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Δημήτρης Γ. Aποστολόπουλος, Ο κώδικας «Κριτίου» είναι του Νικολάου Καρατζά, Ο Ερανιστής, 24|2003, 125-137


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Evangelia Balta, The exploitation of otherness in the economic advancement of the Rum millet, Ο Ερανιστής, 24|2003, 139-160


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Εμμ. Ν. Φραγκίσκος, Θουκυδίδης, Αρχαίοι μυθογράφοι. Δύο ματαιωμένα εκδοτικά σχέδια του Κοραή, Ο Ερανιστής, 24|2003, 161-167


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Ράνια Πολυκανδριώτη, Αυτοβιογραφικός λόγος και περιπλάνηση στις απαρχές του νεοελληνικού μυθιστορήματος, Ο Ερανιστής, 24|2003, 169-187


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Βασίλειος Ν. Μακρίδης, Δαμιανός Παρασκευάς Σινωπεύς: προκαταρκτικά στοιχεία και ενα αυτόγραφο, Ο Ερανιστής, 24|2003, 189-195


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Δημήτριος Απ. Καραμπερόπουλος, Ένα βιβλίο που λανθάνει: Χρήστου Σουγδουρή, Περί ποδαλγίας, Νίζνα 1780, Ο Ερανιστής, 24|2003, 196-199


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Δημήτρης Γ. Αποστολόπουλος, Η «Έκθεσις της Ταυρικής Χερσονήσου», ένα έργο του Ευγένιου Βούλγαρη πού έχει εκδοθεί, Ο Ερανιστής, 24|2003, 200-201


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Κώστας Θ. Πέτσιος, Σύμμικτα περί Αθανασίου Ψαλίδα με βάση το Αρχείο του, Ο Ερανιστής, 24|2003, 202-206


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Dimitris T. Zachos, Minority Education in Greece: Thrace Muslim Teachers’ Approaches and Views, Προσχολική & Σχολική Εκπαίδευση, 8|2020,


In this paper, our focus is on the education of children from the Muslim Minority in Western Thrace, an administrative region of Greece. Education in Thrace is a sensitive issue that affects and is influenced by the bilateral relations between Greece and Turkey. More specifically, our research aimed to explore teachers of Muslim origins’ approaches, views and beliefs regarding Muslim students’ schooling. To this end, our research explored these issues in a Case Study using semi-structured interviews of Muslim teachers in Thrace. Our findings show that the policy of positive discrimination that had been applied to members of the Muslim Minority of Western Thrace for more than twenty years, has had positive results, but has now reached its limits. We believe that the findings of our research can inform policy makers, colleges and schools of education, as well as teachers by providing a better understanding of Muslim teachers’ prospects and needs.


M Alexandra Abreu Lima, Let them shine: insights from an outdoor education initiative for primary school students about an olive tree collection, Προσχολική & Σχολική Εκπαίδευση, 8|2020,


Nowadays, experiential learning and outdoor education are increasingly relevant due to phenomena of ‘extinction of experience’ (Pyle, 1993), ’plant blindness’ (Wandersee & Schussler, 2001) and ‘nature deficit childhoods’ (Louv, 2005). This paper revisits experiential learning and outdoor education concepts and some of their development history for European and North American contexts. It highlights plant biodiversity as an important issue for outdoor education due to current risks of biodiversity loss/erosion within agriculture (Linos, et al., 2014; Mousavi et al., 2017).It describes an experiential learning initiative held in Portugal, in 2019, at an olive tree collection (Olea europaea L.) planted for a research project during the 1980s-1990s.The initiative was structured with outdoor visits as a complement to classroom learning. It engaged five teachers and 117 students, aged 8-9 years. Data from students and teachers questionnaires results are evaluated as a way to counteract the above phenomena and to benefit children training. Existing research indicates the role of provision of supportive and stimulating environmental conditions during childhood to strengthen individual competencies to make decisions able to accelerate transition for more sustainable societies (U.N., 2019). This paper results articulates with existing research and can be useful to inform effective outdoor programme design.

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