Φιλοσοφικά, παιδαγωγικά και πρακτικά προβλήματα που σχετίζονται με την καθιέρωση και λειτουργία του ολοήμερου σχολείου

Περίληψη

The paper argues that the patterns of "full-day" school implemented so far in Greece and Cyprus indicate that "full-day'' school can be either a mere extension of the time of attendance until four o' clock in the afternoon when working mothers return home, or an opportunity for a reconceptualization of the aims, the content and the organization of primary school. In the second case there arc some philosophical, pedagogical, and practical problems that ought to be dealt with before any re-conceptualization of the primary school lakes place. The major philosophical problems relate to the issues of authority and power, the parents', children's, and the civic authority's rights, equality of educational opportunity, and the concepts of school and teacher. The major pedagogical problem is that of the form teacher training ought to take, while the practical problems will mainly be the need for additional schoolν The paper refers to the innovative "full-day school" implemented in Greece under the name of KEDAM (Pupils Creative Occupation Centers) and underlines the three basic advantages of the project: a) the involvement of agents other than the state (municipalities, parents, and voluntary organizations), b) the flexibility of the school content and organization, and e) the emphasis on skills that the present children will need in the next century. These advantages are worth support from all those having an interest in education.