ Â˘¯¿ÚÈÛÙ· ηÈ
Ó· ÌËÓ ¤¯ÂÈ ÂΈʷÓÙÈ΋ Ê·Û·Ú›·.
°Ú·Ê›· Î·È Â͈ÙÂÚÈÎfi˜ ¯ÒÚÔ˜
EÍÂÙ¿ÛÙÂ Â¿Ó Ë ÂÙ·ÈÚ›· Û·˜
ÏËÚ› ÙȘ «3 ÚÔ¤˜» ÙÔ˘ ºÂÓÁÎ
™Ô‡È: A˘ÙÔΛÓËÙ·, ¿ÓıÚˆÔÈ Î·È
ÓÂÚfi. ¶ÂÚÈÔ¯¤˜ Ô˘ ¤¯Ô˘Ó ΛÓËÛË
Ì ·˘ÙÔΛÓËÙ· ·ÏÏ¿ Ô˘ Ë Î›ÓËÛË
·˘Ù‹ ÌÔÚ› Ó· Â›Ó·È Û¯ÂÙÈο ·Ú-
Á‹ (¯ ÏfiÁˆ Ê·Ó·ÚÈÒÓ ‹ ÛÙ¿ÛË
ψÊÔÚ›Ԣ ‹ ÌÂÙÚfi), ÂÚÈÔ¯¤˜
fiÔ˘ Û˘ÁÎÂÓÙÚÒÓÔÓÙ·È ÔÏÏÔ›
¿ÓıÚˆÔÈ fiˆ˜ ÁÈ· ·Ú¿‰ÂÈÁÌ·
Â˙fi‰ÚÔÌÔÈ Ì ÌÂÁ¿ÏË ÚÔ‹ ·Ó-
ıÚÒˆÓ, ‹ ÂÚÈÔ¯¤˜ Ô˘ ·Áη-
ÏÈ¿˙ÔÓÙ·È Û ۯ‹Ì· ηÌ‡Ï˘ ·-
fi ÓÂÚfi ¤¯Ô˘Ó ηϤ˜ Èı·ÓfiÙËÙ˜
ÂÈÙ˘¯›·˜.
MÚÔÛÙ¿ ·fi ÙËÓ Â›ÛÔ‰Ô Ù˘
ÂÙ·ÈÚ›·˜ Â›Ó·È Î·Ïfi Ó· ‚Ú›ÛÎÂ-
Ù·È ·ÓÔȯÙfi˜ ¯ÒÚÔ˜. Ÿˆ˜ ·ÎÚÈ-
‚Ò˜ ÈÛ¯‡ÂÈ ÁÈ· ÙÔ˘˜ ÂÛˆÙÂÚÈÎÔ‡˜
¯ÒÚÔ˘˜, ¤ÙÛÈ Î·È ¤Íˆ ı¤ÏÔ˘Ì ·-
ÓÔȯÙfi ¯ÒÚÔ ÁÈ· ·ÓÔȯÙfi ̤ÏÏÔÓ.
E›Û˘ ›Ûˆ ·fi ÙÔ ÎÙ›ÚÈÔ Ù˘ Â-
Ù·ÈÚ›·˜ ηÏfi Â›Ó·È Ó· ˘¿Ú¯ÂÈ
¿ÏÏÔ ÎÙ›ÚÈÔ Î·È fi¯È ·ÓÔȯÙfi˜ ¯Ò-
ÚÔ˜ ‹ ÓÂÚfi.
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 6
Child abuse. A shameful reality!
Unfortunately, each year, thousands of
children experience physical, sexual,
and/or emotional abuse by parents or
caregivers who are supposed to give
unconditional love and attention. The
scars can be deep and long-lasting,
affecting not just abused children but
society as well. Most of the times, the
teachers are the ones who detect signs of
child abuse and have the difficult but very
important role to support the abused child
and help him/her stand on his/her own two
feet.
The aim of this article is to help teachers
detect signs of child abuse and thus be
able to deal with it.
To start with, some of the most common
signs of abuse are the following:
The Child:
1. Shows sudden changes in behaviour or
school performance
2. Has learning problems that cannot be
attributed to specific physical or
psychological causes
3. Is always watchful and alert as if he is
expecting something bad to happen
4. Lacks adult supervision
5. May come to school early, stay late, and
does not want to go home.
The Parent:
1. Shows little concern for the child’s
progress. He/She rarely responds to the
teachers’ requests regarding
conferences, or parent’s days.
2. Denies the existence of the child's
problems.
3. Asks the classroom teacher to use harsh
physical discipline if the 3. Lacks needed medical or their actions are simply forms of
child misbehaves. dental care discipline, ways to make children learn to
4. Expresses the idea that 4. Is consistently dirty. behave. They are unable to realise the
the child is entirely 5. Lacks sufficient clothing. tremendous impact of their actions on
worthless and unreliable. 6. States there is no one at their own children and therefore find
5. Demands perfection or a home to provide care excuses for their actions. They have such
level of physical or an excessive need for control that makes
academic performance Another equally destructive them unable or unwilling to see their level
the child cannot achieve. form of abuse is sexual of aggression as inappropriate.
The Parent and Child: abuse. On the other hand, children who are
1. Rarely touch or look at Some of the most common abused develop a low self-esteem and are
each other. signs of sexual abuse are unable to form friendships. They
2. Consider their by Dr. Theodora the following: experience panic attacks and have
relationship entirely Papadopoulou The Child: sleeping disorders. They are doomed to
negative. Ph. D in English Literature. 1. Has difficulty walking live in isolation since they cannot trust
3. State that they do not M. Sc in Psychology or sitting. anybody. School is a safe place for them
like each other. 2. Suddenly refuses to since they are away from all people who
A teacher should consider the possibility participate in physical activities. hurt them physically and emotionally, but
of physical abuse when the child 3. Demonstrates bizarre or unusual sexual they lack intrinsic motivation for school
1. Has unexplained burns, bites, bruises, knowledge or behaviour. success because they are overwhelmed
broken bones, or black eyes. 4. Has bruises with all the negative feelings they are
2. Has fading bruises or other marks 5. Complains about sleeping disorders forced to encounter.
noticeable after an absence from 6. Is always scared and does not want to Teachers who detect signs of abuse should
school. be hugged or touched by teachers or try to gain the child’s trust and make
3. Seems frightened of the parents and classmates. him/her feel safe enough to share the
protests or cries when it is time to go 7. Is shameful problem with the teacher. The director of
home from school. 8. Blames him/herself for everything bad the school and the teacher should talk to
4. Denies to speak or interact with older that takes place at school the parents of the abused child about the
children, especially adults. Some of the most common signs of academic and behavioural problems that
5. Indicates antisocial behaviour. emotional abuse are the following: the child encounters at school in order to
Apart from physical abuse, a child may be The Child: see their point of view. Reporting the
experiencing neglect. 1. Indicates eating disorders incident to the police or organisations
Some of the most common signs of 2. Experiences speech disorders which deal with child abuse is sometimes
neglect are the following: 3. Is aggressive and lacks patience the only solution to the problem.
The Child: 4. Is not cooperative and does not have I have mentioned in my other articles that
1. Is frequently absent from school friends being a teacher is certainly more than
2. Begs or steals money from classmates Most physically abusive parents insist that ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 7
 7
™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 6
tutoring, correcting homework
and preparing children for ¢øPEAN BIB§IA!!
exams. The teacher-student
relationship is such a strong ME TA KOY¶ONIA TH™ EP°ATIKH™ E™TIA™
relationship that prevents every EÍ·ÚÁ˘ÚÒÛÙ ٷ ÎÔ˘fiÓÈ· Ù˘ EÚÁ·ÙÈ΋˜ EÛÙ›·˜, Û ÏÔÁÔÙ¯ÓÈο ‚È‚Ï›· ÁÈ·
teacher from not taking action in
times when the student ÂÓ‹ÏÈΘ Î·È ·È‰È¿, ÊÚÔÓÙÈÛÙËÚȷο-Û¯ÔÏÈο ‚ÔËı‹Ì·Ù· ‹ ÍÂÓfiÁψÛÛ·
desperately needs our help. We ÊÚÔÓÙÈÛÙËÚȷο ‚ÔËı‹Ì·Ù·
might be the only ones who can
help them. So, let’s not turn our * H ¢Ú.£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ ™Ù· Ï·›ÛÈ· Ù˘ ‰È·ÚÎÔ‡˜ ÚÔÛ¿ıÂÈ·˜ ·ÛıÂÓ›·˜, ·fiÛ·ÛÌ· ·ÙÔÌÈÎÔ‡ ÏÔÁ·ÚÈ·-
backs to abused children hoping Â›Ó·È EÎ·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜ ÙÔ˘ OÚÁ·ÓÈÛÌÔ‡ EÚÁ·ÙÈ΋˜ EÛÙ›·˜ Ó· ʤ- ÛÌÔ‡ Ì 100 Ë̤Ú˜ ÂÚÁ·Û›·˜ ÙÔ ¤ÙÔ˜ 2007,
that things will get better. EÈÛËÁ‹ÙÚÈ· ¶ÚÔÁÚ·ÌÌ¿ÙˆÓ
M·ıËÛÈ·ÎÒÓ ¢˘ÛÎÔÏÈÒÓ- EȉÈ΋
ÚÂÈ ÈÔ ÎÔÓÙ¿ ÛÙÔÓ ¿ÓıÚˆÔ ÙÔÓ ÎfiÛÌÔ ÙÔ˘ ÙÔ ÂÎηı·ÚÈÛÙÈÎfi Ù˘ ÂÊÔÚ›·˜ Î·È ÙËÓ Ù·˘-
Without our intervention, the ‚È‚Ï›Ô˘ ÁÈ· ·ÎfiÌ· Ì›· ¯ÚÔÓÈ¿ οı ÂÚÁ·˙fi-
¶·È‰·ÁˆÁfi˜, ÙfiÙËÙ· ÙÔ˘. O οı ·ÛÊ·ÏÈṲ̂ÓÔ ÌÔÚ› Ó·
problem will certainly become
PhD in English Literature, Cognitive ÌÂÓÔ˜, ηıÒ˜ Î·È Î¿ıÂ Û˘ÓÙ·ÍÈÔ‡¯Ô˜ Ô˘ ·Ú·Ï¿‚ÂÈ ·fi ¤Ó· ÎÔ˘fiÓÈ ÁÈ· οı ·-
bigger and more destructive. Semantics, B.A and M.Sc in η٤‚·Ï ‹ ηٷ‚¿ÏÂÈ ÂÈÛÊÔÚ¤˜ ˘¤Ú Ù˘ ÛÊ·ÏÈṲ̂ÓÔ Ì¤ÏÔ˜ Ù˘ ÔÈÎÔÁ¤ÓÂÈ¿˜ ÙÔ˘.
After all, teachers are every Psychology (Specialty in Learning
child’s spiritual parents. In these EÚÁ·ÙÈ΋˜ EÛÙ›·˜ ‰ÈηÈÔ‡Ù·È Ó· Ï¿‚ÂÈ Ù· H ÚÒÙË Ê¿ÛË ‰È·ÓÔÌ‹˜ ÎÔ˘ÔÓÈÒÓ
Difficulties)
cases we are the only «real» theodora.papadopoulou@gmail.com,
Û¯ÂÙÈο ÎÔ˘fiÓÈ· ÁÈ· ‰ˆÚÂ¿Ó ·ÁÔÚ¿ ‚È- ÛÙÔ˘˜ ‰ÈηÈÔ‡¯Ô˘˜ ¤ÏËÍ ÛÙȘ 24 M·ÚÙ›Ô˘.
parents they need. 6947809078 ‚Ï›ˆÓ. OÈ ‰ÈηÈÔ‡¯ÔÈ, ̤ۈ ÙˆÓ ‚È‚ÏÈÔˆ- ™Ù· Ù¤ÏË M·˝Ô˘ ı· ‰È·ÓÂÌËıÔ‡Ó Û˘ÌÏËÚˆ-
Ï›ˆÓ Ô˘ Â›Ó·È Û˘Ì‚ÂÌ‚ÏË̤ӷ Ì ÙËÓ
Ì·ÙÈο ÎÔ˘fiÓÈ· Û ÂӉȷÊÂÚfiÌÂÓÔ˘˜ Ô˘
EÚÁ·ÙÈ΋ EÛÙ›·, ÌÔÚÔ‡Ó Ó· ·ÓÙ·ÏÏ¿ÍÔ˘Ó
‰ÂÓ ÚfiÏ·‚·Ó ÙËÓ ÚÒÙË ‰È·ÓÔÌ‹. ¶ÂÚÈÛ-
¢IMHNIAIA EºHMEPI¢A Ù· ÎÔ˘fiÓÈ· Ì ‚È‚Ï›· ÏÔÁÔÙ¯ӛ·˜ ·ÏÏ¿ ηÈ
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30/08/2008. T· ÎÔ˘fiÓÈ· ÌÔÚÔ‡Ó Ó· ·Ú·ÏËÊıÔ‡Ó
™˘ÓÔÏÈο ı· ‰È·ÙÂıÔ‡Ó 250.000 ÎÔ˘fi- ·fi Ù· ·Ú·Î¿Ùˆ K¤ÓÙÚ· ¢È·ÓÔÌ‹˜ KÔ˘Ô-
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EΉfiÙ˘: °. ¶·¯¿Î˘ ÓÔÏÈ΋ ‰·¿ÓË ÙÂÛÛ¿ÚˆÓ ÂηÙÔÌÌ˘Ú›ˆÓ ¢- 2108841950, ¶ÂÈÚ·È¿ 2104120746, ¶ÂÚÈÛÙ¤-
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ÓÔÚÈ·ÎÒÓ ·ÁÔÚÒÓ.
OÈ Ó¤ÔÈ Î·ÓfiÓ˜ Ù˘ E.E. ÁÈ· ÙËÓ Î·Ù·-
ÔϤÌËÛË Ù˘ ·Ú·Ï·ÓËÙÈ΋˜ ‰È·Ê‹ÌÈ-
Û˘ Î·È ÙˆÓ ÂÈıÂÙÈÎÒÓ ÔÏÈÙÈÎÒÓ ÒÏË-
Û˘ - ÂÚÈÏ·Ì‚·ÓÔ̤Ó˘ Ù˘ ··ÁfiÚ¢Û˘
ÙˆÓ ··ÙËÏÒÓ «‰ˆÚ¿ӻ ÚÔÛÊÔÚÒÓ Î·È
Ù˘ ··ÁfiÚ¢Û˘ Ù˘ ‰È·Ê‹ÌÈÛ˘ ̤ۈ
«¿ÛÎËÛ˘ Û˘Ó¯ԇ˜ ›ÂÛ˘» (¿ÌÂÛË ÂÍÒ-
ıËÛË) ·È‰ÈÒÓ ÛÙÔ Internet, ı· ÏÂÈÙÔ˘Ú-
ÁÔ‡Ó ÁÈ· ÚÒÙË ÊÔÚ¿ ÂÓ·ÚÌÔÓÈṲ̂ӷ ÛÂ
ηÓÔÓÈÎfi Â›‰Ô.
H EÈÙÚÔ‹ ¤¯ÂÈ Î·Ù·ÚÙ›ÛÂÈ ÌÈ· M·‡ÚË
§›ÛÙ·, Ë ÔÔ›· ÂÚÈÏ·Ì‚¿ÓÂÈ 12 ·fi ÙȘ
ϤÔÓ Î·Ù·¯ÚËÛÙÈΤ˜ Ú·ÎÙÈΤ˜, ÍÂÎÈÓÒ-
ÓÙ·˜ ·fi ÙȘ ‰È·ÊËÌ›ÛÂȘ-‰ÔÏÒÌ·Ù·, ̤¯ÚÈ
Ù· Û˘ÛÙ‹Ì·Ù· ˘Ú·Ì›‰ˆÓ, ÙȘ ¤ÌÌÂÛ˜ ‰È·-
ÊËÌ›ÛÂȘ Î·È ÙÔ˘˜ „¢‰Â›˜ ÈÛ¯˘ÚÈÛÌÔ‡˜ Â-
™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1
TESOL Greece?
First and foremost I intend to do my best to
maintain the high standards set by past
chairpersons. Secondly, I would like to help
broaden our scope as a professional
association and to ensure that a wider range
of practitioners, researchers and
theoreticians are addressed, ranging from
novice teachers to highly acclaimed
individuals in the fields of ELT, applied
linguistics and education. I strongly feel that
we can cater for our diverse membership in
an inclusive manner that can meet different
expectations and requirements.
Ú› ıÂÚ·›·˜ ÚÔ‚ÏËÌ¿ÙˆÓ ˘Á›·˜ Ô˘
¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È Î·Ù¿ ÙˆÓ Î·Ù·Ó·Ïˆ-
ÙÒÓ.
H ‰ˆ‰Âο‰· ηٷ¯ÚËÛÙÈÎÒÓ Ú·ÎÙÈÎÒÓ
Ô˘ ˙ËÌÈÒÓÔ˘Ó ÙÔÓ Î·Ù·Ó·ÏˆÙ‹ Î·È ı·
Ú¤ÂÈ ϤÔÓ Ó· ‰ÈÒÎÔÓÙ·È ·fi ÙȘ ·ÚÌfi-
‰È˜ ·Ú¯¤˜ ÙˆÓ ÎÚ·ÙÒÓ ÌÂÏÒÓ Â›Ó·È:
¢È·Ê‹ÌÈÛË-‰fiψ̷ Ì ÛÙfi¯Ô ÙËÓ ·-
1 Ú·Ï¿ÓËÛË ÙÔ˘ ηٷӷψً ÁÈ· Ó· ·-
ÁÔÚ¿ÛÂÈ ·fi ÌÈ· Âȯ›ÚËÛË, ‰È·ÊËÌ›˙Ô-
ÓÙ·˜ ¤Ó· ÚÔ˚fiÓ Û Ôχ ¯·ÌËÏ‹ ÙÈÌ‹ ¯ˆ-
Ú›˜ Ó· ‰È·ı¤ÙÂÈ Â‡ÏÔÁÔ ·fiıÂÌ·.
A·ÙËϤ˜ «‰ˆÚ¿ӻ ÚÔÛÊÔÚ¤˜ Ô˘
2 ‰ËÌÈÔ˘ÚÁÔ‡Ó ÂÛÊ·Ï̤ӷ ÙËÓ ÂÓÙ‡ˆÛË
‰ˆÚÂ¿Ó ÚÔÛÊÔÚÒÓ ÂÚÈÁÚ¿ÊÔÓÙ·˜ ÙÔ
ÚÔ˚fiÓ ˆ˜ «‰ˆÚ¿ӻ, «¯ˆÚ›˜ ÂÈ‚¿Ú˘Ó-
ÛË», ·Ó Ô Î·Ù·Ó·ÏˆÙ‹˜ ˘Ô¯Úˆı› Ó· η-
Ù·‚¿ÏÂÈ ÔÔÈ·‰‹ÔÙ ÏËڈ̋ ÏËÓ ÙÔ˘
ÎfiÛÙÔ˘˜ ÁÈ· ÙËÓ ·Ú·Ï·‚‹ ‹ ÙËÓ ·Ú¿‰Ô-
ÛË ÙÔ˘ ·ÓÙÈÎÂÈ̤ÓÔ˘.
ÕÌÂÛË ÂÍÒıËÛË ·È‰ÈÒÓ ÁÈ· ·ÁÔÚ¿
3 ‰È·ÊËÌÈ˙ÔÌ¤ÓˆÓ ÚÔ˚fiÓÙˆÓ fiˆ˜ «·-
ÁÔÚ¿ÛÙ ÙÔ ‚È‚Ï›Ô ÙÒÚ·» ‹ ÁÈ· ¿ÛÎËÛË Û˘-
Ó¯ԇ˜ ›ÂÛ˘ ÛÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘˜ ‹ Û ¿Ï-
ÏÔ˘˜ ÂÓ‹ÏÈÎÔ˘˜, ÁÈ· Ó· ÙÔ˘˜ ·ÁÔÚ¿ÛÔ˘Ó Ù·
‰È·ÊËÌÈ˙fiÌÂÓ· ÚÔ˚fiÓÙ·.
梉›˜ ÈÛ¯˘ÚÈÛÌÔ› Û¯ÂÙÈο Ì ıÂÚ·-
4 ¢ÙÈΤ˜ ȉÈfiÙËÙ˜ —·fi ·ÏÏÂÚÁ›Â˜
Tesol Greece new board
On a different note, I would like to help
make the next TESOL Greece convention a
very special event to celebrate the 30th
anniversary of our association. The fact that
a volunteer professional association like
ours, has managed to persevere and grow
through the years, regardless of more or less
favourable conditions demonstrates our
mindset, attitude and determination as a
group. Wouldn't you agree?
What is your vision for TESOL Greece?
I envisage an even stronger professional
association that will embrace all the
̤¯ÚÈ ·ÒÏÂÈ· Ì·ÏÏÈÒÓ Î·È ·ÒÏÂÈ· ‚¿-
ÚÔ˘˜.
5 ŒÌÌÂÛË ‰È·Ê‹ÌÈÛË Ì ¯Ú‹ÛË ·ÚıÚÔ-
ÁÚ·Ê›·˜ ÛÙ· ̤۷ ÂÓË̤ڈÛ˘ ÁÈ· ÙËÓ
ÚÔÒıËÛË ÚÔ˚fiÓÙÔ˜, fiÔ˘ Ô ¤ÌÔÚÔ˜ ¤-
¯ÂÈ Î·Ù·‚¿ÏÂÈ ÙÔ ·ÓÙ›ÙÈÌÔ Ù˘ ÚÔÒıËÛ˘
¯ˆÚ›˜ ·˘Ùfi Ó· Á›ÓÂÙ·È Û·Ê¤˜ ÛÙÔÓ Î·Ù·Ó·-
ψً.
6 ™˘ÛÙ‹Ì·Ù· ˘Ú·Ì›‰ˆÓ, fiÔ˘ Ô Î·Ù·-
ӷψً˜ ıˆÚ› fiÙÈ ÌÔÚ› Ó· ¤¯ÂÈ fi-
ÊÂÏÔ˜ ΢ڛˆ˜ Ì ÙËÓ ÂÈÛ·ÁˆÁ‹ ¿ÏÏˆÓ Î·-
ٷӷψÙÒÓ ÛÙÔ Û‡ÛÙËÌ·.
¢ËÌÈÔ˘ÚÁ›· ÂÛÊ·Ï̤Ó˘ ÂÓÙ‡ˆÛ˘ fi-
7 ÙÈ Ô Î·Ù·Ó·ÏˆÙ‹˜ ΤډÈÛ οÔÈÔ ‰Ò-
ÚÔ ¯ˆÚ›˜ Ó· ˘¿Ú¯ÂÈ Ù¤ÙÔÈÔ ‰ÒÚÔ ‹ fiÙ·Ó ÔÈ
ÂÓ¤ÚÁÂȘ ·fiÎÙËÛ˘ ÙÔ˘ ‰ÒÚÔ˘ ˘fiÎÂÈ-
ÓÙ·È Û ÏËڈ̋ ¯ÚËÌ¿ÙˆÓ ‹ ÛÙËÓ ÂÈ‚¿-
Ú˘ÓÛË ÙÔ˘ ηٷӷψً Ì οÔÈ· ‰·¿ÓË.
¶·Ú·Ï·ÓËÙÈ΋ ÂÓÙ‡ˆÛË ˆ˜ ÚÔ˜ Ù·
8 ‰ÈηÈÒÌ·Ù· ÙÔ˘ ηٷӷψً ̤ۈ Ù˘
·ÚÔ˘Û›·Û˘ ÙˆÓ ‰ÈÎ·ÈˆÌ¿ÙˆÓ Ô˘ ·Ú¤-
¯ÂÈ Ô ÓfiÌÔ˜ ÛÙÔÓ Î·Ù·Ó·ÏˆÙ‹ ˆ˜ ȉȷ›ÙÂÚÔ
¯·Ú·ÎÙËÚÈÛÙÈÎfi ÙÔ˘ ÂÌfiÚÔ˘.
¶ÂÚÈÔÚÈṲ̂Ó˘ ‰È¿ÚÎÂÈ·˜ ÚÔÛÊÔÚ¤˜
9 ̤ۈ ÁÓˆÛÙÔÔ›ËÛ˘ fiÙÈ ÙÔ ÚÔ˚fiÓ ı·
Â›Ó·È ‰È·ı¤ÛÈÌÔ ÁÈ· ÌÈÎÚfi ¯ÚÔÓÈÎfi ‰È¿ÛÙË-
Ì·, Ì ·ÔÙ¤ÏÂÛÌ· Ó· ÌËÓ ¤¯Ô˘Ó ÔÈ Î·Ù·-
ӷψ٤˜ ÙË ‰˘Ó·ÙfiÙËÙ· Ó· ÚÔ‚Ô‡Ó Û ÌÈ·
practitioners in Greece and will become a
point of reference for all. TESOL Greece
can cater for diversity and offer equal
opportunities to all. As professionals who
work to promote communication via a
common medium, we inevitably share
similar objectives, principles and values. All
we need to do is listen to our membership
and incorporate hopes, expectations and
wishes into our mission statement.
In other words, I see TESOL Greece as an
organic entity that can evolve, develop and
grow in an inclusive manner, embracing all
and fostering continuous professional
development.
Officers:
Chairperson: Costas Pitychoutis
Vice Chairperson: Fotini Migadaki
Secretary General: Anna Zacharatou
Treasurer: Panagiota Arnaouti
Members-at-large: Danae Kozanoglou,
Maroussa Pavlis, Sofia Panaghis
Irene Protopapadaki, Jeffrey Doonan
A°°E§IE™
¶ø§EITAI ÂÍÔÏÈÛÌfi˜ ÊÚÔÓÙÈÛÙËÚ›Ô˘ Û ÙÈÌ‹ ZHTEITAI ηıËÁ‹ÙÚÈ· AÁÁÏÈÎÒÓ ·fi
¢ηÈÚ›·˜. ¢Ò‰Âη ıÚ·Ó›·, ÁÚ·Ê›Ô, ¤‰Ú˜,
‚È‚ÏÈÔı‹Î˜, ›Ó·Î˜, ʈÙÔÙ˘ÈÎfi ηÈ
ηٷÎfiÚ˘ÊË ÊˆÙÂÈÓ‹ ÂÈÁÚ·Ê‹ Û ¿ÚÈÛÙË
ηٿÛÙ·ÛË. TËÏ.: 6947-736136.
¶ø§EITAI K•° ÛÙËÓ EÏÂ˘Û›Ó· Ï‹Úˆ˜
ÂÍÔÏÈṲ̂ÓÔ Ì ÌÂÁ¿ÏÔ ·ÚÈıÌfi Ì·ıËÙÒÓ.
TËÏ.: 6944-599624.
¶ø§EITAI K¤ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È
¶ÏËÚÔÊÔÚÈ΋˜ Û ÎÂÓÙÚÈÎfi ÛËÌÂ›Ô Ù˘
K·ÏÏÈı¤·˜, ÂÓ ÏÂÈÙÔ˘ÚÁ›·, Î·È Ï‹Úˆ˜
ÂÍÔÏÈṲ̂ÓÔ. MfiÓÔ ÛÔ‚·Ú¤˜ ÚÔÙ¿ÛÂȘ.
TËÏ.: 6981-625197.
FREELANCE WRITER/EDITOR available to ¤ÌÂÈÚÔ˘˜ ηıËÁËÙ¤˜ ÈÙ·ÏÈÎÒÓ Î·È ÈÛ·ÓÈÎÒÓ
edit/produce articles, reports,
essays/compositions, documents and research TËÏ.: 6944-223348.
Û˘ÓÂȉËÙ‹ ÂÈÏÔÁ‹.
10 AÓ¿ÏË„Ë Ù˘ ˘Ô¯Ú¤ˆÛ˘ ·ÚÔ¯‹˜
˘ËÚÂÛÈÒÓ ÛÙÔ˘˜ ηٷӷψ٤˜ ÌÂ-
Ù¿ ÙËÓ ÒÏËÛË Î·È ‰È¿ıÂÛË ·˘Ù‹˜ Ù˘ ˘Ë-
ÚÂÛ›·˜ ÌfiÓÔ Û ¿ÏÏË ÁÏÒÛÛ·, ¯ˆÚ›˜ Ó· ¤-
¯ÂÈ ·Ó·ÊÂÚı› ·˘Ùfi Û·ÊÒ˜ ÛÙÔÓ Î·Ù·Ó·-
ψً, ÚÔÙÔ‡ ‰ÂÛÌ¢ı› Ó· Ú·ÁÌ·ÙÔÔÈ-
‹ÛÂÈ ÙË Û˘Ó·ÏÏ·Á‹.
11 A·›ÙËÛË ¿ÌÂÛ˘ ‹ ÌÂÙ·ÁÂÓ¤ÛÙÂ-
Ú˘ ÏËڈ̋˜ ‹ ÂÈÛÙÚÔÊ‹˜ ‹ ʇ-
Ï·Í˘ ÁÈ· ÚÔ˚fiÓÙ· Ô˘ ¤¯ÂÈ ÚÔÌËı‡ÛÂÈ
Ô ¤ÌÔÚÔ˜ ·ÏÏ¿ ‰ÂÓ ¤¯Ô˘Ó ·Ú·ÁÁÂÏı› ·-
fi ÙÔÓ Î·Ù·Ó·ÏˆÙ‹.
12 ¶·ÓÂ˘Úˆ·˚Τ˜ ÂÁÁ˘‹ÛÂȘ Ô˘ ‰Ë-
ÌÈÔ˘ÚÁÔ‡Ó ÙËÓ ÂÛÊ·Ï̤ÓË ÂÓÙ‡ˆ-
ÛË fiÙÈ Ë ÌÂÙ¿ ÙËÓ ÒÏËÛË Â͢ËÚ¤ÙËÛË ·-
Ó·ÊÔÚÈο Ì ¤Ó· ÚÔ˚fiÓ ·Ú¤¯ÂÙ·È ÛÂ
ÎÚ¿ÙÔ˜ ̤ÏÔ˜ ‰È·ÊÔÚÂÙÈÎfi ÂΛÓÔ˘ fiÔ˘
¤ÁÈÓÂ Ë ÒÏËÛË ÙÔ˘ ÚÔ˚fiÓÙÔ˜.
Ÿˆ˜ ‰‹ÏˆÛÂ Ë ·ÚÌfi‰È· Â›ÙÚÔÔ˜ ÁÈ·
ÙËÓ ÚÔÛÙ·Û›· ÙÔ˘ ηٷӷψً, MÂÁϤӷ
KÔ‡Ó‚·, ÔÈ ·ı¤ÌÈÙ˜ Ú·ÎÙÈΤ˜ ÂÎÌÂÙ·Ï-
χÔÓÙ·È ÛÙÔ˘˜ ηٷӷψ٤˜ Î·È ÛÙÚ‚ÏÒ-
ÓÔ˘Ó ÙȘ ·ÓÙ·ÁˆÓÈÛÙÈΤ˜ ·ÁÔÚ¤˜. ™ÙËÓ ÂÓÈ-
·›· ·ÁÔÚ¿ Ù˘ E˘ÚÒ˘ ‰ÂÓ Â›Ó·È ‰˘Ó·ÙfiÓ
Ó· ˘¿Ú¯ÂÈ ¯ÒÚÔ˜ ÁÈ· ÂÌfiÚÔ˘˜ Ô˘ Ȥ-
˙Ô˘Ó, ·ÚÂÓÔ¯ÏÔ‡Ó ‹ ·Ú·Ï·ÓÔ‡Ó ÙÔ˘˜
·ÓıÚÒÔ˘˜.
¶ËÁ‹: E·ÁÁÂÏÌ·ÙÈÎfi EÈÌÂÏËÙ‹ÚÈÔ ¶ÂÈÚ·È¿
Alternate Members:
Smaragda Skoulou, Konstantina Diroplaki,
Denis Cheng, Matina Katseli
Oversight Committee Members:
Eleni Alifieri, Katerina Dima, Vicky Mellou
Oversight Committee Alternate Member:
Konstantia Papavassiliou
TESOL Greece Executive Officer:
Anastasia Lakioti
Special Interest Group Coordinators:
YL: Voula Moustakidou
EAP/ESP: Nektaria Vlachogianni
MM/CALL: Eftichis Kantarakis
Dr/Lit: Georgia Voutsina
papers. Able to work in most fields and for a
variety of projects. 6938-120933.
ÊÚÔÓÙÈÛÙ‹ÚÈÔ ÛÙÔ X·Ï¿Ó‰ÚÈ, 24-35 ÂÙÒÓ.
¢Â˘Ù¤Ú· Î·È ¶·Ú·Û΢‹ 4.30 ¤ˆ˜ 7.30, ¿ÌÂÛË
ÚfiÛÏË„Ë. ¶Ï‹Ú˘ ··Û¯fiÏËÛË ·fi M¿ÈÔ
’08. TËÏ.: 210-6855200, Fax: 210-6855201
e-mail:hatzidaki@ath.forthnet.gr
¶ø§OYNTAI 10 ıÚ·Ó›·, 12 ηÚÂÎÏÔıÚ·Ó›·,
1 ›Ó·Î·˜ Ì·Úη‰fiÚÔ˘, Ì›· ¤‰Ú·, ¤Ó·
ʈÙÔÙ˘ÈÎfi Ì˯¿ÓËÌ· Û Ôχ ηϋ
ηٿÛÙ·ÛË 1.000 ¢ÚÒ.
TËÏ.: 6948-643349 Î. K·›ÙË.
¶ø§EITAI K•° ÛÙÔ Î¤ÓÙÚÔ Ù˘
£ÂÛÛ·ÏÔӛ΢, ÎÔÚ˘Ê·›·˜ ÂˆÓ˘Ì›·˜, ÌfiÓÔ ÛÂ
Î·È Û ÙÈÌ‹ Ú·ÁÌ·ÙÈο ‰ÂÏ·ÛÙÈ΋.

AÛʷϤÛÙÂÚÔ ¢È·‰›ÎÙ˘Ô ÁÈ· Ù· ·È‰È¿
ÛÙÔÛÂÏ›‰Â˜ ÎÔÈÓˆÓÈÎÒÓ Â·ÊÒÓ, Û˘ÓÔÌÈϛ˜ Î·È ·È-
I ¯Ó›‰È· Û ·¢ı›·˜ Û‡Ó‰ÂÛË: ÙÔ ¢È·‰›ÎÙ˘Ô Ì·˜ ÚÔ-
ÛʤÚÂÈ ¯›ÏÈÔ˘˜ ‰˘Ô ÙÚfiÔ˘˜ Ó· ‰È¢ڇÓÔ˘Ì ÙÔÓ Î‡-
ÎÏÔ ÙˆÓ ÁÓˆÚÈÌÈÒÓ Ì·˜, ·ÏÏ¿ fiÙ·Ó ÚfiÎÂÈÙ·È ÁÈ·
·È‰È¿, ηÏfi Â›Ó·È Ó· ͤÚÔ˘Ì Ì ÔÈÔ˘˜ ‚Ú›ÛÎÔÓÙ·È ÛÂ
"·¢ı›·˜ Û‡Ó‰ÂÛË".
TÔ Ó¤Ô ÚfiÁÚ·ÌÌ· Ù˘ EE ÁÈ· ·ÛʷϤÛÙÂÚÔ ¢È·‰›ÎÙ˘Ô
ÊÈÏÔ‰ÔÍ›, ¤Ú· ·fi Ù· ˘¿Ú¯ÔÓÙ· ̤ÙÚ· ÚÔÛÙ·Û›·˜, fi-
¯È ÌfiÓÔ Ó· ηٷÔÏÂÌ‹ÛÂÈ ÙÔ ·Ú¿ÓÔÌÔ ÂÚȯfiÌÂÓÔ È-
ÛÙÔÛÂÏ›‰ˆÓ, ·ÏÏ¿ Î·È Ó· ·ÓÙÈÌÂÙˆ›ÛÂÈ ÙÔ Úfi‚ÏËÌ· Ù˘
·ÚÂÓfi¯ÏËÛ˘ Î·È ÙÔ˘ ÂÎÊÔ‚ÈÛÌÔ‡ ÙˆÓ ·È‰ÈÒÓ.
"T· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ· Ë EE ¤¯ÂÈ ‚ÔËı‹ÛÂÈ ÛËÌ·ÓÙÈο Ó·
Á›ÓÂÈ ÙÔ ¢È·‰›ÎÙ˘Ô ·ÛʷϤÛÙÂÚÔ ÁÈ· Ù· ·È‰È¿, ·ÏÏ¿ Ë
ÚÔÛ¿ıÂÈ· ·˘Ù‹ ‰ÂÓ ¤¯ÂÈ ·ÎfiÌË ÔÏÔÎÏËÚˆı›", ‰‹ÏˆÛÂ
Ë ·ÚÌfi‰È· ÁÈ· ÙËÓ ÎÔÈÓˆÓ›· Ù˘ ÏËÚÔÊÔÚ›·˜ E›ÙÚÔÔ˜,
B›‚È·Ó P¤ÓÙÈÓÁÎ. X¿ÚË ÛÙÔ Ó¤Ô ÚfiÁÚ·ÌÌ·, Ë E˘ÚÒË ı·
ÚˆÙÔÛٷًÛÂÈ ÛÙË ‰Ú¿ÛË ÁÈ· ÙËÓ ÚÔÛÙ·Û›· ÙˆÓ Ó¤ˆÓ ·-
fi ηÎÔÔÈ‹ÛÂȘ ̤ۈ ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘.
°È· Ó· ‰È·ÛÊ·ÏÈÛı› fiÙÈ Ï·Ì‚¿ÓÂÙ·È ˘fi„Ë Ë Ú·ÁÌ·-
ÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘ Î·È ÙÔ˘ ÎÈÓËÙÔ‡ ÙËÏÂÊÒÓÔ˘
Ô˘ οÓÔ˘Ó Ù· ·È‰È¿, ÔÈ ÚÔÙ¿ÛÂȘ Â›Ó·È ‚·ÛÈṲ̂Ó˜ ÛÂ
Û˘ÛÙ¿ÛÂȘ Ô˘ ¤Î·Ó·Ó ÔÈ ›‰ÈÔÈ ÔÈ Ó¤ÔÈ ÛÙÔ ºfiÚÔ˘Ì NÂÔ-
Ï·›·˜ ÁÈ· ÙËÓ H̤ڷ AÛÊ¿ÏÂÈ·˜ ÛÙÔ ¢È·‰›ÎÙ˘Ô
TÔ ÚÔÙÂÈÓfiÌÂÓÔ ÚfiÁÚ·ÌÌ·, Ì ÚÔ¸ÔÏÔÁÈÛÌfi ‡-
„Ô˘˜ 55 ÂηÙ. ¢ÚÒ:
ñ ı· ‰È¢ÎÔχÓÂÈ ÙËÓ ·Ó·Ê·Ú¿ ·Ú¿ÓÔÌÔ˘ ÂÚȯÔ̤-
ÓÔ˘ Î·È Î·ÎÔ‹ıÔ˘˜ Û˘ÌÂÚÈÊÔÚ¿˜ –ȉ›ˆ˜ ·È‰ÔÔÚÓÔ-
ÁÚ·ÊÈÎÔ‡ ˘ÏÈÎÔ‡ Î·È ‰fiÏÈ·˜ ÚÔÛ¤ÁÁÈÛ˘ ·È‰ÈÒÓ Ì¤Ûˆ
ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘
ñ ı· ÂÓı·ÚÚ‡ÓÂÈ ÙÔ˘˜ Ó¤Ô˘˜ Ó· Û˘ÌÌÂÙ¿Û¯Ô˘Ó ÔÈ ›‰ÈÔÈ
11
ñ ı· ÚÔˆı‹ÛÂÈ ÙȘ ÚˆÙÔ‚Ô˘Ï›Â˜ ·˘ÙÔÚÚ‡ıÌÈÛ˘ ÙÔ˘
ÙÔ̤·
ñ ı· ¢·ÈÛıËÙÔÔÈ‹ÛÂÈ Ù· ·È‰È¿, ÙÔ˘˜ ÁÔÓ›˜ Î·È ÙÔ˘˜
‰·ÛοÏÔ˘˜ Î·È ı· ÂÌÏÔ˘Ù›ÛÂÈ ÙȘ ËÁ¤˜ ÏËÚÔÊfiÚËÛ˘
Î·È Û˘Ì‚Ô˘ÏÒÓ Û¯ÂÙÈο Ì ÙȘ ÔÚı¤˜ Ú·ÎÙÈΤ˜
ñ ı· ʤÚÂÈ Û Â·Ê‹ ÙÔ˘˜ E˘Úˆ·›Ô˘˜ Ô˘ ·Û¯ÔÏÔ‡-
ÓÙ·È Ì ÙËÓ ·ÛÊ¿ÏÂÈ· ÙˆÓ ·È‰ÈÒÓ ÛÙÔ ¢È·‰›ÎÙ˘Ô ÒÛÙ ӷ
‰ËÌÈÔ˘ÚÁ‹ÛÔ˘Ó ÌÈ· ÎÔÈÓ‹ ‚¿ÛË ÁÓÒÛÂˆÓ Î·È ÂÌÂÈÚÈÒÓ.
E›Ó·È Ú¿ÁÌ·ÙÈ fiÏ· ·˘Ù¿ ··Ú·›ÙËÙ·; E›Ó·È ·Ï‹ıÂÈ· fi-
ÙÈ Ù· ·È‰È¿ ˘ÔÙÈÌÔ‡Ó ÙÔ˘˜ ÎÈÓ‰‡ÓÔ˘˜ Ô˘ ‰È·ÙÚ¤¯Ô˘Ó;
EÌÂÚÈÛٷو̤ÓË ÌÂϤÙË Ô˘ ÂÎÔÓ‹ıËΠÁÈ· ÙÔ ı¤Ì· ÙÔ
2007 ¤‰ÂÈÍ fiÙÈ ·ÚfiÏÔ Ô˘ Ù· ·È‰È¿ ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙÔ
¢È·‰›ÎÙ˘Ô Î·È Ù· ÎÈÓËÙ¿ ÙËϤʈӷ Ì ‰ËÌÈÔ˘ÚÁÈÎfi ÙÚfiÔ
Î·È ÁÓˆÚ›˙Ô˘Ó ÙȘ ÚÔÊ˘Ï¿ÍÂȘ Ô˘ Ú¤ÂÈ Ó· Ï·Ì‚¿ÓÔ˘Ó,
ÔÏÏ¿ ·' ·˘Ù¿ ·Ú·‰¤¯ÔÓÙ·È fiÙÈ ÂÓÂÚÁÔ‡Ó ÚÈ„ÔΛӉ˘Ó·.
OÚÈṲ̂ӷ Ì¿ÏÈÛÙ· ÔÌÔÏfiÁËÛ·Ó fiÙÈ ¤¯Ô˘Ó ˘ÔÛÙ› ÂÎÊÔ-
‚ÈÛÌfi ηٿ ÙËÓ ÏÔ‹ÁËÛ‹ ÙÔ˘˜ ÛÙÔ ¢È·‰›ÎÙ˘Ô Î·È ¿ÏÏ· fi-
ÙÈ ¤¯Ô˘Ó ¤ÏıÂÈ Û Â·Ê‹ Ì ·ÁÓÒÛÙÔ˘˜.
Europa.eu
ANAKOINø™H
TÔ BÈ‚ÏÈÔˆÏÂ›Ô ºÏˆÚ¿˜ ÛÙË N›Î·È· ÌÂÙ·-
ʤÚÂÙ·È! £· ¯·Úԇ̠ӷ Û·˜ Â͢ËÚÂÙ‹ÛÔ˘ÌÂ
ÛÙȘ ÚÔÛ¿ıÂȘ ‰ËÌÈÔ˘ÚÁ›·˜ ÂÓfi˜ ·ÛʷϤÛÙÂÚÔ˘ ‰È-
Ì ÙËÓ ›‰È· ÔÈfiÙËÙ· Î·È ÙÈ̤˜ ·fi ÙÔ ˘Ôη-
Ù¿ÛÙËÌ¿ Ì·˜ ÛÙÔÓ KÔÚ˘‰·ÏÏfi, KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘
ÎÙ˘·ÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ ̤ۈ Ù˘ Û‡ÛÙ·Û˘ ÂȉÈÎÒÓ ÔÌ¿-
54-56, ÙËÏ.: 210-4942302.
‰ˆÓ ÚÔ‚ÏËÌ·ÙÈÛÌÔ‡
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ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘
ȉڇÙÚÈ· Ù˘ ıˆÚËÙÈ΋˜ Û¯ÔÏ‹˜ „˘¯ÔÏÔÁ›·˜
ÙˆÓ ÔÈÎÔÁÂÓÂÈ·ÎÒÓ ‰˘Ó·ÌÈÎÒÓ
EÎ·È‰Â˘ÙÈ΋ æ˘¯ÔÏfiÁÔ˜ B.A., M.A.,
·ÓÂÈÛÙËÌ›Ô˘ McGill K·Ó·‰¿,
EÈÎÂÊ·Ï‹˜ ÂÚ¢ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜
MindPower Publishing,
EÈÎÂÊ·Ï‹˜ K¤ÓÙÚÔ˘ EÏ¢ı¤ÚˆÓ ™Ô˘‰ÒÓ
e-mail:olgay@mindpoweredu.org
site: www.mindpower.gr
«E›Ì·È ÂÎ·È‰Â˘ÙÈÎfi˜ ͤӈÓ
ÁψÛÛÒÓ Û ‰ËÌfiÛÈÔ Á˘ÌÓ¿ÛÈÔ /
χÎÂÈÔ Ì ٿÍÂȘ ÙÚÔÌÂÚ¿ ·Ófi-
ÌÔȘ ÔÈ Ôԛ˜ ¯ˆÚ›˙ÔÓÙ·È ‚·ÛÈ-
ο ÛÙ· ·È‰È¿ Ì ‘¯·ÚÙ›’ Ì·ıË-
ÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ Ù· ÔÔ›· ›-
Ó·È ‚·ÛÈο ··›‰Â˘Ù· ·ÏÏ¿ Ô˘
Ì·˜ ‰›ÓÂÙ·È ÂÓÙÔÏ‹ Ó· ÙÔ˘˜ ‚¿-
˙Ô˘Ì ‚·ıÌfi Ó· ÂÚÓ¿Ó ÁÈ· Ó·
ÌËÓ Î¿ÓÔ˘Ì ‰È·ÎÚ›ÛÂȘ Î·È ÛÙ·
·È‰È¿ Ô˘ ·Û¯›˙Ô˘Ó Ó· ‚Á¿-
ÏÔ˘Ó ¤Ó· ‚·ıÌfi ·ÏÏ¿ ı˘ÌÒÓÔ˘Ó
Î·È ‰ÂÓ ı¤ÏÔ˘Ó Ó· οÓÔ˘Ó Ì¿ıË-
Ì· ÏfiÁˆ Ù˘ ÌÂÙ·¯Â›ÚÈÛ˘ Ù˘
¿ÏÏ˘ ÔÌ¿‰·˜. TÈ Ó· οӈ ÁÈ·
Ó· Ù· ‚ÔËı‹Ûˆ fiÏ·, ·ÊÔ‡ fiÏ·
ı¤ÏÔ˘Ó Ó· Ì¿ıÔ˘Ó Î·È Î·Ó¤Ó·
‰ÂÓ ÌÔÚ› ; »
M. K., ÂÎ·È‰Â˘ÙÈÎfi˜
·fi ÙËÓ ¶¿ÙÚ·.
TÔ ÚÒÙÔ ÙÔ ÔÔ›Ô ı¤Ïˆ Ó·
οӈ Â›Ó·È Ó· ÛÂ Û˘Á¯·ÚÒ ÁÈ· ÙÔ
ΛÓËÙÚÔ ÙÔ ÔÔ›Ô ¤¯ÂȘ Ó· ‚ÔËı‹-
ÛÂȘ Ù· ¿ÙÔÌ· Ô˘ ÛÔ˘ ¤¯Ô˘Ó ·-
Ó·ÙÂı› Î·È Ì¿ÏÈÛÙ· Û ÙfiÛÔ ‰˘-
Û¯ÂÚ›˜ Û˘Óı‹Î˜. ™ÙËÓ Î·Ù¿-
ÛÙ·ÛË Ô˘ ÌÔ˘ ÂÚÈÁÚ¿ÊÂȘ η-
Ì›· ÔÌ¿‰· ÂÓÙfi˜ Ù˘ Ù¿Í˘, Û˘-
ÌÂÚÈÏ·Ì‚·ÓÔ̤ÓÔ˘ Î·È ÙÔ˘ ¢-
Û˘Ó›‰ËÙÔ˘ ηıËÁËÙ‹, ‰ÂÓ Â›Ó·È
ÚÔÓÔÌÈÔ‡¯Ô˜. £· ÂÎı¤Ûˆ ·-
ڷοو ·ÎÚÈ‚Ò˜ ÙÈ Û˘Ì‚·›ÓÂÈ
Î·È Ô˘ ·ÔÛÎÔ› Î·È ı· ÚÔ-
Û·ı‹Ûˆ Ó· ÛÔ˘ ‰Â›Íˆ ÙÔÓ ‰Úfi-
ÌÔ Ô˘ Ú¤ÂÈ Ó· ·ÎÔÏÔ˘ı‹ÛÂȘ
ÁÈ· Ó· ÙÔ ÛÙ·Ì·Ù‹ÛÂȘ ÙÔ ÔÔ›Ô
Â›Ó·È ¿Ú· Ôχ ·Ïfi, ··ÈÙ›
fï˜ ·ÔÊ·ÛÈÛÙÈÎfiÙËÙ·, ÂÈÌÔ-
Ó‹ Î·È ˘ÔÌÔÓ‹.
™ÙËÓ Ô˘Û›· ·˘Ùfi Ô˘ ÂȉÈÒ-
ÎÂÙ·È Û ٿÍÂȘ ÛÙȘ Ôԛ˜ ÈÛ¯‡-
ÂÈ ÙÔ Î·ıÂÛÙÒ˜ Ô˘ ÂÚÈÁÚ¿ÊÂȘ
Â›Ó·È Ë ¿ÌÂÛË Î·È ÙÂÏÂȈÙÈ΋ ·-
ÔÁÔ‹Ù¢ÛË fiÏˆÓ ·ÓÂÍ·ÈÚ¤Ùˆ˜
ÙˆÓ Ì·ıËÙÒÓ Î·ıÒ˜ Î·È ÙÔ˘ η-
ıËÁËÙ‹ ̤ۈ ÙÔ˘ Û·Û›Ì·ÙÔ˜ Ù˘
‚‚·ÈfiÙËÙ·˜ fiÙÈ Ë ÂÈÙ˘¯›· Î·È Ë
·ÔÙ˘¯›· Â›Ó·È Î·Ù·ÛÙ¿ÛÂȘ
Ï‹Úˆ˜ ˘fi ÙÔÓ ¤ÏÂÁ¯Ô ÙÔ˘ ·Ùfi-
ÌÔ˘.
A˘Ùfi ÙÔ ÔÔ›Ô ›ıÔ˘Ó ÙȘ ·-
Ú·¿Óˆ ÔÌ¿‰Â˜ Â›Ó·È fiÙÈ Ù›ÔÙÂ
‰ÂÓ Â›Ó·È ˘fi ÙÔÓ ¤ÏÂÁ¯Ô ÙÔ˘˜
Î·È ‹ ı· Ú¤ÂÈ Ó· ·ÔÚÚ›„Ô˘Ó
ÙÔ ÂÎ·È‰Â˘ÙÈÎfi Û‡ÛÙËÌ· ˆ˜ ̤-
ÛÔ ÚÔfi‰Ô˘ ‹ Ó· ·ԉ¯ıÔ‡Ó ÙÔ
ÚfiÏÔ Ô˘ ÙÔ˘˜ ¤¯ÂÈ ÂÈ‚ÏËı› (Ô
ηÏfi˜ Ì·ıËÙ‹˜, Ô Ì¤ÙÚÈÔ˜, Ô Ù˘-
¯ÂÚfi˜, ·˘Ùfi˜ Ô˘ ¤¯ÂÈ Ù· ̤۷, Ô
‘Ì ÂȉÈ΋ ÌÂÙ·¯Â›ÚÈÛË’, Î.Ï,).
A˘ÙÔ› ÔÈ ÔÔ›ÔÈ ‰ÂÓ ÙÔ ·Ô‰¤-
¯ÔÓÙ·È ‘ÂÚÈıˆÚÈÔÔÈÔ‡ÓÙ·È’ ‹
‘̤ÓÔ˘Ó ÌfiÓÔÈ ÙÔ˘˜’ ¯ˆÚ›˜ ‚¤-
‚·È· Ó· Á›ÓÂÙ·È ÂÚÈÁÚ·Ê‹ ÙÔ˘ ÙÈ
ÛËÌ·›ÓÂÈ ·˘Ùfi.
™˘ÁÎÂÎÚÈ̤ӷ ÛÙËÓ ÂÚ›Ùˆ-
ÛË ÛÔ˘ Ù· ·È‰È¿ Ô˘ ¤¯Ô˘Ó ÙÔ
æ˘¯Ô...ÁÚ¿ÊËÌ·
™Â οı Ù‡¯Ô˜ Ë ¤ÁÎÚÈÙË „˘¯ÔÏfiÁÔ˜ ŸÏÁ· °ÂÚÈÙÛ›‰Ô˘ ı· ··ÓÙ¿ ÛÙ· ÁÚ¿ÌÌ·Ù· Î·È Ù·
e-mails Û·˜ Î·È ı· ‰›ÓÂÈ ··ÓÙ‹ÛÂȘ ÛÙ· ı¤Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙ ηıËÌÂÚÈÓ¿ ÛÙËÓ Ù¿ÍË.
‘¯·ÚÙ›’ ¤¯Ô˘Ó Ì›· Â›ÛËÌË ÈÛÙÔ-
Ô›ËÛË fiÙÈ Â›Ó·È ·ÓÂ›‰ÂÎÙÔÈ Ì·-
ı‹Ûˆ˜ (¿Û¯ÂÙ· ·Ó ÚÔÛÔÈÔ‡-
ÓÙ·È fiÙÈ ÙÔ ‹Ú·ÓÂ ÁÈ· ÙËÓ
ÂȉÈ΋ ÌÂÙ·¯Â›ÚÈÛË Ô˘ ·˘-
Ùfi ÙÔ ¯·ÚÙ› ÂÍ·ÛÊ·Ï›˙ÂÈ ·fi
ÙÔ ÂÎ·È‰Â˘ÙÈÎfi Û‡ÛÙËÌ·
Î·È Ù· ‘ÚÔÓfiÌÈ·’ Ô˘ Û˘-
ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÛÂ ·˘Ù‹Ó
Î·È fiÙÈ ‰ÂÓ ·ÓÙ·ÔÎÚ›ÓÂÙ·È
ÛÙËÓ ·Ï‹ıÂÈ·, ÙÔ ÁÂÁÔÓfi˜
·Ú·Ì¤ÓÂÈ fiÙÈ ÎÚ›ıËΠfiÙÈ
ÙÔ ¯ÚÂÈ¿˙ÔÓÙ·È Î·È fiÙÈ ‰ÂÓ
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ÛÔ˘Ó ¯ˆÚ›˜ ÙËÓ ÌÂÙ·¯Â›ÚÈÛË
·˘Ù‹.
°ÂÓÈο Â›Ó·È Î·ÓfiÓ·˜ fiÙÈ
Ù· ·È‰È¿ Ù· ÔÔ›· ¤¯Ô˘Ó Ô-
Ùȉ‹ÔÙ Â›ÛËÌÔ ÙÔ ·›Ú-
ÓÔ˘Ó ˆ˜ ۇ̂ÔÏÔ ÙÔ ÔÔ›Ô
Â›Ó·È Î·Ù¿ ‚¿ıÔ˜ ·ÏËıÈÓfi
Î·È ˘ÔÛ˘Ó›‰ËÙ· ÚÔÛ·Ú-
Ìfi˙Ô˘Ó ÙËÓ Û˘ÌÂÚÈÊÔÚ¿
ÙÔ˘˜ Ì ·˘Ùfi) Î·È Û˘ÓÂÒ˜
‰ÂÓ ˘¿Ú¯ÂÈ ÏfiÁÔ˜ Ó· ÚÔ-
Û·ı‹ÛÔ˘Ó Ó· Ì¿ıÔ˘Ó ·˘Ù¿
ÁÈ· Ù· ÔÔ›· ÙÔ˘˜ ‰›ÓÂÙ·È
¯·ÚÈÛÙÈο Ô ‚·ıÌfi˜.
ŒÙÛÈ ·Ú¿ÁÔÓÙ·È Î·Ù’ Ô˘Û›·Ó
·Ó·ÏÊ¿‚ËÙ· ¿ÙÔÌ· Ù· ÔÔ›· ¤-
¯Ô˘Ó Ì¿ıÂÈ Ó· ˙Ô‡Ó ÂÍ·ÚÙË̤ӷ
·fi ·˘ÙfiÓ Ô ÔÔ›Ô˜ ¯·ÚÈÛÙÈο
ı· ÙÔ˘˜ ‰›ÓÂÈ ‘‚·ıÌfi’ Ô˘ ‰ÂÓ
ÙÔÓ ·Í›˙Ô˘Ó.
M ٤ÙÔÈÔ˘ ›‰Ô˘˜ ÚÔÂÙÔÈÌ·-
Ṳ̂ӷ ¿ÙÔÌ· Ù· ÔÔ›· ¤¯Ô˘Ó ‰È-
‰·¯ı› Ó· Â›Ó·È ‘ ηϿ ·È‰È¿
·ÏÏ¿ ¯ˆÚ›˜ ‰˘Ó·ÙfiÙËÙ˜’, ‘ÊÈÏfi-
ÙÈÌ· Ì ηÏÔ‡˜ ÙÚfiÔ˘˜’ ÚÔ˜
·˘ÙÔ‡˜ ·fi ÙÔ˘˜ ÔÔ›Ô˘˜ ÂÍ·Ú-
ÙÔ‡ÓÙ·È ‰È·ÈˆÓ›˙ÂÙ·È Ë ÎÔÈÓˆÓÈ-
΋ ηٿÛÙ·ÛË Á‡Úˆ Ì·˜ Ë ÔÔ›·
Û˘Ó¯Ҙ ÂȉÂÈÓÒÓÂÙ·È ÏfiÁˆ Ù˘
ÂÏ·ÙÂȷ΋˜ Û¯¤Û˘ Ô˘ ÂÈÎÚ·-
Ù› Û fiÏÔ˘˜ ÙÔ˘˜ ÙÔÌ›˜ Ù˘ ÎÔÈ-
ÓˆÓ›·˜ ·fi ÙËÓ ÔÏÈÙÈ΋ ̤¯ÚÈ
ÙËÓ Î·ıËÌÂÚÈÓ‹ ·ÓÙÈÌÂÙÒÈÛË
ÙÔ˘ ÔÏ›ÙË ·fi ‰ËÌfiÛȘ ·Ú¯¤˜
Î·È ÙÔ˘˜ ˘·ÏÏ‹ÏÔ˘˜ ̤۷ ÛÂ
·˘Ù¤˜, ·ÓÙ› Ù˘ ˘ÁÈÔ‡˜ ·ÏÏËÏÂ›-
‰Ú·Û˘ Ì ÛÙfi¯Ô ÙËÓ ‚ÂÏÙ›ˆÛË
Î·È ·Ó¿Ù˘ÍË ÙfiÛÔ ÙÔ˘ ÎÔÈÓˆÓÈ-
ÎÔ‡ Û˘ÓfiÏÔ˘ fiÛÔ Î·È ÙÔ˘ ·Ùfi-
ÌÔ˘.
T· ·È‰È¿ Ô˘ ‰ÂÓ ¤¯Ô˘Ó ÙÔ
‘¯·ÚÙ›’ Î·È Ô˘ ÎÚ›ÓÔÓÙ·È Ì ÂÈ-
ϤÔÓ ·˘ÛÙËÚfiÙËÙ· ·ÊÔ‡ ÔÏϤ˜
·fi ÙȘ ‘ı¤ÛÂȘ’ ηÏÒÓ ‚·ıÌÒÓ
¤¯Ô˘Ó ·‰›Îˆ˜ ‰Ôı› ÛÙËÓ ¿ÏÏË Ô-
Ì¿‰· ¯ˆÚ›˜ ηıfiÏÔ˘ ·ÓÙ›ÎÚÈÛÌ·
(Â›Ó·È ÁÓˆÛÙfi Û ÔÏÏÔ‡˜ Û˘Ó·-
‰¤ÏÊÔ˘˜ Î·È Û ·˘ÙÔ‡˜ Ô˘ Û¯Â-
‰È¿˙Ô˘Ó ÙËÓ ÂÎ·È‰Â˘ÙÈ΋ ÔÏÈ-
ÙÈ΋ ·ÁÎÔÛÌ›ˆ˜ Û˘ÌÂÚÈÏ·Ì‚·-
ÓÔ̤Ó˘ Î·È Ù˘ EÏÏ¿‰·˜ fiÙÈ ÔÈ
ηıËÁËÙ¤˜ ÔÊ›ÏÔ˘Ó Ó· ·Ú·-
‰ÒÛÔ˘Ó ‚·ıÌÔÏÔÁ›· ηÓÔÓÈ΋˜
ηٷÓÔÌ‹˜ [ normal distribution
] ·Û¯¤Ùˆ˜ Â·Ó ¤¯Ô˘Ó Ù¿ÍË Ë Ô-
Ô›· ¤¯ÂÈ fiÓÙˆ˜ ·˘Ù‹ ÙËÓ Î·Ù·-
ÓÔÌ‹ ‹ ¤¯Ô˘Ó ¿ÙÔÌ· Ù· ÔÔ›· ›- ÓˆıÚ¿, Ó· ÌËÓ ¤¯Ô˘Ó ηıfiÏÔ˘ ÏÔÁÈο, Â›Ó·È fiÙÈ ÛÙËÚ›˙ÂÙ·È ÛÂ
Ó·È fiÏ· ·ÚÈÛÙ‡ÔÓÙ· ‹ fiÏ· ÌÂ- ΛÓËÙÚÔ ÁÈ· Ó· ·ÓÙȉڿÛÔ˘Ó Û ·˘ÙÔ‡˜ Ô˘ ÈÛ¯˘Ú›˙ÔÓÙ·È fiÙÈ ÙÔÓ
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‰˘Ó·Ù‹ ÏfiÁˆ ηÈÚÈÎÒÓ Û˘ÓıËÎÒÓ, Î·È ¤ÙÛÈ ‰È·È- XAPA KAT™AºA¢OY

In this column we will be presenting you with new words, or new uses of old words so that you are always up to date!
In this column we will be
presenting you with new
concepts, new words, or new
uses of old words so that you
will always be up to date !
Source: Chambers Wordwatch
Column Editor : Lawrence
Mamas (Andrew Betsis ELT)
lmamas@yahoo.com
Mis lit
Walk into any bookshop these
days and you can’t fail to be
struck by the number of
bestselling autobiographical
titles detailing miserable
childhoods. With their washed-
out covers featuring haunted-
looking children and dramatic
straplines like ‘the ultimate
betrayal’ or ‘a childhood
shattered’, these harrowing
tales of abuse, cruelty and
neglect have become so popular
that many bookshops now
devote an entire section to
them: just ask for the ‘Real
Lives’ or ‘Painful Lives’ shelves.
New Word on the Block
What’s more, these so-called
‘misery memoirs’ have spawned
a brand-new literary genre:
misery lit, or mis lit.
If Bridget Jones creator Helen
Fielding can be considered the
mother of chick lit (frothy
fiction about young urban
women looking for love), then
the founding father of mis lit is
generally held to be Dave
Pelzer, whose 1995 book A
Child Called It recounted his
shocking ill-treatment at the
hands of his mother. Make
plenty of room on your shelves
beside the lad lit (chick lit for
boys), mum lit/dad lit (about
the trials of parenthood), Brit
lit (books by young British
authors) and hic lit (true stories are little more than self-
of battling the booze); there are indulgent fantasies, cynically
literally hundreds of gloomy
mis lit masterpieces waiting to
be snapped up.
Debate rages over the merits of Whatever your opinion, one
these gut-wrenching reads: are
they exploitative, using other
Source: Chambers Wordwatch
Column Editor: Lawrence Mamas
(Andrew Betsis ELT) lmamas@yahoo.com
people’s misfortunes as a form
of macabre titillation?
Or are they inspirational stories
of triumph over adversity,
written as a cathartic
experience? Some
commentators believe that they
dreamt up in order to cash in
on the fastest growing sector in
publishing today.
thing’s for sure: mis lit is big
business.
Popcorn Lung
From housemaid’s knee to
phossy jaw, occupational
diseases have always been, well,
an occupational hazard. This is
especially true for those who
work in close proximity to
potentially harmful substances
such as coal dust and
radioactive materials. Even so,
the news that working too close
to microwave popcorn poses a
risk to health does prompt a
quick check of the calendar to
make sure that it isn’t April 1st.
But popcorn lung is no April
Fool’s joke. Also known as
popcorn workers’ lung, its
official name is bronchiolitis
obliterans – a Latin descripion
of the blocking of the airways
that results from inflammation
of the bronchioles. As these
small branches of the airways
become inflamed, scar tissue
forms and fills up the air sacs;
this causes irreversible damage
and reduces lung capacity so
13
dramatically that in many cases
a lung transplant becomes
necessary for survival.
Although the disease has a
number of causes, its colloquial
name comes from the fact that
it can be brought about by
inhalation of diacetyl, the
chemical which for years has
been used in the manufacture
of microwave popcorn to
provide the requisite buttery
flavour. While it is
predominantly popcorn-factory
workers who, having endured
prolonged exposure to
particularly high levels of the
chemical, have developed
popcorn lung, there is at least
one known case of an over-
enthusiastic consumer of
microwave popcorn
succumbing to the disease.
Manufacturers have recently
begun to introduce alternative
methods for buttering up our
movie-time snacks.
14
Academic turns city into a social experiment
Mayor Mockus of Bogot¿ and his spectacularly applied theory
Antanas Mockus had just resigned from
the top job of Colombian National
University. A mathematician and
philosopher, Mockus looked around for
another big challenge and found it: to be
in charge of, as he describes it, "a 6.5
million person classroom."
Mockus, who had no political experience,
ran for mayor of Bogot?; he was successful
mainly because people in Colombia's
capital city saw him as an honest guy. With
an educator's inventiveness, Mockus
turned Bogot? into a social experiment
just as the city was choked with violence,
lawless traffic, corruption, and gangs of
street children who mugged and stole. It
was a city perceived by some to be on the
verge of chaos.
People were desperate for a change, for a
moral leader of some sort. The eccentric
Mockus, who communicates through
symbols, humor, and metaphors, filled the
role. When many hated the disordered
and disorderly city of Bogot¿, he wore a
Superman costume and acted as a
superhero called "Supercitizen." People
laughed at Mockus' antics, but the
by Maria Cristina Caballero
Special to the Harvard News Office
laughter began to break the ice of their
extreme skepticism.
Mockus, who finished his second term as
mayor this past January, recently came to
Harvard for two weeks as a visiting fellow
at the Kennedy School's Institute of
Politics to share lessons about civic
engagement with students and faculty.
"We found Mayor Mockus' presentation
intensely interesting," said Adams
Professor Jane Mansbidge of the Kennedy
School, who invited Mockus to speak in
her "Democracy From Theory to Practice"
class. "Our reading had focused on the
standard material incentive-based systems
for reducing corruption. He focused on
changing hearts and minds - not through
preaching but through artistically creative
strategies that employed the power of
individual and community disapproval. He
also spoke openly, with a lovely partial
self-mockery, of his own failings, not
suggesting that he was more moral than
anyone else. His presentation made it
clear that the most effective campaigns
combine material incentives with
normative change and participatory
stakeholding. He is a most
engaging, almost pixieish math
professor, not a stuffy 'mayor' at
all. The students were enchanted,
as was I."
A theatrical teacher
The slim, bearded, 51-year-old
former mayor explained himself
thus: "What really moves me to do
things that other people consider
original is my passion to teach."
He has long been known for Mockus' seemingly wacky notions have a respectable
theatrical displays to gain people's intellectual pedigree. His measures were informed by,
attention and, then, to make them among others, Nobel Prize-winning economist Douglass
North, who has investigated the tension between formal
think.
and informal rules, and J?rgen Habermas' work on how
Mockus, the only son of a dialogue creates social capital. (Staff photos Jon
Lithuanian artist, burst onto the Chase/Harvard News Office)
Colombian political scene in 1993
when, faced with a rowdy auditorium of the extra taxes. A dramatic indicator of
the shift in the attitude of "Bogotanos"
the school of arts' students, he dropped
during Mockus' tenure is that, in 2002, the
his pants and mooned them to gain quiet.
The gesture, he said at the time, should be city collected more than three times the
revenues it had garnered in 1990.
understood "as a part of the resources
which an artist can use." He resigned as Another Mockus inspiration was to ask
rector, the top job of Colombian National people to call his office if they found a
University, and soon decided to run for kind and honest taxi driver; 150 people
mayor. called and the mayor organized a meeting
The fact that he was seen as an unusual with all those good taxi drivers, who
leader gave the new mayor the advised him about how to improve the
opportunity to try extraordinary things, behavior of mean taxi drivers. The good
such as hiring 420 mimes to control taxi drivers were named "Knights of the
traffic in Bogot¿'s chaotic and Zebra," a club supported by the mayor's
dangerous streets. He launched a "Night office.
for Women" and asked the city's men to Yet Mockus doesn't like to be called a
stay home in the evening and care for leader. "There is a tendency to be
the children; 700,000 women went out dependent on individual leaders," he said.
on the first of three nights that Mockus "To me, it is important to develop
dedicated to them. collective leadership. I don't like to get
When there was a water shortage, credit for all that we achieved. Millions of
Mockus appeared on TV programs people contributed to the results that we
taking a shower and turning off the achieved ... I like more egalitarian
water as he soaped, asking his fellow relationships. I especially like to orient
citizens to do the same. In just two people to learn."
months people were using 14 percent
less water, a savings that increased Taking a moral stand
when people realized how much money Still, there were times when Mockus felt
they were also saving because of he needed to impose his will, such as when
economic incentives approved by he launched the "Carrot Law," demanding
Mockus; water use is now 40 percent that every bar and entertainment place
less than before the shortage. close at 1 a.m. with the goal of diminishing
"The distribution of knowledge is the drinking and violence.
key contemporary task," Mockus said. Most important to Mockus was his
"Knowledge empowers people. If campaign about the importance and
people know the rules, and are sacredness of life. "In a society where
sensitized by art, humor, and creativity, human life has lost value," he said, "there
they are much more likely to accept cannot be another priority than re-
change." establishing respect for life as the main
Mockus taught vivid lessons with these right and duty of citizens." Mockus sees
tools. One time, he asked citizens to put the reduction of homicides from 80 per
their power to use with 350,000 100,000 inhabitants in 1993 to 22 per
"thumbs-up" and "thumbs-down" cards 100,000 inhabitants in 2003 as a major
that his office distributed to the achievement, noting also that traffic
populace. The cards were meant to fatalities dropped by more than half in the
approve or disapprove of other citizens' same time period, from an average of
behavior; it was a device that many 1,300 per year to about 600. Contributing
people actively - and peacefully - used to this success was the mayor's inspired
in the streets. decision to paint stars on the spots where
He also asked people to pay 10 percent pedestrians (1,500 of them) had been
extra in voluntary taxes. To the surprise killed in traffic accidents.
of many, 63,000 people voluntarily paid ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 15

™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 14
'Knowledge,' said Mockus, 'empowers
people. If people know the rules, and are
sensitized by art, humor, and creativity, they
are much more likely to accept change.'
(Photo by Gerardo Chaves/El Tiempo)
"Saving a single life justifies the effort,"
Mockus said.
The former mayor had to address many
fronts simultaneously. In his struggle
against corruption, he closed down the
transit police because many of those 2,000
members were notoriously bribable.
Mockus was a constant presence in the
media, promoting his civic campaigns.
"My messages about the importance of
protecting children from being burned
with fireworks, protecting children from
domestic violence, and the sacredness of
life reached many, including the children,"
he said.
Once the mother of a 3-year-old girl
called his office to say that meeting
Mockus was her daughter's only birthday
wish.
But the meeting also revealed, said
Mockus, that Colombian society has a
long way to go. During the visit, the
mother told him: "When I am going to hit
her, she runs to the telephone and says
that she is going to call Mockus. She
doesn't even know how to dial a number,
but obviously she thinks that you would
protect her." Mockus, who has two
daughters himself, was shocked at the
woman's nonchalance about striking her
daughter.
Women's night and mimes
There is almost always a civics lesson
behind Mockus' antics. Florence Thomas,
a feminist and a professor at Colombian
National University, pointed out to
Mockus that in Bogot? women were afraid
to go out at night. "At that time, we were
also looking for what would be the best
image of a safe city, and I realized that if
you see streets with many women you feel
safer," Mockus explained.
So he asked men to stay home and
suggested that both sexes should take
advantage of the "Night for Women" to
reflect on women's role in society. About
700,000 women went out, flocking to free,
open-air concerts. They flooded into bars
that offered women-only drink specials
and strolled down a central boulevard that
had been converted into a pedestrian
zone. To avoid legal challenges, the mayor
stated that the men's curfew was strictly
voluntary. Men who simply couldn't bear
to stay indoors during the six-hour
restriction were asked to carry self-styled
"safe conduct" passes. About 200,000 men
went out that night, some of them angrily
calling Mockus a "clown" in TV interviews.
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But most men graciously embraced
Mockus' campaign. In the lower-middle-
class neighborhood of San Cristobal,
women marched through the streets to
celebrate their night. When they saw a
man staying at home, carrying a baby, or
taking care of children, the women
stopped and applauded.
That night the police commander was a
woman, and 1,500 women police were in
charge of Bogot?'s security.
Another innovative idea was to use mimes
to improve both traffic and citizens'
behavior. Initially 20 professional mimes
shadowed pedestrians who didn't follow
crossing rules: A pedestrian running
across the road would be tracked by a
mime who mocked his every move. Mimes
also poked fun at reckless drivers. The
program was so popular that another 400
people were trained as mimes.
"It was a pacifist counterweight," Mockus
15
said. "With neither words nor weapons,
the mimes were doubly unarmed. My goal
was to show the importance of cultural
regulations."
A bigger classroom?
Mockus noted that his administrations
were enlightened by academic concepts,
including the work of Nobel Prize-winning
economist Douglass North, who has
investigated the tension between formal
and informal rules and how economic
development is restrained when those
rules clash; and J?rgen Habermas' work
on how dialogue creates social capital.
Mockus also mentions Socrates, who said
that if people understood well, they
probably would not act in the wrong way.
Luis Eduardo Garz?n, the new mayor of
Bogot?, is the first leftist who has been in
charge of the second-most important
political position in Colombia. Said
Mockus, "His election expresses a
consensus around the importance of
addressing social issues. Garz?n has the
challenge of opening space to new
political forces in a country that has been
dominated by a 'bipartidismo bobo'
(dumb two-party system)."
Mockus - a sterling exemplar of the
current vogue in Latin America for "anti-
politicians" - says that transforming
Bogot?'s people and their sense of civic
culture was the key to solving many of the
city's problems. He is looking forward to
returning to the classroom at Colombian
National University after a sabbatical
year. But Mockus is also considering the
possibility of launching a presidential
campaign - and perhaps being in charge of
a 42 million student classroom.
Mar?a Cristina Caballero, a native of
Bogot?, is a fellow at Harvard University's
Center for Public Leadership at the John
F. Kennedy School of Government

Apprentissage et activites ludiques: La chanson

Apprendre une langue sans que
cela soit contraignant suppose à
l'enseignant de trouver des
situations et des activités autant
du sens pour ses élèves. Jouer la
carte du ludique est souvent une
pratique qui nous amène droit à
la chanson.
En effet, la chanson constitue un
moment privilégié dans
l'apprentissage d'une langue
étrangère. Car, une chanson
reste avant tout un moment
récréatif dont la fonction initiale
est une fonction de
divertissement et de détente.
A. Pour étudier une chanson
plusieurs types d'approches sont
possibles. En voici trois que nous
utilisons très souvent :
— Approche de la civilisation : la
chanson permet d'illustrer
certains aspects de la vie
quotidienne, soit à travers une
seule chanson soit à partir d'un
regroupement de plusieurs
chansons autour d'un même
thème ;
— Enrichissement linguistique
par l'étude des images, des
niveaux de langue, des structures,
du vocabulaireÅ.
— Sensibilisation à la
phonologie, à la rythmique de la
langue française. C'est aussi
l'occasion de rétablir des
prononciations incorrectes.
L'intérêt réside dans le
maniement des mots selon leur
longueur, leur sonorité, leur
rythme.
B. Le travail sur une chanson se
fait en plusieurs séances et cela
pour ne pas confondre les phases
d'exploitation et d'animation :
— Phase de motivation ; elle
suscite le désir d'apprendre et
peut être réalisée soit en
présentant un objectif général,
soit en dessinant un projet
d'étude.
— Phase de présentation : elle
comprend la 1ère écoute
regroupant les impressions
générales et la 2ème écoute
s'attachant à la compréhension
Par Constantin TEGOS
globale.
— Phase d'explication. Elle peut
s'effectuer à différents niveaux
suivant la chanson : niveau
lexical et syntaxique ; niveau
culturel ; niveau poétique ;
niveau musical. On peut aboutir
à une reconstitution du texte par
un habile jeu de questions-
réponses.
— Phase d'appropriation ou/et
de mémorisation : Exercices sur
les champs lexicaux et
phonétiques.
C. Concrètement, on pourrait
travailler les phases
d'exploitation et d'animation sur
deux niveaux :
i. La forme
ñ Analyser la structure de la
chanson.
ñ Décrire le style : poétique,
informatif, ludique...
ñ La rime y joue-t-elle un rôle
important ?
ñ Analyser les images, les
métaphores, les figures de style.
ñ Créer un texte troué.
ñ Analyser le vocabulaire.
ñ Analyser le sens : que veut dire
l'auteur par..., comment dire
autrement...?
ñ Préciser le niveau de langue
(oral/écrit).
ñ Recomposer le texte (à partir
de pièces détachées).
ii. Le contenu
ñ Identifier :
- l'idée générale du texte, de
telle strophe ;
- les référents culturels: des
allusions à des personnages ou à
des habitudes culturelles ;
- les valeurs véhiculées ;
- le message transmis, les
opinions exprimées ;
- les idées exprimées, les
comportements ;
- la symbolique.
ñ Débattre des sujets
précédents.
ñ Cette chanson doit-elle être
prise au sens propre ou au sens
figuré ?
ñ Comparer deux ou plusieurs
chansons.
Il est évident que le schéma
proposé, ci-dessus, doit être
adapté selon le niveau des élèves
et qu'il ne constitue pas un
modèle fermé.
____________
(Å). e-Dico Français<>Grec & e-Dico
Anglais<>Grec : Dictionnaires
bilingues avec phonétique et
construction de vocabulaire autonome
avec possibilité d'impression et de
sauvegarde.
16
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