K.E.M.¶.A£.
4687
ENTY¶O K§EI™TO AP. A¢EIA™ 2013 K.E.M.¶.A£.
¢ÈÌËÓÈ·›· ∂ÊËÌÂÚ›‰· ÁÈ· ÙÔÓ ∫Ï¿‰Ô Ù˘ •ÂÓfiÁψÛÛ˘ ∂Î·›‰Â˘Û˘
NÔ 18 EK¢O™H: PROFORMA PUBLICATIONS - B·Û. B·ÛÈÏ›Ԣ & ™È· E.E.
KÏÂÈÛı¤ÓÔ˘˜ 7, 105 52 Aı‹Ó·
IOY§.-AY°. 2008 AÚ. A‰Â›·˜ Y. T‡Ô˘ 3488
English Speaking Board
EÍÂÙ¿ÛÂȘ ÁψÛÛÔÌ¿ıÂÈ·˜
ÛÙËÓ EÏÏ¿‰·
ŒÓ·˜ ·Ô ÙÔ˘˜ ÌÂÁ·Ï‡ÙÂ-
ÚÔ˘˜ ÂÍÂÙ·ÛÙÈÎÔ‡˜ ÊÔÚ›˜
ÛÙËÓ MÂÁ¿ÏË BÚÂÙ·Ó›·, ÙÔ
English Speaking Board
(ESB), ı· ‰ÈÂÍ¿ÁÂÈ ϤÔÓ ÙȘ
ÁÚ·Ù¤˜ ÙÔ˘ ÂÍÂÙ¿ÛÂȘ ÁψÛ-
ÛÔÌ¿ıÂÈ·˜ Î·È ÛÙËÓ ¯ÒÚ· Ì·˜.
TÔ ESB, Ï‹Úˆ˜ ·Ó·ÁÓˆÚÈ-
Ṳ̂ÓÔ ·Ô ÙÔ QCA ÛÙËÓ
AÁÁÏ›·, ÌÂÙÚ¿ÂÈ ‹‰Ë 55 ˙ˆ‹˜
·Ô ÙËÓ ›‰Ú˘Û‹ ÙÔ˘ ÙÔ 1953
Î·È ‰ÈÂÍ¿ÁÂÈ ÙȘ ÂÍÂÙ¿ÛÂȘ ÙÔ˘
ÛÙËÓ E˘ÚÒË, ÙËÓ AÛ›· ηÈ
ÙËÓ BfiÚÂÈ· AÌÂÚÈ΋.
™ÙËÓ ¯ÒÚ· Ì·˜ ÙÔ ESB
N¤Ô ÊÔÚÔÏÔÁÈÎfi ÓÔÌÔÛ¯¤‰ÈÔ
K·Ù·ÚÁÂ›Ù·È ÙÔ ·ÊÔÚÔÏfiÁËÙÔ ÙˆÓ 10.000
K·Ù¿ ÙËÓ ÛÙÈÁÌ‹ Ù˘ ‰ËÌÔÛ›Â˘Û˘ ·˘-
ÙÔ‡ ÙÔ˘ ʇÏÏÔ˘, Û˘˙ËÙÂ›Ù·È ÛÙËÓ BÔ˘Ï‹
ÙÔ Ó¤Ô ÊÔÚÔÏÔÁÈÎfi ÓÔÌÔÛ¯¤‰ÈÔ ÙÔ Ô-
Ô›Ô ı· ÂËÚÚ¿ÛÂÈ fiϘ ÙȘ ·Ú·-
ÁˆÁÈΤ˜ Ù¿ÍÂȘ Ù˘ ¯ÒÚ·˜ Û˘ÌÂ-
ÚÈÏ·Ì‚·ÓÔÌ¤ÓˆÓ Î·È ÙˆÓ K¤-
ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ. MÂ
‚¿ÛË ÙȘ ÂÍ·ÁÁÂϛ˜ ÙÔ˘ ˘-
Ô˘ÚÁÔ‡ OÈÎÔÓÔÌ›·˜ Î·È OÈ-
ÎÔÓÔÌÈÎÒÓ, °ÈÒÚÁÔ˘ AÏÔÁÔ-
ÛÎÔ‡ÊË Î·Ù·ÚÁÂ›Ù·È ÙÔ ·ÊÔÚÔ-
ÏfiÁËÙÔ ÙˆÓ 10.000 Ô˘ ·ÔÏ¿Ì-
‚·Ó·Ó ÔÈ ÂȯÂÈÚË̷ٛ˜ Î·È Ù· ÂÈÛÔ-
‰‹Ì·Ù· ı· ÊÔÚÔÏÔÁÔ‡ÓÙ·È ϤÔÓ ·Ô ÙÔ ÚÒÙÔ
¢ÚÒ ÌÂ Û˘ÓÙÂÏÂÛÙ‹ 10%. ™˘ÓÂÒ˜, ·˘ÙfiÌ·Ù·
ı· ÂÈ‚·Ú‡ÓÔÓÙ·È fiÏÔÈ Ì 1000 ÊfiÚÔ ÂÙËÛ›ˆ˜,
·Ú¯‹˜ ÁÂÓÔ̤Ó˘ ·fi ÙȘ ÊÔÚÔÏÔÁÈΤ˜ ‰ËÏÒÛÂȘ
ÙÔ˘ 2009.
T· ηϿ Ó¤· Â›Ó·È ˆ˜ ÙÔ Ó¤Ô ÓÔÌÔÛ¯¤‰ÈÔ ı·
ÚԂϤÂÈ ‰È·Î·ÓÔÓÈÛÌfi ÏËÍÈÚfiıÂÛÌˆÓ ÊÈÚÔ-
ÏÔÁÈÎÒÓ ¯ÚÂÒÓ Ì ¢ÓÔÈÎÔ‡˜ fiÚÔ˘˜, ÁÈ· ÙÔ˘˜ ÊÔ-
ÚÔÏÔÁÔ‡ÌÂÓÔ˘˜. OÈ ÏÂÙÔ̤ÚÂȘ —‰fiÛÂȘ, ÂÎ-
ÙÒÛÂȘ Î.Ï.— ı· ·Ó·ÎÔÈÓˆıÔ‡Ó Ì ÙËÓ „‹ÊÈÛË
ÙÔ˘ ÓÔÌÔۯ‰›Ô˘.
OÈ È‰ÈÔÎً٘ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ ÔÈ Ô-
Ô›ÔÈ ¤¯Ô˘Ó ÏËÍÈÚfiıÂÛ̘ ÊÔÚÔÏÔÁÈΤ˜ ˘Ô-
Û’ ·˘ Ùfi ÙÔ Ù‡ ¯Ô˜:
¢È· ‚¿Û
¢È·‚¿ÛÙÂÙÂ
Û’ ·˘Ùfi ÙÔ Ù‡¯Ô˜:

Convention and Southeastern European Networking
Project .............................................................................2

IÛ·ÓÈο ÛÙ· Û¯ÔÏ›· .....................................................4

A tour to the amazing world of child developement ....6

æ˘¯ÔÁÚ¿ÊËÌ·................................................................15

La motivation en classe de langue: devoir ou jeu?.....13

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

K·ÓfiÓ˜ Û˘ÌÂÚÈÊÔÚ¿˜ ηıËÌÂÚÈÓ‹˜ ÂÈÎÔÈÓˆÓ›·˜
ÌÂ ¿ÙÔÌ· ÌÂ ·Ó·ËÚ›· ..................................................14

Social Psychology and ELT-Framing............................15
E¿ÚÎÂÈ· ¯ÔÚËÁ›
ϤÔÓ ÙÔ C2 ÙÔ˘ UCLAN
ÏËÚo› fiϘ ÙȘ ÚԉȷÁڷʤ˜ ◊‰Ë ·Ô ÙÔÓ M¿ÈÔ ÙÔ˘ 2008 M ‚¿ÛË ÙȘ ÈÛ¯‡Ô˘Û˜ ÚÔ-
ÙÔ˘ ÂÓ ÈÛ¯‡ ¶ÚÔ‰ÚÈÎÔ‡ ¢È·- ÔÈ Î¿ÙÔ¯ÔÈ ÈÛÙÔÔÈËÙÈÎÔ‡ C2 ‰È·Áڷʤ˜, Â¿ÚÎÂÈ· ÌÔÚÔ‡Ó
Ù¿ÁÌ·ÙÔ˜ Î·È ¤¯ÂÈ Î·Ù·ı¤ÛÂÈ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ ÙÔ˘ Central ϤÔÓ Ó· ·ÔÎÙ‹ÛÔ˘Ó fiÏ· Ù·
Lancashire ÌÔÚÔ‡Ó ϤÔÓ Ó· ÈÛÙÔÔÈËÙÈο C2 ·ÔÎÏÂÈÛÙÈ-
Ï‹ÚË Ê¿ÎÂÏÔ ÛÙÔ A™E¶, ·-
ηٷı¤ÙÔ˘Ó Ù· ‰ÈηÈÔÏÔÁËÙÈο ο ÎÚ·ÙÈÎÒÓ ·ÓÂÈÛÙËÌÈ·ÎÒÓ
ӷ̤ÓÂÙ·È ‰Â Û‡ÓÙÔÌ· Ë Ï‹-
ÙÔ˘˜ ÛÙÔ YÔ˘ÚÁÂ›Ô ¶·È‰Â›·˜ ÊÔÚ¤ˆÓ, ·Ó·ÁÓˆÚÈÛÌ¤ÓˆÓ ·Ô
Ú˘ ·Ó·ÁÓÒÚÈÛË ÙˆÓ ÈÛÙÔ- ÁÈ· Ó· ·ÔÎÙ‹ÛÔ˘Ó E¿ÚÎÂÈ· ÙÔ ¢EOTA¶ (ÚÒËÓ
ÔÈËÙÈÎÒÓ ÁψÛÛÔÌ¿ıÂÈ·˜ Û ÚÔÛfiÓÙˆÓ ‰ÈÛ·Ûηϛ·˜ Ù˘ ¢IKAT™A), ÂÊ’ fiÛÔÓ ‚¤‚·È·
fiÏ· Ù· Â›‰·. AÁÁÏÈ΋˜ ÁÏÒÛÛ·˜. ÏËÚÔ‡Ó ÙȘ ÚÔ˘Ôı¤ÛÂȘ ηÈ
OÈ ÂÍÂÙ¿ÛÂȘ ÛÙ· Â›‰· TÔ Y¶E¶£, ·Ó·ÁÓˆÚ›˙ÔÓÙ·˜ ÙÔ ÁÂÁÔÓfi˜ fi- Â›Ó·È Û‡Ìʈӷ Ì ÙÔ Common European
B1, B2, C1 Î·È C2 ı· ‰ÈÂÍ·- ÙÈ ÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ ÙÔ˘ Central Lancashire ›- Framework for Languages.
¯ıÔ‡Ó ÛÙȘ 20 Î·È 21 ¢ÂÎÂÌ- Ó·È ÈÛfiÙÈÌÔ Ì ٷ ÏÔÈ¿ ·ÓÂÈÛÙ‹ÌÈ· ÙˆÓ Ô- OÈ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ ÙÔ˘ Central
‚Ú›Ô˘ ·Ô ÙÔÓ ¶·ÓÂÏÏ‹ÓÈÔ Ô›ˆÓ Ù· ÈÛÙÔÔÈËÙÈο C2 AÚÈÛÙ˘ °ÓˆÛ˘ ˆ˜ Lancashire ‰ÈÂÓÂÚÁÔ‡ÓÙ·È ·ÓÂÏÏ·‰Èο ·fi
™˘Ó‰ÂÛÌÔ I‰ÈÔÎÙËÙÒÓ K¤- Û‹ÌÂÚ· ¯ÔÚËÁÔ‡Û·Ó Â¿ÚÎÂÈ·, ÚÔ¤‚ÂÈ ÛÙËÓ ÙÔÓ ¶·ÓÂÏÏ‹ÓÈÔ ™‡Ó‰ÂÛÌÔ I‰ÈÔÎÙËÙÒÓ K¤-
ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Â¤ÎÙ·ÛË ÙÔ˘ ıÂÛÌÔ‡. ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ.
¯ÚÂ-
ÒÛÂȘ,
ηÏfi ı· ‹Ù·Ó
Ó· ÚÔ‚Ô‡Ó ÛÂ
Ú‡ıÌÈÛË, ‰ÈfiÙÈ ÛÂ
·ÓÙ›ıÂÙË ÂÚ›-
ÙˆÛË ‰ÂÓ ‰ÈηÈ-
Ô‡ÓÙ·È Ó· ÂÎ-
‰ › -
‰Ô˘Ó ·ıÂÒ-
ÚËÙ˜ ·Ô-
‰Â›ÍÂȘ ·-
ÚÔ¯‹˜ ˘Ë-
ÚÂÛÈÒÓ.
MÂ ÙÔ Ó¤Ô
ÓÔÌÔÛ¯¤‰ÈÔ Â›Û˘ ı· ÚÔ·„ÂÈ Â˘¯¤ÚÂÈ· Â-
Ú·›ˆÛ˘ ÙˆÓ ÌË ÂÚ·ÈÔÌ¤ÓˆÓ ÊÔÚÔÏÔÁÈÎÒÓ ¯Ú‹-
ÛÂˆÓ ¤ˆ˜ 31/12/2006.
T¤ÏÔ˜, Û˘˙ËÙÂ›Ù·È Î·È Ë ·‡ÍËÛË Ù˘ ÚÔηٷ‚Ô-
Ï‹˜ ÊfiÚÔ˘ ÁÈ· ÙȘ AE Î·È E¶E ·fi ÙÔ 65% (ÙÔ Ô-
Ô›Ô ‹‰Ë ÚfiÛÊ·Ù· ·˘Í‹ıËΠηٿ 10%) ÛÙÔ 80%.
2
Convention and Southeastern European
Networking Project
The 16th Annual convention of TESOL
Macedonia-Thrace, Northern Greece
wil be taking place on 11th-12th
October 2008 at the Capsis Hotel, in
Thessaloniki. This year’s theme will be
Deconstructing and Reconstructing the
Teacher and so far the following
plenary speakers have been confirmed:
ñ Krysia Butwilowska, one of the most
successful Headteachers in the City of
Portsmouth.
ñ Sarah Corcoran who is currently
Customer Services Director for
Cambridge ESOL responsible for,
among other things, rolling out
computer based testing capability
across a world-wide network of
examination centres.
ñ Marialena Kalyva is a licensed
Psychologist who has been in private
practice since 2001 where she conducts
family, couples and individual
psychotherapy.
ñ Colin Rose is a fellow of The Royal
Society of Arts and a founder member
of the UK Campaign for Learning. He
is a member of the British Association
for the Advancement of Science and a
member of the Royal Society of
Medicine.
ñ Adrian Tennant writes a regular
column for IATEFL Voices –
Viewpoints, as well as writing
extensively for Macmillan and
onestopenglish.com.
South-Eastern Eurpean Networking
Project
In partnership with the British Council,
Greece, along with the support of
IATEFL, TESOL Macedonia-Thrace is
initiating a project aimed at setting up a
networking system between English
Teachers’ Associations (TAs) within
the wider South-Eastern European
region. The principle objective of the
project is to create a closer community
of Teachers’ Associations in the area by
enhancing existing links and
establishing new ones.
To this end TESOL Macedonia-Thrace
are planning to start up a virtual
communication platform utilising
Moodle as an online collaboration tool
which will be able to offer:
An ongoing and structured means of
communication which can be
developed by future TAs.
An effective way of promoting joint
events and activities.
A teachers’ forum for the exchange of
ideas, information and articles. A
valuable resource and data base for the
use of all TAs involved.
Participant TAs in the SEETA project
so far
TESOL Macedonia-Thrace Northern
Greece
ELTA Albania-Turkey
BETA Bulgaria-Hungary
ELTAM Montenegro-Fyrom
RATE Romania-Poland
ELTA Serbia
IATEFL Slovenia
4
Afi ÙÔ Û¯ÔÏÈÎfi ¤ÙÔ˜ 2006-
2007 ÏÂÈÙÔ˘ÚÁ› ÈÏÔÙÈÎfi Úfi-
ÁÚ·ÌÌ· ÂÈÛ·ÁˆÁ‹˜ Ù˘ IÛ·ÓÈ-
΋˜ ÁÏÒÛÛ·˜ ÛÙË ¢Â˘ÙÂÚÔ‚¿ı-
ÌÈ· EÎ·›‰Â˘ÛË (·ÚÈı.
74672/°2 Y.A ºEK 1115
Ù.Bã/16-8-06), Û˘ÁÎÂÎÚÈ̤ӷ
ÛÙ· ÂÍ‹˜ Û¯ÔÏ›·: 5Ô °˘ÌÓ¿ÛÈÔ
AÈÁ¿Ïˆ, °˘ÌÓ¿ÛÈÔ ¢È·‚·ÙÒÓ,
5Ô °˘ÌÓ¿ÛÈÔ X·Ó›ˆÓ, 5Ô °˘ÌÓ¿-
ÛÈÔ §¿ÚÈÛ·˜, 3Ô °˘ÌÓ¿ÛÈÔ ¶·-
ÙÚÒÓ Î·È 1Ô °˘ÌÓ¿ÛÈÔ ¶·ÏÏ‹-
Ó˘. M ÙÔ Ó¤Ô ·Î·‰ËÌ·˚Îfi ¤-
ÙÔ˜, Ë ÈÛ·ÓÈ΋ ÁÏÒÛÛ· ı· ‰È-
‰¿ÛÎÂÙ·È ÈÏÔÙÈο Î·È ÛÙ· ·Îfi-
ÏÔ˘ı· Û¯ÔÏ›·: ¶ÂÈÚ·Ì·ÙÈÎfi
°˘ÌÓ¿ÛÈÔ B·Ú‚·Î›Ԣ ™¯ÔÏ‹˜,
¶ÂÈÚ·Ì·ÙÈÎfi °˘ÌÓ¿ÛÈÔ AÓ·-
‚Ú‡ÙˆÓ, 3Æ °˘ÌÓ¿ÛÈÔ AÁ›·˜
¶·Ú·Û΢‹˜, 1Æ °˘ÌÓ¿ÛÈÔ XÔ-
Ï·ÚÁÔ‡, 3Æ °˘ÌÓ¿ÛÈÔ ¶ÂÙÚÔ‡-
ÔÏ˘, ¶ÂÈÚ·Ì·ÙÈÎfi °˘ÌÓ¿ÛÈÔ
TÚ›ÔÏ˘ Î·È 2Æ °˘ÌÓ¿ÛÈÔ TÚ›-
ÔÏ˘.
EÂȉ‹ ηٿ ÙÔ Û¯ÔÏÈÎfi ¤ÙÔ˜
2008-2009 ÙÔ Y¶.E.¶.£. ÚÔÙ›-
ıÂÙ·È Ó· ·ÔÊ·Û›ÛÂÈ ÁÈ· ÙËÓ
Ï‹ÚË ÂÈÛ·ÁˆÁ‹ Ù˘ IÛ·ÓÈ΋˜
ÛÙË ¢Â˘ÙÂÚÔ‚¿ıÌÈ· EÎ·›‰Â˘-
ÛË, fiÏÔÈ ÔÈ ™‡ÏÏÔÁÔÈ K·ıËÁË-
ÙÒÓ IÛ·ÓÈ΋˜ (¶·ÓÂÏÏ‹ÓÈÔ˜
™‡ÏÏÔÁÔ˜ AÔÊÔ›ÙˆÓ IÛ·ÓÈ-
΋˜ °ÏÒÛÛ·˜ Î·È ¶ÔÏÈÙÈÛÌÔ‡
ÙÔ˘ EÏÏËÓÈÎÔ‡ AÓÔÈÎÙÔ‡ ¶·ÓÂ-
ÈÛÙËÌ›Ô˘ ¶A.™Y.A¶.I™¶.
Licenciados.isp@gmail.com,
¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡ÏÏÔÁÔ˜ ºÔÈÙË-
ÙÒÓ IÛ·ÓÈ΋˜ °ÏÒÛÛ·˜ ηÈ
¶ÔÏÈÙÈÛÌÔ‡ ÙÔ˘ E.A.¶.
¶ A . ™ Y . º O I . I ™ ¶ .
eap.isp@gmail.com, ¶·ÓÂÏÏ‹-
ÓÈÔ˜ ™‡ÏÏÔÁÔ˜ ¶Ù˘¯ÈÔ‡¯ˆÓ
IÛ·ÓÈ΋˜ ºÈÏÔÏÔÁ›·˜
¶A.™.¶.I.º. aplifhi@yahoo.gr,
™‡ÏÏÔÁÔ˜ K·ıËÁËÙÒÓ IÛ·ÓÈ-
΋˜ °ÏÒÛÛ·˜ Î·È IÛ·ÓÈÛÙÒÓ
™.E.K.I. aspegr@otenet.gr) ÛÂ
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Îfi TÌ‹Ì· Ù˘ ¶ÚÂۂ›·˜ Ù˘
I Û  · Ó › · ˜
(asesoria.grecia@mepsyd.es,
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2109213090) Û˘ÌÚ¿ÙÙÔ˘Ó ÌÂ
·ÚÈÔ ÛÎÔfi ÙË ‰È¿‰ÔÛË ÙˆÓ È-
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Î·È ÙËÓ ÚÔÒıËÛË Ù˘ ÈÛ·ÓÈ-
΋˜ ÁÏÒÛÛ·˜ ÛÙȘ Û¯ÔÏÈΤ˜ ÌÔ-
Ó¿‰Â˜.
™Ù· Ï·›ÛÈ· Ù˘ ·Ú¯‹˜ Ù˘
ÔÏ˘ÁψÛÛ›·˜ Î·È Ù˘ ÔÏÈÙÈ-
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ıÂ›Ù·È ·fi ÙËÓ E˘Úˆ·˚΋
ŒÓˆÛË, Î·È ÂÈηÏÔ‡ÌÂÓÔÈ ÙË
ı¤ÛË ÙÔ˘ YÔ˘ÚÁÔ‡ ¶·È‰Â›·˜
Î. E˘Ú˘›‰Ë ™Ù˘ÏÈ·Ó›‰Ë
«ŒÏÏËÓ·˜ ¶ÔÏ›Ù˘ Ù˘ E˘ÚÒ-
˘ – ŒÏÏËÓ·˜ ¶ÔÏ›Ù˘ ÙÔ˘ Kfi-
ÛÌÔ˘», ¤¯ÂÈ ÍÂÎÈÓ‹ÛÂÈ ÂÓËÌÂÚˆ-
ÙÈ΋ ηÌ¿ÓÈ· ÚÔ˜ fiÏ· Ù· ™¯Ô-
Ï›· ¶ÚˆÙÔ‚¿ıÌÈ·˜ Î·È ¢Â˘ÙÂ-
ÚÔ‚¿ıÌÈ·˜ EÎ·›‰Â˘Û˘ ÙˆÓ ·-
ÛÙÈÎÒÓ Î¤ÓÙÚˆÓ (4.246 Û¯Ô-
IÛ·ÓÈο ÛÙ· Û¯ÔÏ›·
Ï›·). ™˘ÁÎÂÎÚÈ̤ӷ, ˙ËÙÂ›Ù·È ÁÔ˘˜). E›Û˘, ˙ËÙÂ›Ù·È ·fi Ù· ÈÛ·ÓÈο Ú¤ÂÈ Ó· ‰È‰¿ÛÎÔ- BÚ·˙ÈÏ›· Î·È ÛÙȘ Hӈ̤Ó˜
·fi ÙÔ˘˜ ÁÔÓ›˜ Ô˘ ÂӉȷʤ- ÙÔ˘˜ ¢È¢ı˘ÓÙ¤˜ Ó· ÂÓËÌÂÚÒ- ÓÙ·È ˆ˜ ÁÏÒÛÛ· ÂÈÏÔÁ‹˜: ¶ÔÏÈÙ›˜ (fiÔ˘ ÙÔ ÔÛÔÛÙfi
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ÎÔÏ· ÔÈ ŒÏÏËÓ˜ ‰ÈfiÙÈ, ÙfiÛÔ Ë
ÚÔÊÔÚ¿ fiÛÔ Î·È Ë ÁÚ·ÌÌ·ÙÈ΋
‚ÔËıÔ‡Ó ÙȘ ÂȯÂÈÚ‹ÛÂȘ Ù˘, Â›Ó·È ÎÔÓÙ¿ ÛÙËÓ ÂÏÏËÓÈ΋
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ÁÔÙ¯ÓÈ΋ Î·È ÌÔ˘ÛÈ΋ ·Ú¿‰Ô-
TÔ ÂȯÂÈÚËÛÈ·Îfi ÊfiÚÔ˘Ì ÁÈ· ÙËÓ ÔÏ˘ÁψÛ- ÏÂÈ·˜ ·ÓÙ·ÁˆÓÈÛÙÈÎfiÙËÙ·˜, ‰Â‰Ô̤ÓÔ˘ fiÙÈ ÔÈ ÛË, Ú¿ÁÌ· Ô˘ ÙËÓ Î·ıÈÛÙ¿ ÈÔ
Û›·, ÙÔ ÔÔ›Ô Û˘ÁÎÚÔÙ‹ıËΠÙÔ 2007 ÁÈ· Ó· ‰ÈÂ- ·Ó·‰˘fiÌÂÓ˜ ÔÈÎÔÓƠ̂˜ ΢ڛˆ˜ ÛÙËÓ AÛ›·
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Ó· ÎÂÓÙÚ›ÛÂÈ ÙÔ ÂӉȷʤÚÔÓ
ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ÌÔÚÔ‡Ó Ó· ·Û΋ÛÔ˘Ó Â- ٷٷ Ï‹ÚÂȘ ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ·Ú¿Ï-
›‰Ú·ÛË ÛÙÔ ÂÌfiÚÈÔ Î·È ÙËÓ ··Û¯fiÏËÛË ÛÙËÓ ÏËÏ· Ì ¿ÏϘ ÈηÓfiÙËÙ˜ Ô˘ Â›Ó·È ··Ú·›- ÙÔ˘˜.
E˘Úˆ·˚΋ ŒÓˆÛË, ˘¤‚·Ï ÙËÓ ¤ÎıÂÛ‹ ÙÔ˘ ÙËÙ˜ ÁÈ· ÙÔÓ ÂÈÙ˘¯‹ ·ÓÙ·ÁˆÓÈÛÌfi. ñ ™ÙËÓ EÏÏ¿‰· Â›Ó·È ı·̷-
ÛÙÔÓ E›ÙÚÔÔ Orban. H ¤ÎıÂÛË ·ÚÔ˘ÛÈ¿˙ÂÈ 2. H Â›ÛËÌË Î·È Ë ¿Ù˘Ë ÂÎÌ¿ıËÛË Ï·ÙÈÔ‡ ÙÈ΋ Ë Û˘ÌÌÂÙÔ¯‹ ÛÙȘ ÂÍÂÙ¿ÛÂȘ
ÌÈ· Û·Ê‹ ÂÈÛÎfiËÛË ÙˆÓ Ì¤ÙÚˆÓ Ô˘ Ú¤ÂÈ Ê¿ÛÌ·ÙÔ˜ ÁψÛÛÒÓ Ú¤ÂÈ Ó· ÚÔˆıËıÔ‡Ó ÙˆÓ ¢ÈÏˆÌ¿ÙˆÓ Ù˘ IÛ·ÓÈ΋˜
Ó· ÏËÊıÔ‡Ó ÒÛÙ ӷ ·Ú·Û¯Âı› ÛÙ‹ÚÈÍË ÛÙȘ Â- ‰Ú·ÛÙ‹ÚÈ· ÛÙ· ÎÚ¿ÙË Ì¤ÏË Ù˘ EE ‰Â‰Ô̤- ˆ˜ ͤÓ˘ ÁÏÒÛÛ·˜. EÓ‰ÂÈÎÙÈο,
ȯÂÈÚ‹ÛÂȘ ÁÈ· ÙËÓ ÚfiÛ‚·Û‹ ÙÔ˘˜ ÛÙȘ Ӥ˜ ·- ÓÔ˘ fiÙÈ Ô ÂȯÂÈÚËÌ·ÙÈÎfi˜ ÎfiÛÌÔ˜ ¯ÚÂÈ¿˙Â- ÛÙȘ ÂÍÂÙ¿ÛÂȘ DELE ÙÔ˘
ÁÔÚ¤˜ Î·È ÙȘ Ӥ˜ ÂȯÂÈÚËÛȷΤ˜ ¢ηÈڛ˜ Ù·È ¤Ó· fiÏÔ Î·È ÈÔ ‰È·ÊÔÚÔÔÈË̤ÓÔ ÂÚÁ·- M·˝Ô˘ 2008 Û˘ÌÌÂÙ›¯·Ó 5.134
ÛÙÔÓ ·ÁÎÔÛÌÈÔÔÈË̤ÓÔ ÎfiÛÌÔ. B·Û›˙ÂÙ·È Û ÙÈÎfi ‰˘Ó·ÌÈÎfi. H ÛËÌ·Û›· ÙˆÓ ÁψÛÛÈÎÒÓ ˘Ô„‹ÊÈÔÈ, ÁÂÁÔÓfi˜ Ô˘ ηٷ-
ÂÎı¤ÛÂȘ ÂÚ¢ÓÒÓ, ÂÚÈÙˆÛÈÔÏÔÁÈΤ˜ ÌÂϤÙ˜, ‰ÂÍÈÔÙ‹ÙˆÓ Â›Ó·È ˙ˆÙÈ΋, Â¿Ó ÙÔ ÌÂÏÏÔÓÙÈÎfi Ù¿ÛÛÂÈ ÙËÓ EÏÏ¿‰· ÛÙË 1Ë ı¤ÛË
Û˘ÓÂÓÙ‡ÍÂȘ Î·È ÛÙËÓ ÚÔÛˆÈ΋ ÂÌÂÈÚ›· ÙˆÓ ÂÚÁ·ÙÈÎfi ‰˘Ó·ÌÈÎfi ÚfiÎÂÈÙ·È Ó· ıˆÚ› Ô- Û˘ÌÌÂÙÔ¯‹˜ Û ·˘Ù¤˜ ·ÁÎÔ-
ÌÂÏÒÓ ÙÔ˘ ÊfiÚÔ˘Ì, ˘fi ÙËÓ ÚÔ‰ڛ· ÙÔ˘ ˘Ô- ÏfiÎÏËÚË ÙËÓ E˘ÚÒË ˆ˜ ¤‰Ú· ÙÔ˘. ÛÌ›ˆ˜. E›Û˘, Ë IÛ·ÓÈ΋
ÎfiÌË Etienne Davignon, ‚¤ÏÁÔ˘ ˘Ô˘ÚÁÔ‡ EÈ- 3. OÈ ÁψÛÛÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ Ú¤ÂÈ Ó· ÂÈ΢- ÁÏÒÛÛ· ÂÓÙ¿ÛÛÂÙ·È ÛÙÔ KÚ·ÙÈ-
ÎÚ·Ù›·˜ Î·È ÚÒËÓ ·ÓÙÈÚÔ¤‰ÚÔ˘ Ù˘ E˘Úˆ- ÚˆıÔ‡Ó ÛÙÔ ˘„ËÏfiÙÂÚÔ Â›Â‰Ô ‰È·¯Â›ÚÈ-
Îfi ¶ÈÛÙÔÔÈËÙÈÎfi °ÏˆÛÛÔÌ¿-
·˚΋˜ EÈÙÚÔ‹˜. Û˘ ÙˆÓ ÂȯÂÈÚ‹ÛÂˆÓ Û ÔÏfiÎÏËÚË ÙËÓ E˘-
ıÂÈ·˜ (Â›Â‰Ô B2) ·fi ÙÔ NÔ-
O ·ÚÌfi‰ÈÔ˜ Â›ÙÚÔÔ˜ ÁÈ· ÙËÓ ÔÏ˘ÁψÛÛ›· ÚÒË, Ì ÙË ÌÔÚÊ‹, .¯., ÂÂÓ‰‡ÛÂˆÓ ÛÙË
¤Ì‚ÚÈÔ 2008. Afi Ù· ·Ú·¿Óˆ
Leonard Orban ‰‹ÏˆÛ ۯÂÙÈο: «H ÂÓ ÏfiÁˆ ¤Î- ÁψÛÛÈ΋ ηٿÚÙÈÛË, ··Û¯fiÏËÛ˘ ÙˆÓ ÔÌÈ-
ıÂÛË ÙÔ˘ ÂȯÂÈÚËÛÈ·ÎÔ‡ ÊfiÚÔ˘Ì Û˘ÓËÁÔÚ› ˘- ÏÔ‡ÓÙˆÓ ÙË ÁÏÒÛÛ· ˆ˜ ÌËÙÚÈ΋, ηıÒ˜ Î·È ÙÂÎÌ·›ÚÂÙ·È ÙÔ ·˘Í·ÓfiÌÂÓÔ ÂÓ-
¤Ú Ù˘ ÔÏ˘ÁψÛÛ›·˜ ÛÙȘ Â˘Úˆ·˚Τ˜ ÂȯÂÈ- ÂÍ·ÛÊ¿ÏÈÛ˘ Ù˘ ηϋ˜ ÔχÁψÛÛ˘ ÂÈ- ‰È·Ê¤ÚÔÓ ÁÈ· ·˘Ù‹ ÙË ÁÏÒÛÛ·.
Ú‹ÛÂȘ, ·Ô‰ÂÈÎÓ‡ÔÓÙ·˜ Ò˜ Ë ÁψÛÛÈ΋ ÔÈÎÈ- ÎÔÈÓˆÓ›·˜ ̤ۈ ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘. Y¿Ú¯Ô˘Ó ‹‰Ë ÙÚ›· ·ÓÂÈ-
ÏÔÌÔÚÊ›· Î·È Ë Â¤Ó‰˘ÛË ÛÙȘ ÁÏÒÛÛ˜ Î·È ÛÙȘ 4. OÈ ÂȯÂÈÚ‹ÛÂȘ ¯ÚÂÈ¿˙ÔÓÙ·È ÛÙ‹ÚÈÍË ÛÙȘ ÛÙËÌȷο ÙÌ‹Ì·Ù· Ô˘ ‰È‰¿-
‰È·ÔÏÈÙÈÛÌÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ÌÔÚÔ‡Ó Ó· ÌÂÙ·- ÚÔÛ¿ıÂȤ˜ ÙÔ˘˜ ÁÈ· ÙË ÛÙÚ·ÙËÁÈ΋ ¯Ú‹ÛË ÛÎÔ˘Ó ÙËÓ ÈÛ·ÓÈ΋ ÁÏÒÛÛ·,
ÙÚ·Ô‡Ó Û Ú·ÁÌ·ÙÈÎfi ÚÔÙ¤ÚËÌ· ÁÈ· ÙËÓ Â˘Ë- ÙˆÓ ÁψÛÛÒÓ, ȉ›ˆ˜ ̤ۈ ÙˆÓ ‹‰Ë ˘ÊÈÛÙ¿- ηıÒ˜ Î·È ÈηÓfi˜ ·ÚÈıÌfi˜ ·Ô-
ÌÂÚ›· Î·È ÙÔ Î¤Ú‰Ô˜ fiψÓ. T· Û˘ÌÂÚ¿ÛÌ·Ù· ÌÂÓˆÓ ‰ÈÎÙ‡ˆÓ Î·È ‰ÔÌÒÓ. O ÚfiÏÔ˜ ÙˆÓ Â- ÊÔ›ÙˆÓ Ô˘ Â›Ó·È Û ı¤ÛË Ó· ÙË
Î·È ÔÈ Û˘ÛÙ¿ÛÂȘ Ù˘ ·ÔÙÂÏÔ‡Ó ¿ÚÈÛÙË Û˘Ì‚ÔÏ‹ ıÓÈÎÒÓ ÔÚÁ·ÓÒÛÂˆÓ ÚÔÒıËÛ˘ ÂÍ·Áˆ- ‰È‰¿ÍÔ˘Ó. EÊfiÛÔÓ Ë ÔÏÈÙ›·
ÛÙË Ó¤· ÛÙÚ·ÙËÁÈ΋ ·Ó·ÎÔ›ÓˆÛË ÁÈ· ÙËÓ ÔÏ˘- ÁÒÓ, fiˆ˜ Ù· ÂÌÔÚÈο Û˘Ì‚Ô‡ÏÈ·, ıˆÚ›- ‰›ÓÂÈ ÌÂÁ¿ÏË ÛËÌ·Û›· ÛÙËÓ ÂÎ-
ÁψÛÛ›·, ÙËÓ ÔÔ›· ÛÎÔ‡ˆ Ó· ·ÚÔ˘ÛÈ¿Ûˆ Ù·È Ô˘ÛÈ҉˘ ·fi ·˘Ù‹ ÙËÓ ¿Ô„Ë. Ì¿ıËÛË ÙˆÓ ÁψÛÛÒÓ (A™E¶),
ʤÙÔ˜ ÙÔ ™Â٤̂ÚÈÔ. E›Û˘, ¢ı˘ÁÚ·ÌÌ›˙ÔÓÙ·È 5. A·ÈÙÂ›Ù·È ÌÈ· Â˘Úˆ·˚΋ Ï·ÙÊfiÚÌ· ÁÈ· ı· Ú¤ÂÈ Ó· ·Ú¤¯ÂÙ·È Ë ‰˘Ó·-
Û·ÊÒ˜ Ì ÙÔ˘˜ ÛÙfi¯Ô˘˜ Ô˘ ıÂÛ›˙ÔÓÙ·È ·fi ÙË ÙË ‰È·Úıڈ̤ÓË ·ÓÙ·ÏÏ·Á‹ ÏËÚÔÊÔÚÈÒÓ
ÙfiÙËÙ· ÂÈÏÔÁ‹˜ ·fi ÂÚÈÛÛfi-
ÛÙÚ·ÙËÁÈ΋ Ù˘ §ÈÛÛ·‚ÒÓ·˜ ÁÈ· ÌÂÁ·Ï‡ÙÂÚË ·- Î·È ‚¤ÏÙÈÛÙˆÓ Ú·ÎÙÈÎÒÓ Ô˘ ·ÊÔÚÔ‡Ó ÙȘ
ÙÂÚ˜ ÁÏÒÛÛ˜, ÒÛÙÂ Î·È ÔÈ Ì·-
Ó¿Ù˘ÍË Î·È ··Û¯fiÏËÛË.» ÁÏÒÛÛ˜ ÁÈ· ÙȘ ÂȯÂÈÚ‹ÛÂȘ.
O ·ÓÙÈÚfi‰ÚÔ˜ Gunter Verheugen, ·ÚÌfi‰ÈÔ˜ MÂٷ͇ ÙˆÓ ÂͯfiÓÙˆÓ ÂÎÚÔÛÒˆÓ ÙÔ˘ ÂÈ- ıËÙ¤˜ Ó· ÚÔÂÙÔÈÌ¿˙ÔÓÙ·È ·Ó·-
Â›ÙÚÔÔ˜ ÁÈ· ÙȘ ÂȯÂÈÚ‹ÛÂȘ Î·È ÙË ‚ÈÔÌ˯·- ¯ÂÈÚËÌ·ÙÈÎÔ‡ ÙÔ̤· ÛÙÔ ÊfiÚÔ˘Ì ÂÚÈÏ·Ì‚¿ÓÔ- ÏfiÁˆ˜ Î·È ÁÈ· ÙȘ ¶·ÓÂÏÏ‹ÓȘ
Ó›·, ÂÈÎÚfiÙËÛ ÙËÓ ¤ÎıÂÛË Ì ÙËÓ ÂÍ‹˜ ‰‹ÏˆÛË: ÓÙ·È: EÍÂÙ¿ÛÂȘ.
«H Â¤Ó‰˘ÛË Û ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜ Î·È Ë ‰È·- ñ Ô Winfried Albrink, ÂÈÎÂÊ·Ï‹˜ ÙÔ˘ ÙÌ‹Ì·- KÏ›ÓÔÓÙ·˜, ·Ú·ı¤ÙÔ˘ÌÂ
¯Â›ÚÈÛË Ù˘ ÔÈÎÈÏÔÌÔÚÊ›·˜ ı· ·Ô‰Âȯı› ˙ˆÙÈ- ÙÔ˜ ηٿÚÙÈÛ˘, Henkel Group, ÙËÓ ÔÌfiÏÔÁË ÁÓÒÌË ÙˆÓ ÂÎÚÔ-
΋ ÁÈ· ÙËÓ Â˘Úˆ·˚΋ ÎÔÈÓˆÓ›·, ÒÛÙ ·˘Ù‹ Ó· ·- ñ Ô Henning Dyremose, Úfi‰ÚÔ˜ ÙÔ˘ EÌÔ- ÛÒˆÓ ÙˆÓ ·Ú·¿Óˆ ™˘ÏÏfi-
ÍÈÔÔÈ‹ÛÂÈ Ï‹Úˆ˜ ÙȘ ‰˘Ó·ÙfiÙËÙ˜ Ô˘ ÚÔÛʤ- ÚÈÎÔ‡ ™˘Ì‚Ô˘Ï›Ô˘ Ù˘ ¢·Ó›·˜ Î·È ÚÒËÓ ‰È¢ı˘- ÁˆÓ: «¶ÈÛÙ‡ԢÌ ·ÎÚ¿‰·ÓÙ·
ÚÂÈ Ô ·ÁÎÔÛÌÈÔÔÈË̤ÓÔ˜ ÎfiÛÌÔ˜. OÈ ‰È¿ÊÔÚ˜ ÓÙ‹˜ Ù˘ TDC (Danish Telecom), fiÙÈ Ú¤ÂÈ Ó· ‰›ÓÂÙ·È ÈÛfiÙÈÌË
ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ηıÈÛÙÔ‡Ó ‰˘Ó·Ù‹ ÙËÓ ÂÈ- ñ Ë Sabina Klimek, ‰È¢ı‡ÓÙÚÈ·, Deloitte ÌÂÙ·¯Â›ÚÈÛË fiÏˆÓ ÙˆÓ ÁψÛÛÒÓ
ÎÔÈÓˆÓ›·, ÙËÓ Î·Ù·ÓfiËÛË Î·È ÙËÓ Â‡ÚÂÛË Ó¤ˆÓ Business Consulting, Ù˘ E.E., ÙfiÛÔ ÛÙË ¢Â˘ÙÂÚÔ‚¿ı-
χÛˆÓ. E›Ó·È ϤÔÓ Î·ÈÚfi˜ Ë ÂÎ·›‰Â˘ÛË Î·È Ë ñ Ô Peter Mathews, Úfi‰ÚÔ˜ Î·È ‰È¢ı‡ÓˆÓ ÌÈ· fiÛÔ Î·È ÛÙËÓ ¶ÚˆÙÔ‚¿ıÌÈ·
Â·ÁÁÂÏÌ·ÙÈ΋ ηٿÚÙÈÛË Ó· Ï¿‚Ô˘Ó ˘fi„Ë ÙȘ Û‡Ì‚Ô˘ÏÔ˜, Black Country Metals Limited ηÈ
EÎ·›‰Â˘ÛË. H ÂÈÏÔÁ‹ Ù˘ 2˘
ÂÓ ÏfiÁˆ ·Ó¿ÁΘ Î·È Ó· ÚÔÛʤÚÔ˘Ó Û fiÏÔ˘˜ ñ Ë Caroline Jenner, ÁÂÓÈ΋ ‰È¢ı‡ÓÙÚÈ· ÙÔ˘
ͤÓ˘ ÁÏÒÛÛ·˜ ·ÔÙÂÏ› ‰ËÌÔ-
ÌÈ· ¢Ú›· ÔÈÎÈÏ›· ‰ÂÍÈÔًوÓ. ™‹ÌÂÚ· ÂÚÈÛ- Junior Achievement Young Enterprise Europe,
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 6
A tour to the amazing world of child
developement
For many years, philosophers development provide the
have speculated on the foundation for the later stages.
fundamental nature of childhood This is why early childhood is the
and the conditions that foster most crucial age in every person’s
children’s well-being. According life.
to Plato and Aristotle, schools Regarding the cognitive-
and parents had the development perspective, Jean
responsibility for teaching Piaget (1896-1980) proposed that
children the self-control that children naturally try to make
would make them effective sense of their world. They try to
people. What they both understand both the physical and
expressed was their concern social world.
whether too much self-discipline We usually see young children
would stiff children’s initiative asking questions about objects
and individuality. while older ones want to know
Considering the important role more about people. According to
that teachers and parents play on Piaget, children act like scientists
children’s social and and form theories about the
psychological development, I physical and social world. These
thought it would be interesting theories are tested every day by
enough to look closely at child the experiences they encounter
development and thus gain since children expect certain
knowledge regarding the way things to happen. Then, they
children think, learn and express form new ones by considering
themselves. the flaws that their previous
According to Eric Erikson (1902- theories had. This is a very
19994), development consists of creative process that every
a sequence of stages, each individual experiences in
defined by a unique crisis or childhood and is the foundation
challenge. The table below of acquiring critical skills.
demonstrates the eight stages. Child-development scientists
The name of each stage reflects often refer to child development
the challenge that individuals as a journey that can proceed
face at a particular age. along many different paths.
Children make this journey alone
Erikson argued that the earlier by interacting with their physical
stages of psychosocial world. Their cultural
Erikson’s eight stages of Psychosocial Development
Psychosocial stage Age Challenge
Basic trust versus mistrust Birth to 1 year To develop a sense
that the world is safe.
Autonomy versus shame 1 to 3 years To realise that one
and doubt is an independent
person who can
make decisions.
Initiative versus guild 3 to 6 years To develop a
willingness
to try new things
and to handle failure.
Industry versus 6 to adolescence To learn basic skills
inferiority and to work with others.
Identity versus Adolescence To develop a lasting
identity confusion integrated sense of self.
Intimacy versus Young adulthood To commit to another
isolation in a loving relationship
Generatively versus Middle adulthood To contribute to
stagnation younger people,
through child
rearing, child care, or
other productive work.
Integrity versus Late life To view one’s life as
despair satisfactory and worth
living.
Robert Kail, 2006
Dr. Theodora
Papadopoulou
Ph.D in English Literature, M. Sc
in Rsychology
Lecturer at THACE, EFL Teacher,
Educational Consultant
environment and people who
play a basic role in their life
certainly influence the direction
that children take but every
individual is seen as a solitary
adventurer who is constantly
exploring the world.
Culture plays a major role in
child development since it
provides tools that shape the way
children think. It also defines
which cognitive activities are
valued.
According to Vygotsky (1978), a
Russian psychologist, the social
nature of cognitive development
is captured in the concept of
intersubjectivity, which refers to
mutual, shared understanding
among participants in an activity.
Children learn a lot when they
interact with other children who
are mature. Taking into
consideration that child
development is never a solitary
journey, children progress more
rapidly when they walk hand in
hand with an expert partner.
It is also worth understanding
how children learn.
They start by building up
semantic fields of words for
various conceptual domains.
Children usually stop over-
extending their words at the age
of 2-6, and start asking questions
like ‘What’s that? ’ in order to
expand their vocabulary at a
much faster rate. At this age they
realize that there might be words
for all sorts of things for which
they have no names. Children
start on semantic fields with their
first words. Each word picks out
part of a conceptual domain and
as they add more words to the
ones they already know, they
map more concepts in each
domain onto words. One domain
children tackle early is that of
animals.
In certain semantic fields, some
terms ought to be acquired later
than others because of their
complexity. Among them are
dimensional terms which in
English include adjective pairs.
These pairs are used to describe
the dimensions of different
objects.
Children acquire these terms
roughly in an expected order:
1. big - small
2. tall - short, long - short
3. high - low
4. thick - thin
5. wide-narrow, deep-shallow
Researchers have proved that
youngsters do not learn readily
when they are constantly told
what to do or when they are
totally left to struggle through a
problem unaided. According to
Murphy & Messer (2000), they
learn more effectively when
teachers collaborate with them,
allowing them to take on more
and more of a task as they master
its different elements.
Children take initiatives and
form strategies. They find ways
to tackle various situations and
memorize certain things. With
age, they use more powerful
strategies, such as rehearsal and
outlining. Using memory
strategies successfully depends,
first on analyzing the goal of a
memory task and, second, on
monitoring the effectiveness of
the chosen strategy.
The important role of both
parents and teachers is to help
children apply and expand these
strategies. In this way, they
encourage mechanisms that drive
cognitive development.
Regarding emotional
development, modern theories
emphasize the functional value
of emotion. Emotions such as
fear, happiness and disgust are
valuable because they help
I‰ÈÔÎÙËÛ›·: PROFORMA PUBLICATIONS - B·Û. B·ÛÈÏ›Ԣ & ™È· E.E.
EΉfiÙ˘: °. ¶·¯¿Î˘
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AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728
EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE
∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ
¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ fiÏ˘ Ù˘ ‡Ï˘ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì ··Ú·›ÙËÙË ÚÔ¸fiıÂÛË
ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂΉfiÙË.
people adapt. They keep them
away from danger and strengthen
social relationships. Infants use
simple strategies to regulate
emotions such as fear. As
children grow, they become
better skilled at regulating their
emotions. It should be pointed
out that temperament is related
to other aspects of development.
Difficult babies are more likely
to have behavioral problems by
the time they attend school.
Persistent children are more
successful in school, shy children
sometimes face communicative
problems with their peers.
Anxious children are more
compliant with parents and
finally fearful children are prone
to depression. Of course, the
impact of temperament always
depends on the environment in
which children develop.
Children are highly motivated
individuals who need
encouragement and support to
flourish and reveal their
strengths under the
unconditional love of their
parents and people they look up
to. They want supportive parents
and teachers who will respect
their personalities and embrace
their weaknesses. All they need is
a stable family environment.
Rejection is every child’s worst
enemy. Most rejected children
become aggressive since they
imitate their parents’ attitudes in
conflicts. This leads to lower
performance in school, lower
self-esteem and the creation of
more behavioral problems.
It is amazing to watch a child go
through different stages of
development and finally become
a happy and successful
individual.
It is also wonderful to know that
you have contributed to that
development. Caution though:
This trip can be very exciting and
unexpectedly subversive. Are you
ready to come along?
¢IMHNIAIA EºHMEPI¢A
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fi ÙÔ 2007 ·Ô ÙÔÓ TÔ̤· KÔÈÓˆÓÈ-
΋˜ ¶ÚfiÓÔÈ·˜ ÙÔ˘ EÏÏËÓÈÎÔ‡ EÚ˘-
ıÚÔ‡ ™Ù·˘ÚÔ‡. TÔ ¢È·ÔÏÈÙÈÛÌÈÎfi
K¤ÓÙÚÔ Â›Ó·È ÌÈ· Ó¤· ‰ÔÌ‹ Û˘Ì‚Ô˘-
Ï¢ÙÈ΋˜ Ô˘ ·Ú¤¯ÂÈ „˘¯ÔÎÔÈÓˆÓÈ-
΋ ˘ÔÛÙ‹ÚÈÍË Î·È Û˘Ì‚Ô˘Ï¢ÙÈ΋
··Û¯fiÏËÛ˘ ÛÙÔ˘˜ ·ÈÙÔ‡ÓÙ˜ ¿Û˘-
ÏÔ Ô˘ ÊÈÏÔÍÂÓÔ‡ÓÙ·È ÛÙÔ K¤ÓÙÚÔ
YÔ‰Ô¯‹˜ ÙÔ˘ §·˘Ú›Ô˘ ‹ ‰È·Ì¤-
ÓÔ˘Ó ÛÙËÓ Â˘Ú‡ÙÂÚË ÂÚÈÔ¯‹ Ù˘
AÓ·ÙÔÏÈ΋˜ AÙÙÈ΋˜. TÔ K¤ÓÙÚÔ ·-
ÔÙÂÏ› ÙÔ ÊÔÚ¤· ˘ÏÔÔ›ËÛ˘ ÚÔ-
ÁÚ·ÌÌ¿ÙˆÓ ÂÓ›Û¯˘Û˘ ÎÔÈÓˆÓÈÎÒÓ
Î·È Â·ÁÁÂÏÌ·ÙÈÎÒÓ ‰ÂÍÈÔًوÓ
ÙˆÓ ·ÈÙÔ‡ÓÙˆÓ ¿Û˘ÏÔ, ηٿÏÏËÏ·
A°°E§IE™
ENGLISH teachers are required for A.¶.£., ·Ú·‰›‰ÂÈ È‰È·›ÙÂÚ· Ì·ı‹-
a language school In Peristeri. Send Ì·Ù· ÛÙȘ ÂÍ‹˜ ÂÚÈÔ¯¤˜ N›Î·È·, NÂ-
c.v. e-mail:info@talaveridis.gr fax: ¿ÔÏË, KÔÚ˘‰·ÏÏfi˜, KÂÚ·ÙÛ›ÓÈ.
210 5737470 - 210 5761940.
¶ø§OYNTAI 10 ηÚÂÎÏÔıÚ·Ó›·
Î·È 2 ›Ó·Î˜ Ì·Úη‰fiÚÔ˘ Î·È ÂÍÔ-
ÏÈÛÌfi˜ ÊÚÔÓÙÈÛÙËÚ›Ô˘ Û Ôχ η-
Ï‹ ηٿÛÙ·ÛË. ™˘ÌʤÚÔ˘Û· ÙÈÌ‹,
ÙËÏ.: 6973247187, 4136595.
¶ø§EITAI Û¯ÔÏÈÎfi˜ ÂÍÔÏÈÛÌfi˜.
TËÏ.: 210 8540775, 210 8329973, ZHTOYNTAI ηıËÁËÙ¤˜/ÙÚȘ
6978104534.
¶ø§EITAI ‚›ÓÙÂÔ Panasonic ÙÚÈÒÓ
ÎÂÊ·ÏÒÓ Û¯Â‰fiÓ ·ÌÂÙ·¯Â›ÚÈÛÙÔ.
TËÏ.: 210 2831309, ÒÚ˜ 17.00-22.00.
ۯ‰ȷÛÌ¤ÓˆÓ ÒÛÙ ӷ ·ÓÙ·ÔÎÚ›-
ÓÔÓÙ·È ÛÙȘ ȉȷ›ÙÂÚ˜ ·Ó¿ÁΘ ηÈ
¯·Ú·ÎÙËÚÈÛÙÈο ÙˆÓ ˆÊÂÏÔ‡ÌÂÓˆÓ.
EÈϤÔÓ ‰›ÓÂÙ·È ¤ÌÊ·ÛË ÛÙËÓ Â˘-
·ÈÛıËÙÔÔ›ËÛË Ù˘ ÙÔÈ΋˜ ÎÔÈÓˆ-
Ó›·˜ Î·È ÙËÓ Î·Ù·ÔϤÌËÛË Û˘Ó·È-
ÛıËÌ¿ÙˆÓ Ú·ÙÛÈÛÌÔ‡ Î·È ÍÂÓÔÊÔ-
‚›·˜ Ì ÙË Û˘ÌÌÂÙÔ¯‹ ηÙÔ›ÎˆÓ Ù˘
ÂÚÈÔ¯‹˜ Î·È ·ÈÙÔ‡ÓÙˆÓ ¿Û˘ÏÔ ÛÂ
ÎÔÈÓ¤˜ ‰Ú¿ÛÂȘ, ̤۷ ·fi ÙȘ ÔÔ›-
˜ ı· ·Ó·‰˘ıÔ‡Ó Ù· ȉȷ›ÙÂÚ· ÔÏÈ-
ÙÈÛÌÈο ÙÔ˘˜ ÛÙÔȯ›·.
TÔ Û‡ÓÔÏÔ ÙˆÓ ÂÁÁÂÁÚ·Ì̤ӈÓ
·ÙfiÌˆÓ ÛÙÔ K¤ÓÙÚÔ ·Ó¤Ú¯ÂÙ·È ÛÙ·
290 ¿ÙÔÌ·, ÌÂٷ͇ ·˘ÙÒÓ 100 ·È-
‰È¿. OÈ ¯ÒÚ˜ ÚÔ¤Ï¢Û˘ ÙˆÓ ˆÊÂ-
ÏÔ˘Ì¤ÓˆÓ Â›Ó·È Ë TÔ˘ÚΛ·, ÙÔ
AÊÁ·ÓÈÛÙ¿Ó, Ë ™˘Ú›·, ÙÔ IÚ¿Î, ÙÔ
IÚ¿Ó, Ë ™˘Ú›·, ÙÔ A˙ÂÚÌ·˚Ù˙¿Ó, Ë
PÔ˘Ì·Ó›·, Ë ™ÂÚ‚›·, Ë AÏ‚·Ó›·, Ë
EÏÏ¿‰· Î.·.
™ÙÔ ¢È·ÔÏÈÙÈÛÌÈÎfi K¤ÓÙÚÔ §·˘-
Ú›Ô˘ ˘ÏÔÔÈÔ‡ÓÙ·È Ù· ·ÎfiÏÔ˘ı·
¶ÚÔÁÚ¿·Ù·:
ñ §ÂÈÙÔ˘ÚÁ›· ¯ÒÚÔ˘ ÏÔ‹ÁËÛ˘
ÛÙÔ ‰È·‰›ÎÙ˘Ô Î·È ÂÎÌ¿ıËÛ˘ ËÏÂ-
ÎÙÚÔÓÈÎÒÓ ˘ÔÏÔÁÈÛÙÒÓ .
ñ EÎÌ¿ıËÛË ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜
Û ·È‰È¿ ËÏÈΛ·˜ 4 – 12 ÂÙÒÓ Î·È ÛÂ
ÂÓ‹ÏÈΘ.
ñ EÎÌ¿ıËÛË ÂÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜
KA£H°HTPIA Á·ÏÏÈÎÒÓ, Ù˘-
¯ÈÔ‡¯Ô˜ Á·ÏÏÈ΋˜ ÊÈÏÔÏÔÁ›·˜
TËÏ.: 210 4323415, 6974120123.
KA£H°HTPIA Á·ÏÏÈÎÒÓ, Ù˘¯ÈÔ‡- ÙÈΤ˜ ·Ó¿Ù˘Í˘. TËÏ.: 6931020460.
¯Ô˜ Á·ÏÏÈ΋˜ ÊÈÏÔÏÔÁ›·˜ A.¶.£., ˙Ë-
Ù¿ Û˘ÓÂÚÁ·Û›· Ì K¤ÓÙÚ· •¤ÓˆÓ ZHTOYNTAI ηıËÁ‹ÙÚȘ AÁÁÏÈ-
°ÏˆÛÛÒÓ ÛÙȘ ÂÍ‹˜ ÂÚÈÔ¯¤˜ N›Î·È·, ÎÒÓ ·fi ÊÚÔÓÙÈÛÙ‹ÚÈ· Í¤ÓˆÓ ÁψÛ-
N¿ÔÏË, KÔÚ˘‰·ÏÏfi˜, KÂÚ·ÙÛ›ÓÈ. ÛÒÓ ÛÙË N›Î·È·, AÌÊÈ¿ÏË. TËÏ.: 210
TËÏ.: 210 4323415, 6974120123.
AÁÁÏÈÎÒÓ, °·ÏÏÈÎÒÓ, °ÂÚÌ·ÓÈÎÒÓ,
IÙ·ÏÈÎÒÓ, IÛ·ÓÈÎÒÓ ·fi ÙÔÓ EÎ·È-
‰Â˘ÙÈÎfi ŸÌÈÏÔ °PAæA. AÓ ¤¯ÂÙÂ
ٷϤÓÙÔ ÛÙË ‰È‰·Ûηϛ·, ÂÏ¿ÙÂ
TøPA Ó· ÁÓˆÚÈÛÙÔ‡ÌÂ! TËÏ.: 210
7
Û ·ÏÏÔÂıÓ‹˜ ÏËı˘ÛÌÔ‡˜.
ñ §ÂÈÙÔ˘ÚÁ›· ÂÎ·È‰Â˘ÙÈÎÒÓ ÂÚ-
Á·ÛÙËÚ›ˆÓ fiˆ˜ ‰È·ÎfiÛÌËÛË Û˘Ó-
ı¤ÛˆÓ, ¯ÂÈÚÔÙ¯ӛ˜ ÂԯȷÎÒÓ ÂÈ-
‰ÒÓ Î·È Î·Ù·Û΢‹ ÌÈ˙Ô‡ & ÎÔ-
ÛÌËÌ¿ÙˆÓ Î.Ù.Ï.
ñ ¢ËÌÈÔ˘ÚÁÈ΋ ··Û¯fiÏËÛË ·È-
‰ÈÒÓ (EÈÙÚ·¤˙È· & ÌÔ˘ÛÈÎÔÎÈÓË-
ÙÈο ·È¯Ó›‰È·, ·È¯Ó›‰È· ÁÓÒÛˆÓ
Î·È ÛΤ„˘, ‰È¿‚·ÛÌ· ‚È‚Ï›ˆÓ ηÈ
·Ú·Ì˘ıÈÒÓ, ¯ÂÈÚÔÙ¯ӛ˜-ηٷ-
Û΢¤˜, ˙ˆÁÚ·ÊÈ΋ & ÚÔ‚ÔÏ‹
DVD Î·È ÂÎ·È‰Â˘ÙÈÎÒÓ ÓÙÔÎÈÌ·-
ÓÙ¤Ú).
ñ ¢ËÌÈÔ˘ÚÁÈ΋ ··Û¯fiÏËÛË ·È-
‰ÈÒÓ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ Ì ¯ÂÈÚÔ-
Ù¯ӛ˜, ÎÔÏ¿˙, ˙ˆÁÚ·ÊÈ΋).
ñ §ÂÈÙÔ˘ÚÁ›· ‰·ÓÂÈÛÙÈ΋˜ ‚È-
‚ÏÈÔı‹Î˘ ÁÈ· Ù· ÂÁÁÂÁÚ·Ì̤ӷ
·È‰È¿ ÛÙÔ ¢È·ÔÏÈÙÈÛÌÈÎfi K¤ÓÙÚÔ
§·˘Ú›Ô˘.
°È· ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜
ÌÔÚ›Ù ӷ ÂÈÎÔÈÓˆÓ‹ÛÙ Ì ٷ
ÙËϤʈӷ 22920-27922 (ÙËÏ. ηÈ
Fax) ÙÔ˘ ¢È·ÔÏÈÙÈÛÌÈÎÔ‡ K¤ÓÙÚÔ˘:
˘‡ı˘ÓË Î·. °ÂˆÚÁ›· X·Ù˙ˉ¿ÎË.
H ‰È‡ı˘ÓÛË ÙÔ˘ K¤ÓÙÚÔ˘ Â›Ó·È Ë Â-
Í‹˜: ¶ÔÛÂȉÒÓÔ˜ 7 ¶·Ï·Èfi M˯·-
ÓÔ˘ÚÁ›Ô, §·‡ÚÈÔ. H Û˘Ì‚ÔÏ‹ fiψÓ
Ì·˜ Â›Ó·È ··Ú·›ÙËÙË.
7564573, 5-9 Ì.Ì.
¶ø§EITAI K•° Î·È ¶ÏËÚÔÊÔÚÈ΋˜
ÛÙȘ ™¤ÚÚ˜ Ï‹Úˆ˜ ÂÍÔÏÈṲ̂ÓÔ
Î·È ÚÔÛÊ¿Ùˆ˜ ·Ó·Î·ÈÓÈṲ̂ÓÔ, 210
Ù.Ì. BÚ›ÛÎÂÙ·È ÛÙÔ Î¤ÓÙÚÔ Ù˘ fiÏ˘,
ÎÔÓÙ¿ Û ۯÔÏ›·. MÂÁ¿Ï˜ ÚÔÔ-
4321860, 210 4321837.
ZHTEITAI ÁÚ·ÌÌ·Ù¤·˜ ÁÈ· ÊÚÔÓÙÈ-
ÛÙ‹ÚÈÔ Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙË N›Î·È·.
A·Ú·›ÙËÙË Î·Ï‹ ÁÓÒÛË ·ÁÁÏÈÎÒÓ
(Lower) Î·È ¯Ú‹ÛË ˘ÔÏÔÁÈÛÙ‹.
øÚ¿ÚÈÔ 17.30-21.30. TËÏ.: 210
4321860 Î·È 210 4321837.
10

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,
æ˘¯Ô...ÁÚ¿ÊËÌ·
EÈÎÂÊ·Ï‹˜ K¤ÓÙÚÔ˘ EÏ¢ı¤ÚˆÓ ™Ô˘‰ÒÓ
e-mail:olgay@mindpoweredu.org
™Â οı Ù‡¯Ô˜ Ë ¤ÁÎÚÈÙË „˘¯ÔÏfiÁÔ˜ ŸÏÁ· °ÂÚÈÙÛ›‰Ô˘ ı· ··ÓÙ¿ ÛÙ· ÁÚ¿ÌÌ·Ù· Î·È Ù·
site: www.mindpower.gr
e-mails Û·˜ Î·È ı· ‰›ÓÂÈ ··ÓÙ‹ÛÂȘ ÛÙ· ı¤Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙ ηıËÌÂÚÈÓ¿ ÛÙËÓ Ù¿ÍË.

M ÙËÓ Â˘Î·ÈÚ›· Ù˘ ÔÏÔÎÏ‹ÚˆÛ˘ ÙˆÓ OÏ˘ÌÈ·ÎÒÓ AÁÒÓˆÓ

M ÙËÓ ÔÏÔÎÏ‹ÚˆÛË ÙˆÓ OÏ˘-
ÌÈ·ÎÒÓ ·ÁÒÓˆÓ ÙÔ˘ ¶ÂΛÓÔ˘ ÔÈ Ô-
Ô›ÔÈ Û˘Ì›ÙÔ˘Ó Ì ÙËÓ ÔÏÔÎÏ‹-
ÚˆÛË ÙÔ˘ ηÏÔηÈÚÈÔ‡ Ì·˜ ‰›ÓÂÙ·È
Ë Â˘Î·ÈÚ›· Ó· ·Ó·Ï‡ÛÔ˘Ì fiÏ· fiÛ·
ÌÔÚԇ̠ӷ Ì¿ıÔ˘ÌÂ Î·È Ó· ·Ô-
ÎÔÌ›ÛÔ˘Ì ·fi ÙÔ˘˜ OÏ˘ÌÈ·ÎÔ‡˜
AÁÒÓ˜ Ù˘ ÌÔÓÙ¤ÚÓ·˜ ÂÔ¯‹˜ ÁÈ·
Ó· ÌÔÚ¤ÛÔ˘Ì ӷ Ù· ¯ÚËÛÈÌÔÔÈ‹-
ÛÔ˘Ì ÛÙÔÓ ‰ÈÎfi Ì·˜ ·ÁÒÓ· (ÂÎ-
·È‰Â˘ÙÈÎfi Î·È Â·ÁÁÂÏÌ·ÙÈÎfi)
ÛÙÔÓ ÔÔ›Ô ÂÙÔÈÌ·˙fiÌ·ÛÙ ӷ ÂÈ-
‰Ôıԇ̠̠ÙËÓ ¤Ó·ÚÍË ÙÔ˘ ÊıÈÓÔ-
ÒÚÔ˘ Î·È ÙËÓ Ï‹ÍË ÙˆÓ ‰È·ÎÔÒÓ.
EηÙÔÓÙ¿‰Â˜ ¯ÈÏÈ¿‰Â˜ ·ıÏËÙÒÓ
Û˘Ó¤ÚÂ˘Û·Ó ÛÙÔ ¶ÂΛÓÔ ÁÈ· ·˘Ù¤˜
ÙȘ 16 Ë̤Ú˜ fiÔ˘ ‰ÈÂΉ›ÎËÛ·Ó
Ì›· ·fi ÙȘ 958 ı¤ÛÂȘ ÛÙÔ ‚¿ıÚÔ
ÙˆÓ ÓÈÎËÙÒÓ, Â¿Ó ˘ÔÏÔÁ›ÛÔ˘ÌÂ
Î·È Ù· ¯Ú˘Û¿ Î·È Ù· ·ÚÁ˘Ú¿ Î·È Ù·
¯¿ÏÎÈÓ· ÌÂÙ¿ÏÏÈ·, ‹ ÌfiÓÔ 302 ¿Ó
ıˆڋÛÔ˘Ì ˆ˜ ‡„ÈÛÙË ‰È¿ÎÚÈÛË
ÌfiÓÔ Ù· ¯Ú˘Û¿.
A˜ ‰Ô‡Ì ÙÈ ÛËÌ·›ÓÂÈ Ó· ¤¯ÂȘ
ÚfiÛ‚·ÛË Ó· ‰È·ÁˆÓÈÛı›˜ ÛÙÔ˘˜
OÏ˘ÌÈ·ÎÔ‡˜ AÁÒÓ˜:
1. Ó· Â›Û·È Â›ÛËÌÔ Ì¤ÏÔ˜ ο-
ÔÈÔ˘ EıÓÈÎÔ‡ / OÏ˘ÌÈ·ÎÔ‡
Û˘ÏÏfiÁÔ˘ / ۈ̷Ù›Ԣ / ÔÌÔ-
ÛÔÓ‰›·˜,
2. Ó· ¤¯ÂȘ ‹‰Ë Ï¿‚ÂÈ Ì¤ÚÔ˜ ηÈ
‰È·ÎÚ›ÛÂȘ Û ¿ÏÏ· ·ıÏËÙÈο
ÁÂÁÔÓfiÙ· / Û˘Ó·ÓÙ‹ÛÂȘ,
3. Ó· ¤¯ÂȘ Âȉ›ÍÂÈ È‰È·›ÙÂÚË
·ÊÔÛ›ˆÛË ÛÙÔ ¿ıÏËÌ· ÛÔ˘,
4. Ó· ¤¯ÂȘ ·ÚÎÂÙ¿ ˘„ËÏ‹ Â›‰Ô-
ÛË ÒÛÙ ӷ È¿ÛÂȘ Ù· ‘¯·ÌË-
Ï¿’ fiÚÈ· Â›‰ÔÛ˘ ÛÙÔ ¿ıÏËÌ·
ÛÔ˘ Ù· ÔÔ›· Â›Ó·È Î·Ù¿ Ôχ
¿Óˆ ·fi ÙÔÓ Ì¤ÛÔ fiÚÔ ÙÔ˘
ÏËı˘ÛÌÔ‡ ÙˆÓ ·ıÏËÙÒÓ.
¢ËÏ·‰‹ Ì ¿ÏÏ· ÏfiÁÈ· ÁÈ· Ó· ¤-
¯ÂÈ ÂÏ›‰Â˜ Ó· ÂÈÏÂÁ› ¤Ó·˜ ·ıÏË-
Ù‹˜ ÁÈ· Ó· ˘¿ÚÍÂÈ ÛÙÔ˘˜ OÏ˘ÌÈ·-
ÎÔ‡˜ AÁÒÓ˜ Ú¤ÂÈ ‹‰Ë Ó· ¤¯ÂÈ Â-
Í·ÈÚÂÙÈ΋ ·ÊÔÛ›ˆÛË Î·È Â›‰ÔÛË
Î·È Ó· ·ÎÔÏÔ˘ı› ·˘ÛÙËÚfi Úfi-
ÁÚ·ÌÌ· ÚÔfiÓËÛ˘ Û Â›Â‰Ô Ô-
ÏÈ΋˜ ··Û¯fiÏËÛ˘ ÙÔ˘Ï¿¯ÈÛÙÔÓ.
ÕÚ· Î·È Ô ϤÔÓ ¿ÁÓˆÛÙÔ˜
·ıÏËÙ‹˜ Ô ÔÔ›Ô˜ ¤Ú¯ÂÙ·È
ÙÂÏÂ˘Ù·›Ô˜ ÛÙ· ÚÔÎÚÈÌ·ÙÈ-
ο Â›Ó·È ‹‰Ë ¤Ó·˜ ηٷÍȈ-
̤ÓÔ˜ ·ıÏËÙ‹˜ / ÚˆÙ·ıÏË-
Ù‹˜ Ì ˘„ËϤ˜ ÂȉfiÛÂȘ ÔÈ
Ôԛ˜ ‰ÂÓ Â›Ó·È Â‡ÎÔÏÔ Ó·
·ÔÎÙËıÔ‡Ó ·fi ÙÔ˘˜ Û˘Ó·-
ıÏËÙ¤˜ ÙÔ˘˜ ÔÈ ÔÔ›ÔÈ ‰ÂÓ
ÌÔÚÔ‡Ó Ó· ¤¯Ô˘Ó Â›‰ÔÛË
Ô˘ Ó· ÙÔ˘˜ ÂÍ·ÛÊ·Ï›ÛÂÈ
ÚfiÛ‚·ÛË ÛÙÔ˘˜ OÏ˘ÌÈ·-
ÎÔ‡˜.
ŸÌˆ˜ fiÏË ·˘Ù‹ Ë ·ÊÚfi-
ÎÚÂÌ· ÙÔ˘ ·ıÏËÙÈÎÔ‡ ‰˘Ó·-
ÌÈÎÔ‡ ۯ‰fiÓ fiÏ˘ Ù˘ Á‹˜,
ÌÂ ÙËÓ ÂÍ·›ÚÂÛË ÙˆÓ 958
Ô˘ ÙÔ˘˜ ‰›ÓÂÙ·È Î¿ÔÈ· Â-
È‚Ú¿‚¢ÛË ÁÈ· ÙÔ˘˜ ÙÂÚ¿-
ÛÙÈÔ˘˜ ÎfiÔ˘˜ ÙÔ˘˜ Ô˘ Û˘-
¯Ó¿ ¤¯Ô˘Ó ÍÂÎÈÓ‹ÛÂÈ ·fi
ÙËÓ Ó·ڋ ·È‰È΋ ËÏÈΛ·, fi-
¯È ÌfiÓÔ ‰ÂÓ ÂÈ‚Ú·‚‡ÂÙ·È
ÁÈ· ÙÔ Î·ÙfiÚıˆÌ· ·˘Ùfi Ô˘
ÂÈÙ˘¯·›ÓÔ˘Ó Î·È ¤¯Ô˘Ó ‹‰Ë
ÂÈÙ‡¯ÂÈ, ·ÏÏ¿ ·ÓÙÈı¤Ùˆ˜ ··ÍÈÒ-
ÓÔÓÙ·È Î·È ÂÍ·Ê·Ó›˙ÔÓÙ·È Û·Ó ·Ô-
Ù˘¯›Â˜ ¯·ÌËÏÒÓ ÂȉfiÛˆÓ. AÏÏ¿
Î·È ÔÈ 958 Ô˘ ÙÔ˘˜ ‰›ÓÂÙ·È Ë ÛÙÈÁ-
ÌÈ·›· ÂÈ‚Ú¿‚¢ÛË ÂÓfi˜ ÌÂÙ·ÏÏ›Ô˘
¯¿ÓÔÓÙ·È ÛÙËÓ ·Ê¿ÓÂÈ· ·fi ÙËÓ
ÛÙÈÁÌ‹ Ô˘ ηÙ‚·›ÓÔ˘Ó ·fi ÙÔ ‚¿-
ıÚÔ Î·È Â›Ó·È Ì·ıËÌ·ÙÈο Û›ÁÔ˘ÚÔ
fiÙÈ Â¿Ó ÛÙËÓ ÂfiÌÂÓË ·ıÏËÙÈ΋ ·-
ӷ̤ÙÚËÛË Î¿ÙÈ ‰ÂÓ ¿ÂÈ Î·Ï¿ ηÈ
‰ÂÓ Ê¤ÚÔ˘Ó ‰È¿ÎÚÈÛË ı· ÂÚ¿ÛÔ˘Ó
Î·È ·˘ÙÔ› ÛÙËÓ ›‰È· ·Ê¿ÓÂÈ· Ô˘
ÂÚÈ̤ÓÂÈ ÙÔ˘˜ ˘fiÏÔÈÔ˘˜ Î·È Î·-
Ó›˜ ‰ÂÓ ı· ı˘ÌËı› ¤ÌÚ·ÎÙ· ÙËÓ
‰È¿ÎÚÈÛË / ηÙfiÚıˆÌ· Ô˘ ›ӷÈ
ÙÒÚ· ·ÚÂÏıfiÓ.
¶ÔÏÏÔ› ı· ʤÚÔ˘Ó ·ÓÙÈÚÚ‹ÛÂȘ
ÛÙËÓ ·Ú·¿Óˆ ‰È·›ÛÙˆÛË Ï¤ÁÔ-
ÓÙ·˜ fiÙÈ ÔÈ OÏ˘ÌÈÔӛΘ ıˆÚÔ‡-
ÓÙ·È ‹ÚˆÂ˜ ÛÙËÓ ¯ÒÚ· ÙÔ˘˜ Î·È ¤-
¯Ô˘Ó ÔÏϤ˜ ¯ÚËÌ·ÙÈΤ˜ Î·È ¿ÏϘ
·ÔÏ·‚¤˜. A˘Ùfi fï˜ Â›Ó·È ÂÈÎÔÓÈ-
Îfi ηıfiÙÈ Ô Ú·ÁÌ·ÙÈÎfi˜ ‹Úˆ·˜, Â-
¿Ó ˘Ôı¤ÛÔ˘Ì fiÙÈ ˘¿Ú¯ÂÈ, ›ӷÈ
¤Ó· ¿ÙÔÌÔ ÙÔ ÔÔ›Ô ÏfiÁˆ ÙÔ˘ ·-
ÚÔ˘˜ ÙÔ˘ ˆ˜ ‹Úˆ·˜ Â›Ó·È ·ÓÂÍ¿ÚÙË-
ÙÔ˜ ÛÙË ˙ˆ‹ ÙÔ˘ (‰ËÏ·‰‹ ‰ÂÓ ÂÍ·Ú-
Ù¿Ù·È ·fi οÔÈÔÓ ¿ÏÏÔ ÁÈ· ÙËÓ ÂÚ-
Á·Û›· ÙÔ˘ ÙËÓ ÔÔ›· ÔÚ›˙ÂÈ Ô ›‰ÈÔ˜)
Î·È ÙÔ Î‡ÚÔ˜ ÙÔ˘ ˆ˜ ‹Úˆ· ‰›ÓÂÈ
ÛÙËÓ ÁÓÒÌË ÙÔ˘ Î·È ÛÙȘ ÂÈı˘Ì›Â˜
ÙÔ˘ ‚·Ú‡ÙËÙ· ÒÛÙ ӷ ·ÎÔÏÔ˘ı›-
Ù·È ‹ ÙÔ˘Ï¿¯ÈÛÙÔÓ Ó· Ï·Ì‚¿ÓÂÙ·È
¿Ú· Ôχ ÛÔ‚·Ú¿ ˘’ fi„Ë Î·È Ó·
·ÔÚÚ›ÙÂÙ·È ÌfiÓÔ ÏfiÁˆ Ôχ ÛÔ-
‚·ÚÒÓ ÂȯÂÈÚËÌ¿ÙˆÓ. ŸÙ·Ó ϤÌÂ
‚·Ú‡ÙËÙ· ÁÓÒÌ˘ ÂÓÓÔԇ̠ÙËÓ ·-
ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· Ô˘ Ì›· ÙÂÎÌË-
ÚȈ̤ÓË ı¤ÛË Î·È ··›ÙËÛË ÂÓfi˜
OÏ˘ÌÈÔÓ›ÎË ı· ›¯Â ÛÙÔ Ó· ÂÈÛ·-
ÎÔ˘Ûı› ÎÔÈÓˆÓÈο Î·È ÔÏÈÙÈο,
¯ˆÚ›˜ ۷ʤÛٷٷ Ó· ¯ÚÂÈ¿˙ÂÙ·È ·Ó
ÔÏÈÙ¢ı› (‰ËÏ·‰‹ fiÛÔ ·ÔÙÂÏÂ-
ÛÌ·ÙÈÎfi˜ ı· ‹Ù·Ó ¤Ó·˜ OÏ˘ÌÈÔÓ›-
΢ Â¿Ó Ì ÙÂÎÌËÚȈ̤ÓÔ˘˜ ÏfiÁÔ˘˜
Î·È ÛˆÛÙ¿ ÂȯÂÈÚ‹Ì·Ù· ··ÈÙÔ‡-
Û ÙËÓ ·ÏÏ·Á‹ ÂÓfi˜ ÔÏÈÙÈÎÔ‡ ÚÔ-
ÛÒÔ˘ fiˆ˜ ÙÔ˘ ˘Ô˘ÚÁÔ‡ ·ıÏËÙÈ-
ÛÌÔ‡ ‹ ÙÔ˘ ÚÔ¤‰ÚÔ˘ ÙÔ˘ ™E°A™ ‹
ÙÔ˘ ÚÔ¤‰ÚÔ˘ Ù˘ EOE ‹ Ù˘ ¢OE
ÁÈ· ÙËÓ ‚ÂÏÙ›ˆÛË ÙˆÓ Û˘ÓıËÎÒÓ ¿-
ıÏËÛ˘ ÙÔ˘ ȉ›Ô˘ Î·È ÙˆÓ Û˘Ó·ıÏË-
ÙÒÓ ÙÔ˘. ◊ fiÛÔ Â‡ÎÔÏÔ Â›Ó·È Ó·
··ÈÙ‹ÛÂÈ ÙËÓ ·ÏÏ·Á‹ / ‚ÂÏÙ›ˆÛË
ÙˆÓ Ì¤ÙÚˆÓ ÂϤÁ¯ˆÓ ÓÙfiÈÓÁÎ ÒÛÙÂ
Ó· ÂϤÁ¯ÔÓÙ·È Ù· Û΢¿ÛÌ·Ù· ηÈ
ÔÈ Â˘ı‡Ó˜ ÁÈ· ÎÚÔ‡ÛÌ·Ù· Ó· Ë-
Á·›ÓÔ˘Ó fi¯È ÛÙÔ˘˜ ·ıÏËÙ¤˜ ·ÏÏ¿
ÛÙÔ˘˜ ηٷÛ΢·ÛÙ¤˜ / ‰È·ÎÈÓËÙ¤˜
ÙˆÓ Û΢·ÛÌ¿ÙˆÓ Î·È ÙÔ˘˜
¯ÔÚËÁÔ‡˜ ·˘ÙÒÓ).
K·Ó›˜ OÏ˘ÌÈÔӛ΢
‰ÂÓ ÌÔÚ› Ó· › ‹ Ó· ·Ô-
‰Â›ÍÂÈ fiÙÈ Ë Ó›ÎË ÙÔ˘ ÛÙÔ˘˜
OÏ˘ÌÈ·ÎÔ‡˜ AÁÒÓ˜ ÌÂÙ¿
·fi ÙfiÛÔ˘˜ ÎfiÔ˘˜, ı˘Û›Â˜
Î·È ·ÊÔÛ›ˆÛË ÙÔ˘ ÂÍ·ÛÊ¿-
ÏÈÛ ·˘Ùfi ÙÔ Î‡ÚÔ˜ Î·È ·˘Ù‹
ÙËÓ ÎÔÈÓˆÓÈ΋ ‚·Ú‡ÙËÙ·, ¤-
ÛÙˆ Î·È ÁÈ· ÙÔ ¯ÚÔÓÈÎfi ‰È¿-
ÛÙËÌ· ̤¯ÚÈ Î¿ÔÈÔ˜ ¿ÏÏÔ˜
Ó· ÎÂÚ‰›ÛÂÈ ÙÔ ¯Ú˘Ûfi ÌÂÙ¿Ï-
ÏÈÔ ÛÙÔ OÏ˘ÌÈ·Îfi ¿ıÏËÌ·
ÙÔ˘. A˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ „˘-
¯ÔÏÔÁÈο Î·È ÎÔÈÓˆÓÈο ÔÈ
OÏ˘ÌÈ·ÎÔ› AÁÒÓ˜ ›ӷÈ
¤Ó· ›‰Ô˜ ÂÚÈÔ‰ÈÎÒÓ ·-
ÁÎÔÛÌ›ˆÓ ÂÍÂÙ¿ÛÂˆÓ Î·È
‰È·‰Èηۛ·˜ ηٿٷ͢
ÛÙËÓ ÔÔ›· fiÏÔÈ Â›Ó·È ·Ó·-
ÏÒÛÈÌÔÈ, ηÓ›˜ ‰ÂÓ ÂÍ·-
ÛÊ·Ï›˙ÂÈ Ì›· ‰È¿ÎÚÈÛË ÛÂ
‚¿ıÔ˜ ¯ÚfiÓÔ˘ Î·È fiÏÔÈ ÏË-
ÚÔÊÔÚÔ‡ÓÙ·È fiÙÈ ÔÙ¤ ‰ÂÓ
ı· Â›Ó·È Ú·ÁÌ·ÙÈο ÙÔ ÓÔ‡ÌÂÚÔ 1
‰ÈfiÙÈ Ôχ Û‡ÓÙÔÌ· οÔÈÔ˜ ¿ÏÏÔ˜
ı· ÙÔ˘˜ ÍÂÂÚ¿ÛÂÈ Î·È ÂΛÓÔÈ ‰ÂÓ
ı· ÌÔÚÔ‡Ó Ó· ÙÔÓ ÛÙ·Ì·Ù‹ÛÔ˘Ó.
A˘Ùfi, Â¿Ó ÙÔ ÂÍÂÙ¿˙·Ì ·fi Ì›·
·È‰·ÁˆÁÈ΋ ¿Ô„Ë, ı· ÙÔ Ï¤Á·ÌÂ
¿ÎÚˆ˜ ·ÓÙÈ-ÂÎ·È‰Â˘ÙÈÎfi Î·È ·ÓÙÈ-
·È‰·ÁˆÁÈÎfi Û‡ÛÙËÌ· ‰ÈfiÙÈ Â›Ó·È
‘ÛÙË̤ÓÔ’ ÒÛÙ Û οÔÈ· Ê¿ÛË fi-
ÏÔÈ ı· ¯¿ÛÔ˘Ó: ηӤӷ˜ ·ıÏËÙ‹˜
‰ÂÓ ÌÔÚ› Ó· Ì›ÓÂÈ ÎÂÚ‰ÈṲ̂ÓÔ˜
Î·È ·ÎfiÌ· Î·È ÔÈ ÈÔ ‰È¿ÛËÌÔÈ ı·
ͯ·ÛÙÔ‡Ó.
A˘Ùfi ·ÔÙÂÏ› ÙÂÚ¿ÛÙÈ· Û·Ù¿-
ÏË Î·È Î·Ù·ÛÙÚÔÊ‹ ÂÍ·ÈÚÂÙÈ΋˜
ÔÈfiÙËÙ·˜ AÓıÚÒÈÓÔ˘ ¢˘Ó·ÌÈÎÔ‡
ÙÔ ÔÔ›Ô ¤¯ÂÈ ·ԉ›ÍÂÈ fiÙÈ ¤¯ÂÈ Î·È
ÙÔ Î›ÓËÙÚÔ Î·È ÙËÓ ‰˘Ó·ÙfiÙËÙ· ηÈ
ÙËÓ ‰¤ÛÌ¢ÛË / ·ÊÔÛ›ˆÛË Ó· οÓÂÈ
fiÙÈ ¯ÚÂÈ·ÛÙ› ÁÈ· Ó· ÂÙ‡¯ÂÈ ¤Ó·Ó
¿Ú· Ôχ ‰‡ÛÎÔÏÔ ÛÙfi¯Ô. A˘Ùfi ÙÔ
ÔÔ›Ô ‰Â›¯ÓÂÙ·È Û ·˘Ùfi ÙÔ AÓıÚÒ-
ÈÓÔ ¢˘Ó·ÌÈÎfi Ô˘ ¤¯ÂÈ ·ԉ›ÍÂÈ
fiÙÈ Â›Ó·È Ï‹Úˆ˜ ÂÎ·È‰Â‡ÛÈÌÔ Î·È
Ì ÙËÓ ÛˆÛÙ‹ ·È‰·ÁˆÁÈ΋ / ÂÎ·È-
‰Â˘ÙÈ΋ ̤ıÔ‰Ô (fiˆ˜ ¤¯Ô˘Ì η-
χ„ÂÈ Û ÔÏÏ¿ ÂÚ·Ṳ̂ӷ ¿ÚıÚ·)
Â›Ó·È fiÙÈ fiÛÔ ı·˘Ì·ÛÙ‹ Î·È Â¿Ó Â›-
Ó·È Ë Â›‰ÔÛË ÙÔ˘, fiÛÔ Î·È ÈÔ ¿-
Óˆ ·fi ÙÔÓ Ì¤ÛÔ fiÚÔ Î·È Â¿Ó Î·Ù·-
ʤÚÂÈ Ó· ÊÙ¿ÛÂÈ ÔÙ¤ ‰ÂÓ ı· ›ӷÈ
·ÚÎÂÙ¿ ηÏfi ÁÈ· Ó· ÙÔ˘ ‰ÒÛÂÈ Ë
ÎÔÈÓˆÓ›· fi¯È ÌfiÓÔ Ì›· ÂÊ‹ÌÂÚË ‘ ÌÂ
·Ó·ÛÙÔÏ‹ ’ ·Ô‰Ô¯‹ ·ÏÏ¿ Ì›· ÁÂÓÈ-
΋ Î·È ·ÌÂÙ¿ÎÏËÙË ·Ô‰Ô¯‹ fiˆ˜
ÙÔ˘ ·Í›˙ÂÈ.
H ÎÔÈÓˆÓ›· ‰ÂÓ ·ÍÈÔÔÈ› ·˘Ùfi
ÙÔ AÓıÚÒÈÓÔ ¢˘Ó·ÌÈÎfi fiˆ˜ ηÈ
‰ÂÓ ·ÍÈÔÔÈ› ÙÔ ÂÍ·›ÚÂÙÔ AÓıÚÒ-
ÈÓÔ ¢˘Ó·ÌÈÎfi Ô˘ ηٷʤÚÓÂÈ Ó·
ÂÈÙ‡¯ÂÈ Û ·¿ÓıÚˆ˜ ·Î·‰Ë-
Ì·˚΋˜ ʇÛˆ˜ ÂÍÂÙ¿ÛÂȘ (ÔÈ ÔÔ›-
˜ ¤¯Ô˘Ó ·ÚfiÌÔÈ· ¯·Ú·ÎÙËÚÈÛÙÈ-
ο Ì ÙËÓ ‰È·‰Èηۛ· ·ÓÙÈÌÂÙÒÈ-
Û˘ ÙˆÓ ·ıÏËÙÒÓ ÛÙÔ˘˜ OÏ˘ÌÈ·-
ÎÔ‡˜ AÁÒÓ˜ Î·È ÌÂÙ¿) ·ÊÔ‡ ‹‰Ë ¤-
¯ÂÈ Î·Ù·Ê¤ÚÂÈ Ó· ·ÔÊÔÈÙ‹ÛÂÈ ·fi
¤Ó· ÂÍ·ÈÚÂÙÈο ‰‡ÛÎÔÏÔ ‰Â˘ÙÂÚÔ-
‚¿ıÌÈÔ Â›Â‰Ô ÏfiÁˆ Ù˘ ··Ú¿-
‰ÂÎÙ˘ ÌÂıÔ‰ÔÏÔÁ›·˜ ‰È‰·¯‹˜ ÛÙ·
Û¯ÔÏ›· fiˆ˜ ·˘Ù‹ ¤¯ÂÈ Û¯Â‰È·ÛÙ›
·fi ÙÔ Y¶E¶£ Î·È ÙÔ ¶·È‰·ÁˆÁÈ-
Îfi IÓÛÙÈÙÔ‡ÙÔ ·ÁÓÔÒÓÙ·˜ ÙȘ ˘Ô-
‰Â›ÍÂȘ fiÏˆÓ ÙˆÓ Î·ıËÁËÙÒÓ, Ì·-
ıËÙÒÓ Î·È ÁÔÓ¤ˆÓ ÁÈ· ÙËÓ Ôχ ¯·-
ÌËÏ‹ ÔÈfiÙËÙ· ÙˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ
ÙÔ˘.
A˘Ùfi ÙÔ ÔÔ›Ô ÔÊ›ÏÔ˘Ì ӷ ο-
ÓÔ˘ÌÂ, Â¿Ó Ú·ÁÌ·ÙÈο ¤¯Ô˘Ì ÙËÓ
‰˘Ó·ÙfiÙËÙ· ˆ˜ ¿ÓıÚˆÔÈ Ó· ηٷ-
Ï¿‚Ô˘ÌÂ Î·È Ó· ·ÍÈÔÔÈ‹ÛÔ˘Ì ÙÔ
ÙÂÚ¿ÛÙÈÔ ¢˘Ó·ÌÈÎfi ÙˆÓ Ó¤ˆÓ
AÓıÚÒˆÓ Î·È ÙÔÓ ÏÔ‡ÙÔ Û fiÏ·
Ù· Â›‰· Ô˘ ·˘ÙÔ› ı· ÌÔÚÔ‡-
Û·Ó Ó· ÚÔÛʤÚÔ˘Ó Û fiÏÔ˘˜ Ì·˜
·ÓÂÍ·ÈÚ¤Ùˆ˜ Û ‰È¿ÊÔÚ˜ ÌÔÚʤ˜
¯Ú‹ÛÈ̘ ÁÈ· ÙËÓ ÎÔÈÓˆÓ›· (ÂÓÒ ·˘-
Ù‹ ÙË ÛÙÈÁÌ‹ Ô ÏÔ‡ÙÔ˜ ·ÔÛ¿Ù·È
·fi ÙÔ˘˜ Ï›ÁÔ˘˜ Ô˘ ¤¯Ô˘Ó ·Ó¿ÁÎË
Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó Ì·˙Èο ÙËÓ ·Í›·
ÙÔ˘ ÎfiÛÌÔ˘), ÙÔÓ ÔÏÈÙÈÛÌfi Î·È ÙËÓ
¢ËÌÂÚ›·, Â›Ó·È Ó· ·ÓÙÈÌÂÙˆ›ÛÔ˘-
Ì fiÏ· ·˘Ù¿ Ù· ¿ÙÔÌ· Ô˘ ÚÔÛ·-
ıÔ‡Ó ÙfiÛÔ Ôχ Ó· ¤¯Ô˘Ó ÙËÓ ·Ô-
‰Ô¯‹ Î·È ÙÔÓ Û‚·ÛÌfi Ì·˜ Ì ıÂÙÈ-
ÎÈÛÌfi/ ·Ô‰Ô¯‹, ÂÎÙ›ÌËÛË Î·È ·Ó·-
ÁÓÒÚÈÛË ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Î·È ‰ÈÔ-
¯¤Ù¢ÛË ÙÔ˘˜ Û ·˘ÙÔ‡˜ ÙÔ˘˜ ‰Úfi-
ÌÔ˘˜ Î·È Ô‰Ô‡˜ Ô˘ Ë ÂÈÙ˘¯›· ÙÔ˘˜
ı· Â›Ó·È ‰È·¯ÚÔÓÈ΋, ‰ËÌÈÔ˘ÚÁÈ΋
Î·È ·ÍÈÔÔÈ‹ÛÈÌË.
E›Ó·È Îڛ̷ Î·È fiÓÂȉԘ ÂÍ·›ÚÂ-
ÙÔÈ Ó¤ÔÈ ÔÈ ÔÔ›ÔÈ ‰Ô‡Ï„·Ó ÛÎÏË-
Ú¿ ÁÈ· Ó· οÓÔ˘Ó ÂÚ‹Ê·ÓÔ ÙÔ ÎÔÈ-
ÓˆÓÈÎfi Û‡ÓÔÏÔ ÛÙÔ ÔÔ›Ô ·Ó‹ÎÔ˘Ó
ÂÚÈÛÛfiÙÂÚÔ ·fi ÙÔÓ Â·˘Ùfi ÙÔ˘˜,
Ó· ··ÍÈÒÓÔÓÙ·È Î·È Ó· ‰È·Û‡ÚÔ-
ÓÙ·È Û ‚·ıÌfi Ô˘ Ó· ·Ó·Áο˙Ô-
ÓÙ·È Ó· ÂÎ·ÙÚÈÛÙÔ‡Ó Î·È ÙËÓ ·Í›·
ÙÔ˘˜ Ó· ÙËÓ ·Ó·ÁÓˆÚ›ÛÔ˘Ó ¿ÏÏÔÈ,
fiˆ˜ Û˘Ó¤‚Ë Ì ÙÔÓ ÚˆÙÔfiÚÔ
ÛÙËÓ Á˘ÌÓ·ÛÙÈ΋ XÚ˘Ûfi OÏ˘ÌÈÔ-
Ó›ÎË I. MÂÏÈÛÛ·Ó›‰Ë, ηıÒ˜ ηÈ
Ï‹ıÔ˜ ‰È·ÓÔÈÒÓ Ô˘ ÂΉÈÒ¯ıËηÓ
̤ۈ ÙˆÓ ‰È·‰ÈηÛÈÒÓ ÙˆÓ ÂÍÂÙ¿-
ÛÂˆÓ Û ·ÓÂÈÛÙ‹ÌÈ· ÙÔ˘ Â͈ÙÂ-
ÚÈÎÔ‡ ¯ˆÚ›˜ Ó· Â·Ó··ÙÚÈÛıÔ‡Ó
ÔÙ¤.
ÕÚıÚÔ ·fi ÙÔ editorial Ù˘ ÂȉÈ΋˜
ÈÛÙÔÛÂÏ›‰·˜ : www.humansupport.gr

La motivation en classe de langue: devoir ou jeu?
La motivation est au centre du
débat pédagogique. Les
enseignants s'accordent à dire
qu'elle éveille le désir
d'apprendre chez les apprenants.
Mais, il semble qu'elle fasse
souvent défaut dans la classe.
Quels sont donc les obstacles à
cette motivation ? Quelles sont
les stratégies à adopter pour
motiver le public aujourd'hui ? Y
a-t-il des antidotes à l'ennui et à
la monotonie ? Comment
retrouver le plaisir d'enseigner,
sans lequel il ne peut être
question du plaisir d'apprendre:
moteur essentiel de la
motivation?
L'école entre de plus en plus en
concurrence avec la télévision,
les jeux vidéo, la téléphonie
mobile, Internet, ... Plutôt que de
s'insurger contre cette
concurrence, nous devrions miser
sur la création d'activités variées
développant la créativité et,
surtout, la motivation de
l'apprenant. Car, l'école n'est pas
un jeu vidéo (qui donne une
satisfaction immédiate), et on ne
peut prétendre que les élèves
tombent en extase pour le cours
de langue.
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!
Contextomy
In 2006, billboards outside the
London Palladium proclaimed
that the show Sinatra had
‘energy, razzmatazz and
technical wizardry’, an
endorsement that was taken
from a review of the show.
Nothing unusual there, extracts
from reviews – known as ‘pull
quotes’ – are frequently used to
promote films, plays and books
and limited space necessitates
the selection of a phrase or even
a single word. However, seeing
this particular pull quote in its
original sentence reveals that the
review was rather less
enthusiastic: ‘For all the energy,
razzmatazz and technical
wizardry, the audience had been
short-changed’.
This practice of excising text
from a passage in a way that
alters its original meaning is
known as contextomy, a
combination of the word
‘context’ with the combining
form ‘–tomy’, which means
surgical incision. It is also known
as ‘quote doctoring’ or
‘quotemanship’. Historian
Milton Mayer first coined the
term contextomy in the 1960s to
Si, le professeur doit
naturellement faire des efforts
pour rendre ses cours
intéressants ce n'est pas
seulement ceci qui suffira à
pousser les élèves à faire les
efforts personnels nécessaires
pour retravailler (en groupe ou
seul chez lui) les structures
essentielles à l'apprentissage de
langue(s). Pour la plus grande
majorité des élèves, deux heures
de cours de langue par semaine
ne seront pas une partie de
plaisir, quoi qu'on fasse. Ce qu'il
faut, c'est les convaincre à jouer
le jeu et à prendre plaisir. Les
élèves ont tendance à justifier
leur refus de jouer le jeu et de
s'investir par l'impression que ce
qu'ils apprennent ne sert presque
à rien. On demande donc au
professeur de justifier l'utilité de
sa matière.
Or, il faut savoir, que hormis
quelques compétences basiques
(se présenter, se rencontrer et
saluer, demander,…etc), le
contenu d'un chapitre particulier
ne sert pas grande chose dans
l'absolu. Car, il est clair que la
plupart des élèves ne s'en
serviront que très peu dans leur
New Word on the Block
describe the way that religious
Jewish texts were manipulated by
the Nazis in the 1930s in order to
fuel anti-Semitic propaganda.
Today, contextomy is employed
for far less sinister motives, but
has been in the news recently
because the practice has been
outlawed by the EU. New
legislation ‘The Unfair
Commercial Practices Directive’
is targeted at companies that
‘falsely claim accreditation’ by
‘not being true to the terms of
the original endorsement’. So
anyone promoting a book or a
film with the word ‘tremendous!’,
when the original review actually
said ‘a tremendous bore...’, could
potentially face a maximum
penalty of a í5,000 fine or up to
two years in prison.
Vuvuzela
Coming soon to a football ground
near you is the vuvuzela: a long
trumpet that makes a loud noise,
if not a particularly dulcet one.
Originally made of tin, but now
made of plastic, the vuvuzela
produces a distinctive, intense
noise when blown, a sound which
has been compared to that of an
elephant or, worse still, a foghorn.
par Constantin TEGOS
vie de tous les jours ou
professionnelle (plus tard), et
qu'au fond ne s'en serviront que
ceux qui auront choisi
volontairement une voie où on
s'en sert, par exemple, le
tourisme, l'économie... etc.
La vérité c'est que les
connaissances scolaires,
concernant l'apprentissage des
langues, servent dans leur
globalité pour la culture générale
(non pas pour les diplômesÅ) et,
exceptionnellement, pour la
formation du raisonnement et de
l'esprit critique. On ne peut donc
exiger du professeur qu'il justifie
systématiquement que ce qu'il
fait sert. Toutefois, ce que le
professeur doit faire en
permanence, c'est montrer à
Source: Chambers Wordwatch
Column Editor: Lawrence Mamas
(Andrew Betsis ELT) lmamas@yahoo.com African kudu horn, a traditional
The vuvuzela originates in South
Africa, where it became
tremendously popular at football With the vuvuzela becoming a
matches in the 1990s. By 2001,
vuvuzelas were being produced
in bright colours to match the
strips of the teams in the South
African soccer leagues. By the
2008 African football
tournament, the Cup of Nations,
the instrument had been adopted fifty years ago, you might have
by the fans of many countries
and the raucous buzz of
thousands of vuvuzelas in unison
could be heard whenever an
attacking team reached the
penalty box. And, now that South terminology to denote what is
Africa has been announced as
the host of the 2010 World Cup
quoi ce qu'il enseigne peut servir.
Là est toute la nuance. C'est une
exigence intellectuelle évidente
qu'on ne peut se contenter de
justifier une notion par le fait
qu'elle est au programme. Si elle
est au programme, il doit y avoir
une raison. L'explicitation de ces
raisons, intégrée dans chaque
leçon, permettra de rendre
l'enseignement des langues plus
intéressant pour le professeur et
pour l'élève motivé, et pour celui
qui a simplement décidé de jouer
le jeu et faire ce qu'on lui
demande.
L'école doit prendre conscience
qu'il y a dans la société des
contre-pouvoirs Ç qui détruisent
par la séduction ce qu'elle bâtit à
grand peine. Si on juge que
l'école a un rôle important à
jouer dans la construction et
l'évolution de la société, il faut
qu'elle ose reconnaître
(Å) «Réussir la Certification en Langue Française KPg B1, B2, C1» EDITIONS
TEGOS - www.editionstegos.com
«Réussir les nouveaux DELF A1, A2, B1, B2 & DALF C1, C2» EDITIONS
TEGOS - www.editionstegos.com
«e-Dictionnaires : Français<>Grec & English<>Greek»
EDITIONS TEGOS - www.editionstegos.com
(Ç) Le manque de considération et de valorisation par les élèves, les parents,
parfois par les collègues ou la hiérarchie conduit souvent certains enseignants des
cours de langues à une démotivation importante. La démotivation naît d'un
écart devenu insupportable entre ce que l'on croit et ce que l'on fait…
football finals, the instrument is
guaranteed to be heard across
the globe.
The origin of the word vuvuzela
is not entirely certain. One
theory is that it is onomatopoeic
of the ‘vu-vu’ sound the horn
makes; another favoured idea is
that it derives from the Zulu
word for ‘making noise’. Some
see the vuvuzela as the modern
descendant of the southern
instrument fashioned from the
hollowed-out horn of the kudu
antelope.
symbol of football in South
Africa, we can expect the 2010
World Cup to be a colourful –
and noisy – affair.
On-trend
If you read a fashion magazine
learned what was 'hip'. A decade
later, a similar publication would
give you the dope on what was
'groovy' or 'gear'. Each
generation seems to find its own
acceptable in terms of style: 'all
the go', 'with it', 'fly', 'sharp' and
'snazzy' have all enjoyed a vogue
13
l'existence de ces contre-pouvoirs
et aller contre eux lorsque cela
s'avère nécessaire dans un but
éducatif. L'école a un pouvoir
considérable (par le temps que
les élèves y passent chaque jour),
il faut qu'elle s'en serve pour
porter un véritable projet de
société.
C'est là que se situe la véritable
solution, bien plus que dans le
bouleversement des pratiques
pédagogiques de formation ou
d'orientation. Tout ceci n'enlève
rien bien sûr à la nécessité pour
chaque professeur de
s'interroger sans cesse sur la
manière d'améliorer sa pratique
et de rendre son cours plus
intéressant. Ainsi, il ira de plus
en plus à la rencontre de chaque
élève, de sa spécificité et il fera
son cours en fonction d'une
norme établie pour sa classe.
at one time or another – yet each
of these terms would
immediately stigmatize the
speaker as being distinctly
unfashionable if it were used
today.
For those who are in the know,
the current term to use is on-
trend. This term has been used in
fashionable circles to describe
items as diverse as Melba toast,
metallic waistbands, gold leather
bags and kimonos. If this comes
as news to you, consider yourself
'off-trend'.
This latest jargon seems apposite
for a society where there is a
premium on conforming to the
lead of a few influential opinion-
formers. But things can change
quickly, and to remain
fashionable you need to make a
conscious effort to monitor the
latest trends, much in the same
way that contemporary
politicians have to keep abreast
of the latest briefings to be sure
of being 'on-message' at all
times.
It all seems a far cry from the
times when the hallmark of being
fashionable and cool was the
effortlessness with which the feat
was accomplished.
14

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AUTHORS RIGHTS: ÂÚ‚ÔÏÈο ¤Ó· ¿ÙÔÌÔ Ì ٷ Î·È Ó· ›ÛÙ ÈÔ ÚÔÛÂÎÙÈÎÔ›.
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Social Psychology and ELT-Framing
Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been
working in the field of ELT for more years than he cares to
remember. He is currently a teacher at the Deree College. He likes
to think of himself as a ‘front-line teacher’ and is particularly
interested in one-to-one teaching. When he is not struggling with
students, he likes to spend his time in a swimming pool or playing
chess. If you would like to ask any questions, make any comments
read some of his published articles or find out about forthcoming
events, please visit his site at www.michelioudakis.org.
Tom Sawyer’s discovery: Do you
remember the story with Tom Sawyer
and the fence? Well, for those who
haven’t read the book, here is what
happens: Tom Sawyer is a rather
naughty little boy who is made to
whitewash a big fence as a punishment
(on a Sunday too!). He has been painting
for a few minutes and is contemplating
shooting himself, when he sees a friend of
his approaching in the distance and he
has a brainwave! Suddenly he starts
painting carefully and with deliberation
as if he is enjoying every second of the
experience. The friend, who had meant to
tease Tom, is intrigued despite himself
and asks Tom to let him have a go. Tom
is sorely tempted but he manages to
resist, shrewdly calculating that this will
make his friend all the more eager. To
cut a long story short, Tom eventually
‘yields’ but not before he has extracted
some payment from his friend! More
friends happen to stroll by and drawn by
curiosity initially, they eventually find
themselves slaving away at the fence and
being made to pay for the privilege! How
did Tom pull this off? The answer is that
he managed to frame this particular task
in a positive light! But surely, such things
only happen in works of fiction?!?
Ariely’s experiment: Dan Ariely
(Professor of Behavioural Economics at
MIT) one day surprised his students by
reciting a poem to them. He then told
them that he would be holding another
recitation later that week, but the ones to
attend would be selected by means of an
auction. Before that however, he asked
half his students whether (hypothetically)
they would be willing to pay $ 10 in order
to attend the recitation. He asked the
rest the opposite question, namely
whether they would be prepared to
attend the recitation if they were paid $
10. The students simply had to answer
‘Yes’ or ‘No’. Following that, he asked
them all to bid for a place at the poetry
reading. Here are the results: The first
group of students offered to pay on
average about $ 1 for a short poetry
session. This in itself is hardly startling –
after all, Ariely himself confesses that
poetry reading is not really his forte!
Amazingly however, the other group
actually demanded payment in order to
attend!! (About $ 1.30 on average - I
shudder to think what they would have
demanded if I had been the one giving
the recitation!) The principle here is the
same: Faced with an ambiguous
situation, the way we perceive it (i.e.
positively or negatively) depends crucially
on how it is framed; when you are asked
whether you would be prepared to pay
for something, you automatically tend to
see it in a positive light and vice versa
(Ariely 2008).
Implications for ELT: I believe there is a
lot to be learned from both the
experiment and the Tom Sawyer story.
Framing: It was vital for the success of
Tom’s ploy that his friend would not
perceive what he was doing as ‘work’ – so
he refused to class it as such (in the book
Tom says ‘Work? – I suppose it depends
what you mean by work..’) – [Moral:
Labeling does matter – a lot! If you are
to introduce a new activity to ss make
sure you present it in as exciting a way as
possible – e.g. as a game. If you start by
saying ‘Now this may hurt a little’ you are
simply asking for trouble!]
Packaging: Simply casting a task in a
positive rather than a negative light is not
enough. Packaging is also important.
Thaler and Sunstein (2008) give the
following brilliant example: Imagine that
a doctor tells you ‘You have to have an
operation. Out of 100 patients who do,
90 are alive after 5 years’. That sounds
ok. But what if the doctor tells you ‘Out
of 100 patients 10 are dead after 5 years?’
The information is the same, but what a
difference!! [Moral: The language you
use to ‘wrap’ the activities you want ss to
do should be as positive as possible.
Always stress the desired outcome rather
than the effort they are expected to
make.]
Demonstrating: Notice how Tom’s
attitude changed as soon as he saw his
friend approaching. It was Tom’s
concentration which first intrigued the
latter. [Moral: The T’s enthusiasm is
contagious (Dornyei 2001). Whenever
possible, demonstrate new activities. If ss
see that you enjoy doing a particular task
or reading a certain text yourself, they are
much more likely to be motivated].
Scarcity: Tom deliberately made the
‘prize’ appear difficult to attain; he
pointed out that ‘it is not everyday that
one can whitewash a fence’ and he
refused to yield the brush without a
‘struggle’! This is called ‘the Scarcity
Principle’ (Cialdini 2001) and it can be
extremely potent. Notice however that in
the end all his friends got a turn! [Moral
1: Instead of asking for volunteers for a
project, you may want to consider taking
a leaf out of Ariely’s book and staging an
auction! Moral 2: When students/parents
ask you whether you have time for
private lessons, let them wait for a couple
of days before replying. Moral 3: If a
man asks you for a date on Saturday
never say ‘Yes’ immediately! :)]
Social Proof: Once the first two friends
could be seen working away, Tom did not
need to do any more ‘advertising’ –
because of the power of ‘Social Proof’
(Aronson 1999) the fact that their peers
found something enjoyable (and were
even prepared to part with some of their
most treasured possessions) virtually
guaranteed that any boy who approached
later would also want to have a go at that
fence! [Moral: Show ss samples of former
ss’ work (Dornyei 2001) – e.g. essays or
15
speeches/sketches on video where the
former ss really made an effort. They are
bound to be influenced!]
Choice: Twain again points out that
work is what you are obliged to do,
whereas play is what you are not. In our
examples, neither Tom’s friends, nor
Ariely’s ss were made to do anything –
which is precisely why they were prepared
to pay! [Moral: For ss to really enjoy a
particular learning experience, they have
to choose to do it. Wherever possible,
give them that choice.]
Rewards: Crucially, Tom did not offer
his friends any rewards – quite the
opposite in fact, he made them pay!
Sutherland (1992) stresses that time and
again offering rewards can backfire
(more on that in another article).
[Moral: If you want ss to enjoy
something do not offer a reward. The
reward ‘frames’ the whole process as a
transaction and detracts from the
intrinsic pleasure the ss can derive from
it.]
Away from ELT: For those of you who
are still not convinced here is a story
from Cialdini’s excellent book ‘Influence’
(2001): The owner of a souvenir store
had been trying to sell some turquoise
jewelry but without much luck as tourists
were unfamiliar with the material and
they shunned it even when the rings and
necklaces were put in prominent places
in the shop window and energetically
plugged by the staff. Frustrated, the
store owner left a note to her head
saleswoman ‘turquoise: x ó’ – meaning
that they were to be sold at half price.
When she arrived at the store the next
day, she was happy to see that they were
all gone. Nothing surprising so far –
people had responded well to a
substantial discount. Only they hadn’t.
Because her handwriting was poor, her
employee had misread her note as
‘turquoise: x 2’ and had raised the price
twofold!! What had happened? Quite
simply, for people who knew little about
precious materials, the high price easily
set those items apart and ‘framed’ them
as valuable!! And, naturally, nothing but
the best would be good enough for a
male tourist’s girlfriend back home (esp.
if he had been away on a ‘business’ trip
with his secretary!)
References
1. Ariely, D. “Predictably Irrational”
HarperCollins 2008
2. Aronson, E. “The Social Animal” Worth
– Freeman, 1999
3. Cialdini, R. “Influence – Science and
Practice”, Allyn & Bacon 2001
4. Dornyei, Z. “Motivational Strategies in
the Language Classroom” Cambridge
University Press, 2001
5. Sutherland, S. “Irrationality” Constable
and Company 1992
6. Thaler, R. & Sunstein, C. “Nudge” Yale
University Press 2008
16

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