POSTGRADUATE COURSE OUTLINES UNIVERSITY OF CRETE ACADEMIC YEAR SPRING SEMESTER. Program / Specialization Instructor Course ID Course Title

Transcript

1 UNIVERSITY OF CRETE DEPARTMENT OF PHILOLOGY POSTGRADUATE COURSE OUTLINES ACADEMIC YEAR SPRING SEMESTER Program / Specialization Instructor Course ID Course Title Classical Studies Byzantine Philology Modern Greek Philology Linguistics Θεατρικές και Κινηματογραφικές Σπουδές K. Spanoudakis ΜΚΛΦ039 Scholarship in Antiquity. Z. Petraki ΜΚΛΦ040 Plato and the Myth. S. Papaioannou ΜΒΖΦ028 Michael Psellos. M. Patedakis ΜΒΖΦ029 Byzantine Epigraphy. I. Dimitrakakis ΜΝΕΦ045 A. Kalokerinos ΜΓΛΦ019 V. Tsakali ΜΓΛΦ017 Psycholinguistics. The Concept of Crisis of Bourgeois Civilization in the Greek Interwar Period. History of ideas on language: The Greek Language Question (18th - 20th c.). P. Mini ΜΚΝΦ006 Film history and historiography. C. Georgiadi ΜΘΤΦ019 Sources of the History of Modern Greek Theatre.

2 1. GENERAL INSTRUCTOR SCHOOL COURSE OUTLINE K. Spanoudakis School of Philosophy SEMESTER Spring Semester DEPARTMENT LEVEL Department of Philology Post-graduate COURSE CODE ΜΚΛΦ039 CYCLE OF STUDY any COURSE TITLE Scholarship in Antiquity AUTONOMOUS EDUCATIONAL ACTIVITIES TEACHING HOURS PER WEEK CREDITS/ECTS LECTURES 3 15 COURSE TYPE Background, General knowledge, Scientific discipline, Development of Proficiencies PREREQUISITIES TEACHING AND EXAM LANGUAGE Scientific discipline none Greek AVAILABLE TO ERASMUS STUDENTS Yes WEBSITE (URL) 2. LEARNING OUTCOMES LEARNING OUTCOMES BROAD KNOWLEDGE/COMPETENCIES General Competences Taking into consideration the general competences that the degree holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim? Search for, analysis and synthesis of data and information, Project planning and management with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment Decision making Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues Team work Criticism and self criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment... Production of new research ideas Others... The seminar serves multiple aims: students will realize that scholarship is coeval with the creation of literature, will follow its historic development and will familiarize

3 themselves with the language, context and aims of relevant texts (ancient scholia, lexica, grammars, handbooks etc.) Students must be able to: - know the basic editions and works of reference for the subject - to know and describe the technical terms associated with it (e.g. scholium, lemma etc.) - to get familiar with the language used in the relevant texts - to get familiar with the history of scholarship - to write a sound scientific essay in terms of structure, expression and ethics 3. COURSE DESCRIPTION During the seminar we will study excerpts from ancient lexica, grammars and mainly ancient scholia on sundry literary texts with emphasis on Homer. Students will be trained to understand the language of such texts, to identify the aim for which each scholium was written as well as to realize the milestones in the history of scholarship. 4. TEACHING AND LEARNING METHODS-EVALUATION MODE OF DELIVERY face to face OTHER SOURCES/ TECHNOLOGICAL AND COMMUNICATION SUPPORT classweb COURSE STRUCTURE ACTIVITY WORKLOAD Lectures 50 Written exercise Independent study and exam preparation 125 Final written essay 200 Total (25 working hours per credit) 375 STUDENT ASSESSMENT Final Written Essay 5. SUGGESTED BIBLIOGRAPHY 1. H. Erbse, Scholia Graeca ad Homeri Iliadem, 7 vols, Berlin E. Dickey, Ancient Greek Scholarship: A Guide to finding, reading, and understanding Scholia, Commentaries, Lexica, and Grammatical treatises, from their Beginnings to the Byzantine Period, Oxford R. Nünlist, The Ancient Critic at Work: Terms and Concepts of Literary Criticism in

4 Greek Scholia, Cambridge S. Matthaios, F. Montanari, A. Rengakos (επιμ.), Brill's Companion to Ancient Scholarship, 2 τόμοι, Leiden 2015.

5 ΓΕΝΙΚΑ ΠΕΡΙΓΡΑΜΜΑ ΜΕΤΑΠΤΥΧΙΑΚΟΥ ΣΕΜΙΝΑΡΙΟΥ ΟΝΟΜΑΤΕΠΩΝΥΜΟ Zacharoula Petraki ΔΙΔΑΣΚΟΝΤΟΣ ΕΞΑΜΗΝΟ ΔΙΔΑΣΚΑΛΙΑΣ Spring ΣΧΟΛΗ Philosophy ΤΜΗΜΑ Philology ΕΠΙΠΕΔΟ ΣΠΟΥΔΩΝ Postgraduate ΚΩΔΙΚΟΣ ΜΑΘΗΜΑΤΟΣ ΜΚΛΦ040 ΕΞΑΜΗΝΟ ΣΠΟΥΔΩΝ ΤΙΤΛΟΣ ΜΑΘΗΜΑΤΟΣ Plato and the Myth. ΑΥΤΟΤΕΛΕΙΣ ΔΙΔΑΚΤΙΚΕΣ ΔΡΑΣΤΗΡΙΟΤΗΤΕΣ σε περίπτωση που οι πιστωτικές μονάδες απονέμονται σε διακριτά μέρη του μαθήματος π.χ. Διαλέξεις, Εργαστηριακές Ασκήσεις κ.λπ. Αν οι πιστωτικές μονάδες απονέμονται ενιαία για το σύνολο του μαθήματος αναγράψτε τις εβδομαδιαίες ώρες διδασκαλίας και το σύνολο των πιστωτικών μονάδων Προσθέστε σειρές αν χρειαστεί. Η οργάνωση διδασκαλίας και οι διδακτικές μέθοδοι που χρησιμοποιούνται περιγράφονται αναλυτικά στο 4. ΤΥΠΟΣ ΜΑΘΗΜΑΤΟΣ ΕΠΙΣΤΗΜΟΝΙΚΗΣ ΠΕΡΙΟΧΗΣ Υποβάθρου, Γενικών Γνώσεων, Επιστημονικής Περιοχής, Ανάπτυξης Δεξιοτήτων ΠΡΟΑΠΑΙΤΟΥΜΕΝΑ ΜΑΘΗΜΑΤΑ: ΓΛΩΣΣΑ ΔΙΔΑΣΚΑΛΙΑΣ και ΕΞΕΤΑΣΕΩΝ: ΤΟ ΜΑΘΗΜΑ ΠΡΟΣΦΕΡΕΤΑΙ ΣΕ ΦΟΙΤΗΤΕΣ ERASMUS ΗΛΕΚΤΡΟΝΙΚΗ ΣΕΛΙΔΑ ΜΑΘΗΜΑΤΟΣ (URL) Greek ΕΒΔΟΜΑΔΙΑΙΕΣ ΩΡΕΣ ΔΙΔΑΣΚΑΛΙΑΣ ΠΙΣΤΩΤΙΚΕΣ ΜΟΝΑΔΕΣ Σεμινάρια ΜΑΘΗΣΙΑΚΑ ΑΠΟΤΕΛΕΣΜΑΤΑ Μαθησιακά Αποτελέσματα Περιγράφονται τα μαθησιακά αποτελέσματα του μαθήματος οι συγκεκριμένες γνώσεις, δεξιότητες και ικανότητες καταλλήλου επιπέδου που θα αποκτήσουν οι φοιτητές μετά την επιτυχή ολοκλήρωση του μαθήματος. Συμβουλευτείτε το Παράρτημα Α Περιγραφή του Επιπέδου των Μαθησιακών Αποτελεσμάτων για κάθε ένα κύκλο σπουδών σύμφωνα με Πλαίσιο Προσόντων του Ευρωπαϊκού Χώρου Ανώτατης Εκπαίδευσης Περιγραφικοί Δείκτες Επιπέδων 6, 7 & 8 του Ευρωπαϊκού Πλαισίου Προσόντων Διά Βίου Μάθησης και Παράρτημα Β Περιληπτικός Οδηγός συγγραφής Μαθησιακών Αποτελεσμάτων By the end of this seminar studnets should be in a position to approach critically Plato s philosophical prose, his construction of philosophical myth, and the relation of Platonic myth to poetic myth. In specific, students should be: 1. familiar with the main philosophical concepts and ideas of Plato s early, middle and late writing period. 2. in a position to comment on the stylistic diversity of Plato s dialogues, as well as compare, identify and critically discuss the philosophical and stylistic differences between the middle and the late writing periods and their relation to myth making. 3. Acquainted with issues of genre and achieve a very good grasp of Plato s cultural and literary background which led to his shaping of the genre of philosophy, his incorporation of myth, and the relation of philosophical myth to the so-called ancient quarrel between philosophy and poetry (Republic 10). 4. Be in a position to compare and critically discuss the various philosophical issues in Plato s

6 different dialogues. What is the relation to myth to the philosophical argumentation of each dialogue? 5. Acquainted with the relevant Platonic bibliography. Γενικές Ικανότητες Λαμβάνοντας υπόψη τις γενικές ικανότητες που πρέπει να έχει αποκτήσει ο πτυχιούχος (όπως αυτές αναγράφονται στο Παράρτημα Διπλώματος και παρατίθενται ακολούθως) σε ποια / ποιες από αυτές αποσκοπεί το μάθημα;. Αναζήτηση, ανάλυση και σύνθεση δεδομένων και πληροφοριών, με τη χρήση και των απαραίτητων τεχνολογιών Προσαρμογή σε νέες καταστάσεις Λήψη αποφάσεων Αυτόνομη εργασία Ομαδική εργασία Εργασία σε διεθνές περιβάλλον Εργασία σε διεπιστημονικό περιβάλλον Παράγωγή νέων ερευνητικών ιδεών Retrieve, analyse and synthesise data and information, with the use of necessary technologies(work autonomously) Work in group Adapt to new situations. Promote creativity and inductive thought. Σχεδιασμός και διαχείριση έργων Σεβασμός στη διαφορετικότητα και στην πολυπολιτισμικότητα Σεβασμός στο φυσικό περιβάλλον Επίδειξη κοινωνικής, επαγγελματικής και ηθικής υπευθυνότητας και ευαισθησίας σε θέματα φύλου Άσκηση κριτικής και αυτοκριτικής Προαγωγή της ελεύθερης, δημιουργικής και επαγωγικής σκέψης ΠΕΡΙΕΧΟΜΕΝΟ ΜΑΘΗΜΑΤΟΣ 1. Introduction to Plato, his life and dialogues. 2. Introduction to the Platonic corpus and to its diverse interpretational approches. 3. The birth of philosophical thought and its relation to myth-making. 4. Can we define with accuracy the terms mythos and logos in Plato? 5. The study of myth in different dialogues. The rhetorical force of myth. 6. Plato's Republic: "The poets do not lie well": Platonic myth and poetic myth. How does Plato's myth making differs from traditional (poetic) myth making? ΔΙΔΑΚΤΙΚΕΣ και ΜΑΘΗΣΙΑΚΕΣ ΜΕΘΟΔΟΙ - ΑΞΙΟΛΟΓΗΣΗ ΤΡΟΠΟΣ ΠΑΡΑΔΟΣΗΣ In class Πρόσωπο με πρόσωπο, Εξ αποστάσεως εκπαίδευση κ.λπ. ΧΡΗΣΗ ΤΕΧΝΟΛΟΓΙΩΝ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΕΠΙΚΟΙΝΩΝΙΩΝ Χρήση Τ.Π.Ε. στη Διδασκαλία, στην Εργαστηριακή Εκπαίδευση, στην Επικοινωνία με τους φοιτητές ΟΡΓΑΝΩΣΗ ΔΙΔΑΣΚΑΛΙΑΣ Φόρτος Εργασίας Δραστηριότητα Περιγράφονται αναλυτικά ο τρόπος και Εξαμήνου μέθοδοι διδασκαλίας. Διαλέξεις, Σεμινάρια, Εργαστηριακή Άσκηση, Άσκηση Πεδίου, Μελέτη & ανάλυση βιβλιογραφίας, Φροντιστήριο, Πρακτική (Τοποθέτηση), Κλινική Άσκηση, Καλλιτεχνικό Lecture 39 Εργαστήριο, Διαδραστική διδασκαλία, Εκπαιδευτικές επισκέψεις, Εκπόνηση μελέτης (project), Συγγραφή εργασίας / εργασιών, Καλλιτεχνική δημιουργία, κ.λπ. Αναγράφονται οι ώρες μελέτης του φοιτητή για κάθε μαθησιακή δραστηριότητα καθώς και οι ώρες μη καθοδηγούμενης μελέτης ώστε ο συνολικός φόρτος εργασίας σε επίπεδο

7 εξαμήνου να αντιστοιχεί στα standards του ECTS ΑΞΙΟΛΟΓΗΣΗ ΦΟΙΤΗΤΩΝ Περιγραφή της διαδικασίας αξιολόγησης Γλώσσα Αξιολόγησης, Μέθοδοι αξιολόγησης, Διαμορφωτική ή Συμπερασματική, Δοκιμασία Πολλαπλής Επιλογής, Ερωτήσεις Σύντομης Απάντησης, Ερωτήσεις Ανάπτυξης Δοκιμίων, Επίλυση Προβλημάτων, Γραπτή Εργασία, Έκθεση / Αναφορά, Προφορική Εξέταση, Δημόσια Παρουσίαση, Εργαστηριακή Εργασία, Κλινική Εξέταση Ασθενούς, Καλλιτεχνική Ερμηνεία, Άλλη / Άλλες Αναφέρονται ρητά προσδιορισμένα κριτήρια αξιολόγησης και εάν και που είναι προσβάσιμα από τους φοιτητές. Σύνολο Μαθήματος (25 ώρες φόρτου εργασίας ανά πιστωτική μονάδα) Oral presentations Written Essay 375 ΣΥΝΙΣΤΩΜΕΝΗ-ΒΙΒΛΙΟΓΡΑΦΙΑ Plato Taylor, A.E., Πλάτων, ο άνθρωπος και το έργο του, ΜΙΕΤ, 1990/2009. Vegetti, M., Ιστορία της Αρχαίας Φιλοσοφίας, Τραυλός, Plato and the Myth (Greek and English bibliography) Πλ ατων, Μυθοι ανθολογηση, μετ αφραση, επιμεαλεια Ηλιας Σπυροαπουλος, Θεσσαλονιακη: Ζηατρος, Brisson, L., Ο Πλατων, οι λεξεις και οι μυθοι: Πωας και γιατια ο Πλ ατων κατονοαμασε το μυαθο, μετ αφραση Στεαφανος Οικονοαμου, Αθηανα: Μεταιαχμιο, Κάλφας, Β. (2004). "Ο Μύθος του Ηρος και η Πλατωνική Πολιτεία". Υπόμνημα στη Φιλοσοφία 2: Καραμανώλης, Γ. (2008). "Γιατί ο Πλάτωνας Χρησιμοποιεί Μύθους". Νεύσις 17: Μιχαηλίδης, Κ. Π. (1998). Πλάτων: Λόγος και Μύθος. Αθήνα: εκδόσεις Παπαδήμα. Νεστλέ, Από τον Μύθο στον Λόγο. Σκουτερόπουλος, Ν. Μ. (2002). Πλάτων: Πολιτεία. Αθήνα: Πόλις. Annas, J. (2006). Εισαγωγή στην Πολιτεία του Πλάτωνα. Μετάφραση Χ. Γραμμένουεπιμέλεια Χ.Ζαφειρόπουλος, Π. Μπουρλάκης. Αθήνα. Collobert, C., Destr e, P., Gonzalez, F. Z, (eds.) Plato and Myth. Studies on the Use and Status of Platonic Myths Boston, Leiden: Brill, 2012.

8 Edelstein, L. (1949). "The Function of the Myth in Plato's Philosophy". Journal of the History of Ideas 10.4: Kirk, G. S. (1970). Myth: Its Meaning and Functions in Ancient and Other Cultures. London and Berkeley. Moors, K.F. (1982). Platonic Myth: An Introductory Study. Washington, DC: University Press of America. Morgan, K. (2000). Myth and Philosophy from the Presocratics to Plato. Cambridge University Press. Moss, J. (2014). "Right Reason in Plato and Aristotle: On the Meaning of Logos". Phronesis 59.3: Partenie, C. (επιμ.) Plato's Myths. Cambridge University Press. Tait, M. D. C. (1956). "Plato's Use of Myth". University of Toronto Classical Quarterly 24: Aλλες μελέτες. Martin, R The Language of the Heroes (σημαντικό για τον μύθο στην Ιλιάδα). Homer's Use of Myth, Ken Dowden and Niall Livingstone, A Companion to Greek Mythology.

9 1. GENERAL INSTRUCTOR SCHOOL DEPARTMENT SEMESTER LEVEL COURSE OUTLINE STRATIS PAPAIOANNOU SCHOOL OF PHILOSOPHY PHILOLOGY WINTER POSTGRADUATE COURSE CODE ΜΒΖΦ028 CYCLE OF STUDY COURSE TITLE Michael Psellos AUTONOMOUSEDUCATIONALACTIVITIES TEACHING HOURS PER WEEK CREDITS/ECTS Lectures 3 8 COURSE TYPE Background, General knowledge, Scientific discipline, Development of Proficiencies Scientific discipline PREREQUISITIES TEACHING AND EXAM LANGUAGE AVAILABLE TO ERASMUS STUDENTS WEBSITE (URL) GREEK YES 2. LEARNING OUTCOMES LEARNING OUTCOMES The aim of the course is to introducethe literary production of the major Byzantine writer Michael Psellos through the perspective of the diachrony of Byzantine literature and the synchrony of eleventh-century Byzantine society. More specifically, with the completion of this course the students will be able to: - know the biography and ergo-graphy of Michael Psellos - translate learned Byzantine texts - analyze Byzantine texts under different hermeneutical angles BROAD KNOWLEDGE/COMPETENCIES General Competences Taking into consideration the general competences that the degree holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim? Search for, analysis and synthesis of data and information, Project planning and management with the use of the necessary technology Respect for difference and multiculturalism

10 Adapting to new situations Respect for the natural environment Decision making Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues Team work Criticism and self criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment... Production of new research ideas Others... Advancing free, creative, and deductive thought Searching, analyzing and synthesis of facts and information, with the use also of necessary new technology Critical thought Interdisciplinary work 3. COURSE DESCRIPTION 1. Psellos and the history of Byzantine literature 2. Psellos and eleventh-century Byzantine society 3. Manuscript transmission 4. Psellos, the rhetor 5. Psellos, the philosopher 6. Self-representations 7. Psellos reception 4. TEACHING AND LEARNING METHODS-EVALUATION MODE OF DELIVERY Classroom instruction OTHER SOURCES/ TECHNOLOGICAL AND COMMUNICATION SUPPORT Lectures and communication through the classweb and COURSE STRUCTURE ACTIVITY WORKLOAD Lectures of the instructor 39 and oral presentations of the students Preparation for oral 61 presentation Independent study 145 Final written Essay 130 Total 375 (25 working hours per credit) STUDENT ASSESSMENT Final written paper that will ascertain: - the ability of the student to read and interpret Psellos texts

11 5. SUGGESTED BIBLIOGRAPHY - Μιχαήλ Ψελλός, Χρονογραφία, Aθήνα (τομ. Α). - Μιχαήλ Ψελλός, Χρονογραφία, Aθήνα (τομ. Β). - Ljubarskij, J. N. Η προσωπικότητα και το έργο του Μιχαήλ Ψελλού: Συνεισφορά στην ιστορία του βυζαντινού ουμανισμού,aθήνα 2004.

12 1. GENERAL INSTRUCTOR COURSE OUTLINE ΜANOLIS PATEDAKIS SCHOOL SPRING, ACAD. YEAR DEPARTMENT SEMESTER LEVEL DEPARTMENT OF PHILOLOGY SCHOOL OF PHILOSOPHY POSTGRADUATE COURSE CODE ΜΒΖΦ029 CYCLE OF STUDY COURSE TITLE Byzantine epigraphy AUTONOMOUS EDUCATIONAL ACTIVITIES TEACHING HOURS PER WEEK CREDITS/ECTS Lectures 3 15 COURSE TYPE Special field Background, General knowledge, Scientific discipline, Development of Proficiencies PREREQUISITIES TEACHING AND EXAM LANGUAGE AVAILABLE TO ERASMUS STUDENTS WEBSITE (URL) Greek Yes 2. LEARNING OUTCOMES LEARNING OUTCOMES The general aim of the seminar will be an introduction to Byzantine Epigraphy and issues relevant to its evolution during the Byzantine period. Starting from the study of modern literature on the subject, students will practice on the transcription, reading and classification of published and unpublished inscriptions. On the other hand, they will undertake to prepare specialized papers on types and form of the script, content and preserved epigraphic material from each period, orthography, historical, educational and literary value of certain inscriptions, as well as existing or possible collections from Byzantium, or other succeeding political entities (such as Venetian Crete, partly under the influence of Byzantium), even the so-called post-byzantium. BROAD KNOWLEDGE/COMPETENCIES General Competences Taking into consideration the general competences that the degree holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim? Search for, analysis and synthesis of data and information, Project planning and management with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment Decision making Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues

13 Team work Criticism and self criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment... Production of new research ideas Others... - Search, analyzing, composition of data and information by using all the required technological support - Independent work - Team work - Production of new research ideas - Practice on criticism and self-criticism - Promotion of free, creative and inferential way of thinking 3. COURSE DESCRIPTION 1. There will be an introduction to the history of research and basic studies until today. 2. We will define and describe the field and subject of research, that is, epigraphic material that was produced during the long period of the so-called Byzantium, from the 4 th to the 15 th century. Special emphasis will be put on the common area and the overlap between ancient and byzantine epigraphy, especially during the early byzantine centuries. 3. We will present different groups and examples of inscriptions, divided according to factors such as the material, the content, the geographic area, the cultural milieu of their production. 4. There will be practice on the reading, transcription and interpretation of specific inscriptions from each division of the byzantine period (early, middle and late). 5. Students will undertake specific topics in order to present them orally and produce a written piece of their work within the provided deadlines. 6. A range of approaches from the evolution of studies in byzantine epigraphy during past decades will be presented, while at the same time students will get to know the necessary tools of research (both printed and digitized). 7. During the semester, a few visits in situ at museums or sites of Crete will be organized in order to get familiar with the understanding of all actual parameters of the research field (record, impression, transcription, photography et.cet.), as well as the promotion of interdisciplinary research between ancient, byzantine and post-byzantine epigraphy. 4. TEACHING AND LEARNING METHODS-EVALUATION MODE OF DELIVERY In class OTHER SOURCES/ TECHNOLOGICAL AND COMMUNICATION SUPPORT Τeaching material (files, slides, presentations, studies) plus contact via the classweb platform Contact via COURSE STRUCTURE ACTIVITY WORKLOAD Lectures of the instructor 39 and oral presentations of the students Preparation for oral 61 presentation Independent study 145 Final written Essay 130 Total 375 (25 working hours per credit) STUDENT ASSESSMENT Students will be rated from their participation in the course of the seminar, every week of the semester. They will contribute to the description of the general subject through the public presentation to their fellow-students of the

14 specific aspect that they have undertaken to work on. Additional tutorial training to group of students will be arranged for each week, after the beginning of classes. Finally, when the semester weeks will be over, the written piece of work will be the most decisive part for students ranking, with a deadline for submitting it, two weeks after the end of the corresponding exams period. 5. SUGGESTED BIBLIOGRAPHY - D. Feissel, Chroniques d épigraphie Byzantine , Paris Α. Κadhdan (ed.), The Oxford Dictionary of Byzantium, New York Oxford, 1991, στο λήμμα Εpigraphy - C. Mango, Βyzantine epigraphy (4 th -10 th centuries), στο Paleografia e Codicologia Greca, τ. 1, Αλεξάνδρεια 1991, πιν N. Moυτσόπουλος, Συμβολὴ στὴ μορφολογία τῆς ἑλληνικῆς γραφῆς. Λεύκωμα βυζαντινῶν καὶ μεταβυζαντινῶν ἐπιγραφῶν, Θεσσαλονίκη Ν. Μοutsopoulos, La morphologie des inscriptions Byzantines et post-byzantines de Grèce, Cyrillomethodianum 3 (1975), W. Hörandner, A. Rhoby, Anneliese Paul, Byzantinische Epigramme in inschriftlicher Uberlieferung. Βand. 1. Βyzantinische Epigramme auf Fresken und Mosaiken, Wien W. Hörandner, A. Rhoby, Anneliese Paul, Byzantinische Epigramme in inschriftlicher Uberlieferung. Βand. 2. Byzantinische Epigramme auf Ikonen und Objekten der Kleinkunst, Wien A. Rhoby, Byzantinische Epigramme in inschriftlicher Überlieferung. Band 3, Τeil II. Byzantinische Epigramme auf Stein nebst Addenda zu den Bänden 1 und 2, Wien A. Rhoby, Inscriptions in Byzantium and Beyond. Methods-Projects-Case Studies, Wien 2015 =

15 1. GENERAL INSTRUCTOR SCHOOL SEMESTER DEPARTMENT LEVEL COURSE OUTLINE IOANNIS DIMITRAKAKIS SCHOOL OF PHILOSOPHY SPRING DEPARTMENT OF PHILOLOGY POSTGRADUATE COURSE CODE ΜΝΕΦ045 CYCLE OF STUDY COURSE TITLE THE CONCEPT OF CRISIS OF BOURGEOIS CIVILIZATION IN THE GREEK INTERWAR PERIOD AUTONOMOUS EDUCATIONAL ACTIVITIES TEACHING HOURS PER WEEK CREDITS/ECTS Lectures of the instructor and oral presentations of the students 3 15 COURSE TYPE Background, General knowledge, Scientific discipline, Development of Proficiencies SCIENTIFIC DISCIPLINE PREREQUISITIES TEACHING AND EXAM LANGUAGE GREEK AVAILABLE TO ERASMUS STUDENTS YES (in Greek) WEBSITE (URL) 2. LEARNING OUTCOMES LEARNING OUTCOMES The general aim of the class is to familiarize students with some ideas which exerted a strong influence on different authors and intellectuals during the Greek Interwar Period. More specifically, after the completion of the course, students should be able to: - Know and describe the idea of decline of bourgeois civilization expressed through the writings of N. Kazantzakis, K. Dimaras, T. K. Papatsonis, A. Terzakis, K. Ouranis, etc. - Understand some basic aspects of this idea: criticism of the bourgeois values, contestation of the belief in progress, rejection of rationalism, etc. - Know the several variants of the concept of revolution supported by authors who were not communists. - Know some of the European intellectual movements which influenced the Greek critics of bourgeois civilization. - Know some of the aesthetical ideas stemmed by these ideological beliefs. BROAD KNOWLEDGE/COMPETENCIES General Competences Taking into consideration the general competences that the degree holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

16 Search for, analysis and synthesis of data and information, Project planning and management with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment Decision making Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues Team work Criticism and self criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment... Production of new research ideas Others... Production of new research ideas Working independently Production of free, creative and inductive thinking Criticism and self-criticism 3. COURSE DESCRIPTION The seminar is divided in two parts. In the Part I, the instructor will deliver a series of lectures on the idea of decline of bourgeois civilization during Greek and West-European inter World War I & II period. In the Part II, each student will present orally a paper on the specific topic assigned by the professor or chosen by herself/himself. 4. TEACHING AND LEARNING METHODS-EVALUATION MODE OF DELIVERY In Class OTHER SOURCES/ TECHNOLOGICAL AND COMMUNICATION SUPPORT Class notes, announcements & communication via ClassWeb Communication via COURSE STRUCTURE ACTIVITY WORKLOAD Lectures of the instructor and oral presentations of the students Preparation for oral presentation Independent study 145 Final written Essay 130 Total (25 working hours per credit) 375 STUDENT ASSESSMENT 1. Oral presentation in class (30%) 2. Final Written essay (70%)

17 5. SUGGESTED BIBLIOGRAPHY 1. Κ. Θ. Δημαράς, Σύμμικτα, Δ : Λόγια περί μεθόδου, τ. Α, , επιλογή κειμένων Φίλιππος Ηλιού, επιμ. Πόπη Πολέμη, Μουσείο Μπενάκη & Μορφωτικό Ίδρυμα Εθνικής Τραπέζης, Αθήνα , «"Τεχνίτῃ ἔργον, ἀδρανεῖ ἔλεος"», Νέα Eστία, τχ. 147, 1 Φεβρουαρίου 1933, Νίκος Καζαντζάκης, Τι είδα στη Ρουσία: από τα ταξίδια μου, Αθήνα Παναγιώτης Κονδύλης, Η παρακμή του Αστικού Πολιτισμού. Από τη μοντέρνα στη μεταμοντέρνα εποχή και από το φιλελευθερισμό στη μαζική δημοκρατία, Θεμέλιο, Αθήνα Αντώνης Λιάκος, «Ζητούμενα ιδεολογίας της Γενιάς του 30», Θεωρία και Κοινωνία, τχ. 3, 1990, Βασίλης Μπογιατζής, Μετέωρος Μοντερνισμός. Τεχνολογία, ιδεολογία της επιστήμης και πολιτική στην Ελλάδα του Μεσοπολέμου ( ), Ευρασία, Αθήνα Τ. Κ. Παπατσώνης, Ο Τετραπέρατος Κόσμος, Α, Ίκαρος, Αθήνα «Ο περίφημος Κατάλογος Αιτημάτων της γαλλικής επαναστατημένης νεολαίας», περ. Σήμερα, τχ. 1, Ιανουάριος 1933, Άγγελος Τερζάκης, «Ελεύθερα ιδανικά», περ. Ο Κύκλος, χρ. Α, τχ. 5, Μάρτιος 1933, , «Η επιστήμη και η τέχνη», περ. Ο Κύκλος, χρ. Β, τχ. 4, Ιούνιος 1933, Δημήτρης Τζιόβας, Οι μεταμορφώσεις του εθνισμού και το ιδεολόγημα της ελληνικότητας στο Μεσοπόλεμο, Οδυσσέας, Αθήνα Nicolas Berdiaeff, Un nouveau Moyen Âge: Réfexions sur les destinées de la Russie et de l Europe, Plon, Παρίσι Jacques Ellul, Métamorphose du bourgeois, εκδ. Calmann-Lévy, Παρίσι Werner Sombart, Ο Αστός: Πνευματικές προϋποθέσεις και ιστορική πορεία του Δυτικού Καπιταλισμού, μτφρ. Κώστας Κουτσουρέλης, Νεφέλη, Αθήνα Zeev Sternhell, Neither Right nor Left: Fascist Ideology in France, University of California Press, Berkeley 1986.

18 1. GENERAL INSTRUCTOR SCHOOL SEMESTER DEPARTMENT LEVEL COURSE OUTLINE VINA TSAKALI PHILOSOPHY SRING PHILOLOGY-SECTION OF LINGUISTICS POSTGRADUATE SEMINAR COURSE CODE ΜΓΛΦ017 CYCLE OF STUDY COURSE TITLE PSYCHOLINGUISTICS AUTONOMOUS EDUCATIONAL ACTIVITIES TEACHING HOURS PER WEEK CREDITS/ECTS IN CLASS LECTURES 3 15 COURSE TYPE Background, General knowledge, Scientific discipline, Development of Proficiencies SCIENTIFIC DISCIPLINE, DEVELOPMENT OF PROFICIENCIES PREREQUISITIES TEACHING AND EXAM LANGUAGE AVAILABLE TO ERASMUS STUDENTS WEBSITE (URL) GREEK YES (in Greek) 2. LEARNING OUTCOMES LEARNING OUTCOMES Upon successful completion of this course students should be able to: 1. Recognize and analyze in depth current fundamental issues on child language acquisition 2. Describe the different analyses and methods on a variety of linguistic phenomena 3. Critically evaluate the validity of the predictions of a linguistic analysis on language acquisition 4. Describe the crosslinguistic differences on language development, based on collective data and conclusions from the bibliography 5. Compare the typology in child language to the typology in adult language 6. Produce the design of the study of a linguistic phenomenon in child language BROAD KNOWLEDGE/COMPETENCIES Development of independent, creative and deductive thinking

19 Exercising critical thinking on scientific studies Practicing self-improvement Working in an interdisciplinary environment with multi-cultural data Organization abilities-development of the plan for the study of a scientific topic 3. COURSE DESCRIPTION The course aims to an in-depth analysis on specific linguistic phenomena that have been raised in the literature of child language acquisition in the last decades. The topics under examination have been central to linguistic and psycholinguistic theories and relate to language specific properties that lead to cross-linguistic variation. We will mainly focus on the development of the notions of logical connectives and how language facilitates the development of logical reasoning. Therefore, the main research topics are concerned with: a) the development of the notion of conjunction b) the development of the notion of disjunction c) the development of the conditional and counterfactual reasoning. 4. TEACHING AND LEARNING METHODS-EVALUATION MODE OF DELIVERY In class lectures OTHER SOURCES/ TECHNOLOGICAL AND COMMUNICATION SUPPORT - All class material available in class-web - Communication via COURSE STRUCTURE ACTIVITY WORKING LOAD Lectures and students presentations Group study on a specific topic Preparation for student s presentations (3 13=) Writing of the final paper 70 Independent study 146 Total (25working hours per credit) 375 STUDENT ASSESSMENT I. Final seminar paper in written form (70% of the total grade) assessing: - the immersion of course information (25%)

20 - the critical synthesis of the course information (30%) -the structure and the development of the paper (15%) II. The quality of the in-class presentation (30%) 5. SUGGESTED BIBLIOGRAPHY SUGGESTED BIBLIOGRAPHY: Various scientific papers on specific topics (available via class-web) Experimental Methods in Language Acquisition Research (2010) Edited by Elma Blom and Sharon Unsworth, University of Amsterdam / Utrecht University Guasti, M.T (2002). Language Acquisition: The Growth of Grammar. MIT Press. Η πειραματική μέθοδος στην επιστημονική έρευνα, Christensen Larry B.

21 1. GENERAL INSTRUCTOR SCHOOL SEMESTER DEPARTMENT LEVEL COURSE OUTLINE PANAYIOTA MINI SCHOOL OF PHILOSOPHY Spring PHILOLOGY & INSTITUTE OF MEDITERREAN STUDIES, FOUNDATION FOR RESEARCH AND TECHNOLOGY GRADUATE COURSE CODE ΜΚΝΦ006 CYCLE OF STUDY ALL COURSE TITLE Film history and historiography AUTONOMOUS EDUCATIONAL ACTIVITIES TEACHING HOURS PER WEEK CREDITS/ECTS Seminar meetings 3 15 COURSE TYPE Background, General knowledge, Scientific discipline, Development of Proficiencies Field of specialization (scientific discipline) Development of proficiencies PREREQUISITIES TEACHING AND EXAM LANGUAGE Modern Greek AVAILABLE TO ERASMUS STUDENTS Yes [bibliography in English] WEBSITE (URL) 2. LEARNING OUTCOMES LEARNING OUTCOMES The general objective of the seminar is to familiarize the students with the different ways of doing film history research and of using sources, as well as to help them to form, examine and compose original research questions. Specifically, after completing the seminar the students should be able: - To identify different ways of narrating the history of cinema - To differentiate among different kinds of sources - To compare different narratives of film history. - To explain the writing of film history in the context of its creation. - To assess/evaluate one s sources and argumentation

22 - To form their own research questions - To use suitable sources - To develop critical thinking - To compose information and ideas into a coherent narrative. BROAD KNOWLEDGE/COMPETENCIES General Competences Taking into consideration the general competences that the degree holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim? Search for, analysis and synthesis of data and information, Project planning and management with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment Decision making Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues Team work Criticism and self criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment... Production of new research ideas Others... Retrieve, analyze and synthesize data and information with the use of necessary technologies Advance free, creative and causative thinking Decision making Work autonomously Be critical and Self-critical Work in an interdisciplinary context Produce new research ideas Work in an international context Appreciate Diversity and Multiculturality Showing social, professional and ethical responsibility and sensitivity to gender issues 3. COURSE DESCRIPTION The seminar will cover the following broad areas: - Different ways of narrating film history - Sources of film historiography - Critical examination and analysis of representative texts - Practice in composing original historiographical essays 4. TEACHING AND LEARNING METHODS-EVALUATION MODE OF DELIVERY Face to face (& distance education according to the provisions of the law) OTHER SOURCES/ TECHNOLOGICAL AND COMMUNICATION SUPPORT PowerPoint presentations Showings of Films and of Film Excerpts Uploading teaching material and course announcements to the classweb platform

23 communication with students COURSE STRUCTURE ACTIVITY WORKLOAD Seminar meetings 39 Preparation for oral presentation 150 Autonomous study 150 Writing final essay 36 Total (25 working hours per credit) 375 STUDENT ASSESSMENT Class preparation Oral presentation Short papers/exercises Final Research paper Class participation 5. SUGGESTED BIBLIOGRAPHY Allen, Robert C. and Douglas Gomery. Film History: Theory and Practice. New. York: Knopf, Paul Grainge, Mark Jancovich and Sharon Monteith (ed.), Film Histories: An Introduction and Reader, Toronto: University of Toronto Press, Tino T. Balio (ed.), The American Film Industry, rev. ed (Madison: University of Wisconsin Press, 1985). David Bordwell and Kristin Thompson, Film History: An Introduction (New York: McGraw-Hill, 2002). David A. Cook, A History of Narrative Film, 4 th ed. (New York: W.W. Norton, 2004). Musser, Charles. The Emergence of Cinema: The American Screen to New York: Scribner's, 1990.

24 1. GENERAL INSTRUCTOR SCHOOL COURSE OUTLINE CONSTANTINA GEORGIADI SCHOOL OF PHILOSOPHY SEMESTER Spring DEPARTMENT LEVEL PHILOLOGY IMS/FORTH Postgraduate COURSE CODE ΜΘΤΦ019 CYCLE OF STUDY All COURSE TITLE Sources of the History of Modern Greek Theatre AUTONOMOUS EDUCATIONAL ACTIVITIES TEACHING HOURS PER WEEK CREDITS/ECTS Seminar meetings 3 15 COURSE TYPE Background, General knowledge, Scientific discipline, Development of Proficiencies Scientific discipline Development of Proficiencies PREREQUISITIES - TEACHING AND EXAM LANGUAGE AVAILABLE TO ERASMUS STUDENTS WEBSITE (URL) Modern Greek Yes 2. LEARNING OUTCOMES LEARNING OUTCOMES The aim of this course is to familiarize students with the research process and the use of primary and secondary sources, archival research, identification and classification of the sources, observation, description and critical processing of historical material. The specific purpose of the course is to bring students into contact with different sources: correspondence, manuscripts, visual material, playbills, official documents, and the 19th and 20th century daily and periodical press through the utilization of the material held at the theatrical archive of the Institute for Mediterranean Studies. At the end of the course the students are expected to: - be familiar with the major histories of Modern Greek Theater and their use of primary sources -be able to identify and classify different theater sources - be able to assess and evaluate the use of sources - be able to identify and utilize historical information -be able to understand research as a dynamic (non-static) process of locating, identifying and processing of sources - be able to compare the use of sources in foreign and Greek theater histories -have an overall knowledge of the history of modern Greek theater and its primary material BROAD KNOWLEDGE/COMPETENCIES General Competences Taking into consideration the general competences that the degree holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

25 Search for, analysis and synthesis of data and information, Project planning and management with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment Decision making Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues Team work Criticism and self criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment... Production of new research ideas Others... Search for, analysis and synthesis of data and information, with the use of the necessary technology Adapting to new situations Decision making Working independently Team work Working in an international environment Criticism and self criticism Production of free, creative and inductive thinking 3. COURSE DESCRIPTION Sections of the course to be covered: -The ephemeral character of a theater performance and the need for documentation - Introduction to and classification of different kinds of sources - Theater research in Greece: Archives, Libraries, Research Centers -Theatre Documentation and the Internet: web sources and their use -Identification, Classification and Processing of sources through foreign theatre history cases - Identification, Classification and Processing of sources through Greek theatre history cases - Comparing, criticizing and processing the evidence by theatre historians -Written exercises on research topics with the use of different sources -Guidance for oral presentations and written papers -Oral presentations 4. TEACHING AND LEARNING METHODS-EVALUATION MODE OF DELIVERY Class meetings/ Distance meetings OTHER SOURCES/ TECHNOLOGICAL AND COMMUNICATION SUPPORT Power Point Visual material Web sources contact COURSE STRUCTURE ACTIVITY WORKLOAD Seminar meetings 39 Literature Study and analysis on weekly basis, self-study, exercises for oral presentation Research and writing of final paper Total (25 working hours per credit) STUDENT ASSESSMENT Study on weekly basis Participation in the class Self study Oral presentation Written essay

26 5. SUGGESTED BIBLIOGRAPHY Oscar Brockett, History of the Theatre, Allyn and Bacon, Boston and London, 1987, Appendix, A.M. Nagler, A Source book in Theatrical History, Dover Publications, New York, Thomas Postlewait/Bruce Conackie (ed.), Interpreting the Theatrical Past: Essays in the Historiography of Performance, University of Iowa Press, Iowa 1989, 1996 Τ.ί, The Cambridge Introduction to Theatre Historiography, Cambridge, New York, Cambridge 2009 Θόδωρος Χατζηπανταζής, Από του Νείλου μέχρι του Δουνάβεως [From Nile to Danube], τ. Α και Β, Πανεπιστημιακές εκδόσεις Κρήτης, 2002 και 2012 αντίστοιχα.