Abstract

The aim of this paper is to present and explain the long and bitter contestation between two poles over the orientation, the aims and the content of education as well as the form of the Greek language to be used in the school textbooks. During the last seventy years (1750–1821) of the Ottoman rule of Greece the poles were cultural but were transformed into mostly social and political after independence (1829). The paper argues that the main reasons of this contestation were their completely opposite views about the historically right cultural future of the reborn nation and the daily widening after independence cultural schism between a highly educated elite and the vast majority of poor and uneducated people as a result of unequal and change-resisting educational provisions. The paper elaborates on the composition, the propositional content, the discursive strategies and the linguistic devices of the two poles.

摘要

本文的目的是呈现和解释两个极点之间关于教育的方向、目标和内容以及学校教科书中使用的希腊语形式的长期而激烈的争论。在希腊奥斯曼帝国统治的最后七十年（1750-1821）中，两极是文化的，但在独立（1829）后转变为主要是社会和政治。论文认为，这种争论的主要原因是他们对重生民族历史正确的文化未来的看法完全相反，以及独立后受过高等教育的精英与绝大多数贫困和未受过教育的人之间日益扩大的文化分裂。不平等和抵制变革的教育条款。论文详细阐述了构成、命题内容、