Email this article Αρχές οργάνωσης και διοίκησης επιχειρήσεων : μια εμπειρική προσέγγιση στην εκπαίδευση
Abstract
Theoretically, the application of the Project method can take place in any school environment
and in the frame of each school rank, but only when certain basic conditions are filled. In practice
and particularly in the frame of Greek educational system, the things are more complicated,
because, as long as we advance from the most inferior to the most superior ranks, the application
possibilities of method are dissolved, because of the application of Timetable and Analytic
Schedule, that do not allow initiatives and innovatory opinions.
According to our opinion, theoretically, the rank of High School is advisable particularly for
the teaching of courses with the Project method, because on the other hand, the developmental
phase, in which the students of high school find themselves, offers more pledges for a more faithful
attendance of students in processes as e.g. the experiential-communicative training process,
that require bigger autonomy of action, on the other hand, the introduction of this method and
the type of teaching and learning that it represents can be particularly sub-auxiliary to the direction
of the constitution of the personality of tomorrow’s academic citizen, serving thus preparation
needs for the Higher education.
The paradox for this case constitutes the fact that in Greek school reality the structure and
the organisation of life of the high school is at such way strictly predestined so as each removal
attempt from the specifications is considered particularly bold and rather impossible. The Greek
high school is compelled to negotiate, in regular time frames, specific quantities of knowledge
and to achieve specific objectives. This fact, by its own, constitutes characteristic deterrent for
initiatives and innovatory applications. Nevertheless, everyone could think that also the school
models leave always some windows of freedom, which if the teacher rightly develops them, we
can experience some «inversions».
and in the frame of each school rank, but only when certain basic conditions are filled. In practice
and particularly in the frame of Greek educational system, the things are more complicated,
because, as long as we advance from the most inferior to the most superior ranks, the application
possibilities of method are dissolved, because of the application of Timetable and Analytic
Schedule, that do not allow initiatives and innovatory opinions.
According to our opinion, theoretically, the rank of High School is advisable particularly for
the teaching of courses with the Project method, because on the other hand, the developmental
phase, in which the students of high school find themselves, offers more pledges for a more faithful
attendance of students in processes as e.g. the experiential-communicative training process,
that require bigger autonomy of action, on the other hand, the introduction of this method and
the type of teaching and learning that it represents can be particularly sub-auxiliary to the direction
of the constitution of the personality of tomorrow’s academic citizen, serving thus preparation
needs for the Higher education.
The paradox for this case constitutes the fact that in Greek school reality the structure and
the organisation of life of the high school is at such way strictly predestined so as each removal
attempt from the specifications is considered particularly bold and rather impossible. The Greek
high school is compelled to negotiate, in regular time frames, specific quantities of knowledge
and to achieve specific objectives. This fact, by its own, constitutes characteristic deterrent for
initiatives and innovatory applications. Nevertheless, everyone could think that also the school
models leave always some windows of freedom, which if the teacher rightly develops them, we
can experience some «inversions».
Keywords
Education; Project method in teaching
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