cyathens.org | #cyathens ebook.pdfthe cya experience 2 cyathens.org about cya environment through a...

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THE CYA EXPERIENCE 2

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ABOUT CYA environmentthroughahands-onlearningopportunities.

CYAstudentsviewtheirstudyabroadinGreeceasalife-changingexperience,onethathasincreasedtheirawarenessandperceptionsmakingthembetterpreparedtoliveintheglobalcommunity.

CYAisanot-for-profiteducationalinstitutionbasedinCambridge,Massachusetts,andgovernedbyaBoardofTrustees.ItoffersthisprogramthroughtheAthens-basedInternationalCenterforHellenicandMediterraneanStudies(DIKEMES).CYAisamemberoftheForumonEducationAbroad,theNationalAssociationofForeignStudentAdvisors(NAFSA),theEuropeanAssociationofInternationalEducation(EAIE)andtheAssociationofAmericanEducationalandCulturalOrganizationsinGreece(AAECG).ThelanguageofinstructionisEnglish,thefacultyisEuropeanandAmerican,andthemajorityofthestudentscomefromNorthAmerica.

CYA(CollegeYearinAthens)isanot-for-profitstudyabroadinstitutionofferingsemester,academicyear,andsummerstudyabroadprogramstaughtinEnglish.

Sinceitsestablishmentin1962ithasofferedUSuniversitystudentsanacademicallyrigorousprogramofstudiescombinedwiththevibrantexperienceofday-to-daycontactwiththepeople,monuments,andlandscapeofGreeceandtheMediterraneanregion.

Theacademicprogramisenhancedbyhighlyqualifiedfacultywhohaveapassionatecommitmenttotheirsubjectandtheirstudents.Coursesareofferedinavarietyofdisciplinescoveringbothancient&modernareasofstudies.

TheprogramisdesignedtohelpstudentsachievetheiracademicgoalswhileimpartingadeeperunderstandingGreeceandtheregionthroughtheages,andtogainanewperspectiveontheglobal

A hallmark of the CYA program is its emphasis on experiential learning. Through faculty led field trips and on-site teaching the students come into immediate contact with the subjects.

Experiencetheoriginals


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MISSION ACCOMPLISHED

A CYA ALUMNUS RETURNS TO TEACH

TUNING INTO STUDENTS’ MINDS AND FEELINGS

TOO MUCH VOCABULARY!

AMERICAN STUDENTS LEARN GREEK!

UNDERSTANDING SOCIETY

A YOUNG ALEXANDER THE GREAT PASSING BY…

INTENSE EXPERIENCES FOR BOTH TUTORS AND STUDENTS

OUTSIDE THE COMFORT ZONE

A WORLD FULL OF BEAUTY

ENGAGING WITH THE CITY OF ATHENS

IN GREECE, KNOWLEDGE COMES ALIVE…

LIFE-CHANGING EXPERIENCES

LIVING LIFE AS A SOCRATES’ FOOL

URGING STUDENTS TO GO BACK TO THE FUTURE

ABOUT THE CYA EXPERIENCE

BE THAT PAINTER…


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ABOUT THE CYA EXPERIENCE

CYASTUDENTSviewtheirstudyabroadinGreeceasalife-changingexperience,onethathasincreasedtheirawarenessandperceptionsmakingthembetterpreparedtoliveintheglobalcommunity.

Inthiseditionyouhearfromsomeofthepeoplethatmakethingshappen.MembersofCYAFacultytalkaboutthewaytheydeliverthemessagesoriginatingfromtheiracademicdisciplinesinclassoronsite.

Greeceisblessedwithseveralcomparativeadvantages.Ithasarichhistoryandculture–veryattractivetostudentsofalldisciplines,afascinatingancientlanguage-anepigraphist’streasuretrove.EverydigforconstructionunearthsGreece’sdistantpast-anarcheologist’sdelight.Itisacountryfullofmuseums.Whatbetterplacetostudymanagementofnationalheritagepreservationorurbansustainability?

Tomostofusitisclearthateducationisnolongeranactivityconfinedtothewallsofthecampusorthefrontiersofacountry.

Inourchangingworld,thetraditionalformoftheuniversity,asweknowitisrapidlybeingtransformed.Thefourwallsofacampuswithinwhichstudyandresearchweredonearegivingtheirplacetonewwaysofconductingstudyandresearch.Theuniversityisbreakingoutofitstraditionalbordersandreachestotheworldoutside.

Americans,morethananybodyelse,havebecomeawareoftheneedtointernationalisethemselves.CYAhasbeenactingasaculturalandeducationalbridgebetweenNorthAmericaandGreeceforoverhalfacentury,andhasbeenhelpingstudentstodevelopnewperspectivesontheworld,theirowncountriesandthemselves.

ThisisthecausetowhichCYA(CollegeYearinAthens)isdedicated:makingitsstudentsglobalcitizenswhounderstandandappreciateothercultures.Socratesputitsowelltwoandahalfthousandyearsagowhenhesaid,“IamnotanAthenianoraGreek,IamaCitizenoftheWorld”.

ALEXIS PHYLACTOPOULOSPresidentCYA/DIKEMES


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A CYA ALUMNUS RETURNS TO TEACH

THISFALL,Iamteachingacoursecalled“GreekVase-Painting:Gods,HeroesandMonsters”withatheamofenthusiasticstudents,mostofthemClassicsmajorsfromfirst-rateschools.

Itishardformetobelievethatforty-eightyearsago,asastudentatCYA(’69),ItookasimilarcoursetaughtbyTessaDinsmoor.OneoftheoriginalfacultyofCYA,TessawasayoungGreekarchaeologisteducatedatUCLA,wifeofthearchitectBillDinsmoor(wholatertaughtforCYA),anddaughter-in-lawofthemostdistinguishedscholarofGreekarchitectureofthe20thcentury,WilliamBellDinsmoor.

Tessawasaverytoughandrigorousteacherwhoforce-marchedusthroughthehistoryofGreekvases,chastisedusfornotbeingabletoreadGermanscholarship,andmadeuscommittomemoryhundredsofslides.

Onestudent,whowasatalentedartist,madealargecaricatureofTessaasaGorgonwhogloweredfromthewallofanapartmenthousingsevengirlsonXenokratousStreet.Butitwasthisclassthatsetmeonthepaththatwoulddefinemyscholarlycareer,includingstudiesoftheiconographyofGreekvasesthatwouldfillseveralbooks,dozensofarticles,andthreeexhibitioncatalogues.

Tessaisretiredanddoingwell,livingintheWashingtonD.C.areanearhersonPaul,whowasbornduringthesemesterIwasinhercourse(withouthermissingaclass).

Mycareerhastakenmetomanypartsoftheworldforperiodsofteachingandresearch:Germany,NewZealand,China,SouthAfrica,andvariousAmericanuniversities,mostrecentlyJohnsHopkins,whereIretiredfromtheClassicsDepartmentin2015.

ThissemesterhasallowedmetocomebacktoCYA,whereitallstarted,andsharesomeofmyloveofGreekvaseswithanewgenerationofstudentswhomightonedayfollowapathlikemine.

ALAN SHAPIRO(CYA’69)isProfessorofClassicsandW.H.CollinsVickersProfessorofArchaeologyEmeritusatJohnsHopkins.


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MISSION ACCOMPLISHED

TEACHINGbecomesapassion,especiallyconcerningtheModernGreekLanguage.

Whyapassionthough?BecauselearningModernGreekatCYAcontributesdecisivelytotheidentityofstudents,regardlessoftheirbackgroundorethnicity.StudentsstarttolearnmoreabouttheirownlanguagerealizingsuddenlythattheyalreadyknowsomanyGreekwords(suchas;idea,music,theatre,geometry,theory,justtonameafew).GreekCultureinstantlybecomespartoftheircultureandtheworldtheirclassroom.

StartingbyexplainingtheGreekAlphabet,Iproceedwithteachingstudentshowtoread,write,andspeaksimultaneously.Thus,fromtheveryfirstlesson,studentsknowhowtogreetpeopleandthiseventuallydevelopsintocommunicating,creatingnewfriendships,andabetterunderstandingofthecustomsandthehabitsofGreekSociety.

Lifeinthisforeigncountryisslowlyunveiled,sinceitisthroughlearningthelanguagethatstudentsareabletoeffectivelypenetrateintothementalityofthepeopleofGreece.

Inmyclasses,theprocessoflearningModernGreekisalwayscomplimentedbyHistory,Art,Music,Architecture,Etymology,Religion,CustomsandHabitsviasomeimportantandmeaningfuldetails.Inthisway,studentslearnthelanguagebytravelingthroughtime,jumpingfromPrehistorytoModernSociety,havingpassedthroughClassical,Hellénistique,Roman,Byzantine,OttomanOccupation,Independence(theGreekLanguagehasbeencontinuouslyspokenwithoutanyinterruptionfor2500years)landingintoday'sworld.

StudentexperienceisthrillingtotheextentthatlastyearagroupofmystudentswenthikingonMountParnassos.Theyarrivedatavillage,whichwasatthefootofthemountainandaskedaladysittingatherporchfordirections,addressinghernaturallyinGreek.Shehelpedthemouteagerly.Ontheirwayback,afewhourslater,thereshewaswaitingforthem.Sheinvitedthemallinsideherhouse,where,totheirhugesurprise,somefriendsandrelativesofhershadpreparedvariousdeliciousGreekdishesandtheyspenttherestoftheeveningeating,drinking,laughingand...practicingtheirGreek.

WecaneasilyseehowimmenselyenrichingitistolearnModernGreek.ItdefinesthestudyabroadexperienceinGreece.Missionaccomplished:Mypassionbecamecontagious.

ELENI KARVOUNISorbonne(ParisI)withaMaitriseinArtHistory.

THE CYA EXPERIENCE

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TUNING INTO STUDENTS’ MINDS AND FEELINGS

TEACHINGatanintellectuallydemandingprogramlikeCYAisexciting.Mygoalistomakestudentssharemygenuineenthusiasmforthehistoryofreligion.TothisendItrytotuneintothemindsandfeelingsofmystudents,eagerlyinteractwiththem,activelyinvolvethem,encouragecriticalandcreativethinking,intriguethem,'reachandnotjustteach'everystudentundermycare.

ThecourseIhavebeenteachingeveryfallsemestersince2007is‘TheReligionsoftheMiddleEast:AComparativeApproach’whichservesasanintroductiontoJudaism,Christianity,andIslam,anditisorganizedthematicallyasameansoftryingtocapturethekeydifferencesaswellassimilaritiesamongthethree‘Abrahamic’religions.

EveryspringsemesterIteachtheOrthodoxChurchcourse.IventuretoexplorealongwithmystudentsOrthodoxyinitshistoricalandmoderncontexts.IacquaintstudentswiththelandmarksofthehistoryoftheOrthodoxChurch,inspirethemtoappreciatecriticallytheinfluenceofOrthodoxChristianityinshapinghumanexperience,invitethemtoexplorehowOrthodoxyislivedandpractisedinGreece,callthemtoexhibitawarenessoftheirownexperienceofreligioustraditionandcommitmentanddifferencesinperspectiveandopinion.

Frequenton-sitevisits,providingopportunitiesforhands-onexperienceandvolunteerworkandchallengingstudentstogetoutoftheircomfortzoneisvitalforbothmyclasses.WevisitOrthodoxchurchesandobservehowthecongregationexpressesitspiety;wevisitmonasteriesandinterviewmonksandnunsoftheiruniquereligiousexperience,visitmuseumsthathousetypicalandrarereligiousartifacts.

Recently,astudentinspiredbyaclasshespentsomedaysataMt.Athosmonastery,(whereChristianityispracticedwiththestricteststandardsavailable,likenothinghaschangedsinceearlyChristiantimes,andwhereservicescanlastupto12hours)andfollowedthedailyscheduleofthemonks.Whenhereturnedheexpressedhisenthusiasmabouttheuniqueexperience.

DESPINA IOSIFisahistorianofTheology.SheholdsaPh.D.inEarlyChristianityfromUniversityCollegeLondon.


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BE THAT PAINTER…

AsanAthenian,whowaseducatedintheU.K.andcurrentlyworkinginGreeceandCyprus,Istronglybelievethatthebestteachingmethodistheonethatincludesexperientialactivities.Myinteractionwithstudentsfromvariouseducationalandsocialbackgroundsandtraditionshasmademeastrongsupporterofhands-onactions,sitevisits,theexchangeofviewsandideaswithskilledindividualsandspecialists.Havingthatasacentralidea,thestudentsexperienceagreatvarietyofactivities(dependingonthecourse)fromworkingonmetal,suchascopperandlead,followingMycenaeantechniques,tomakingtheirowncoloursandapplyingthemontheplasterinordertocreateaMinoan-stylewallpainting.Thecombinationofa)readingaboutanobject,letussayasmallmetalhorsestatuettemadeinthe7thcenturyBCEwiththe‘lostwax’technique,b)examiningtheobjectfromaclosedistanceattheMuseumandthenc)recreatingtheactualtechniqueitselfwithintheCYAfacilities,definitelygivesthestudentsthefullpictureastheybecomepartofitsmanufactureprocess.

Thisapproachcanbeappliedtogreaterfeaturesaswell,notjustportableworksofart.Arecentclassvisittothereplicaofthe5thcenturyBCE‘Olympias’attheFloisvosHarbour,afterdiscussingitsconstructioninclass,reallyboostedthestudents’enthusiasmandatthesametimeithelpedthemunderstandandremembereasierwhen,howandwhysuchawarshipwasmade.

Finally,thesepersonalexperiencesrevealthehumanelement:thecraftspersonbehindablack-figurevessel,theoarsmanonboardthetrireme,themasonorthepotterwholeftamarkonabuildingoravaserespectively.

AsastudentmyselfIwasfascinatedbythemagnificentmuralpaintingsfoundatthesiteofAkrotirionThera(atownofthe17thc.BCEthatwascoveredbythevolcanicmaterialduringamajoreruption)totheextentthatthisisthereasonwhyIbecameaprehistoricarchaeologist.

Severalyearslater,hereatCYA,togetherwithcolleaguesandcollaborators,IamteachingthefrescotechniquetostudentswhoreallyfeellikeaBronzeAgepainter,astheyaretrulyfindthemselvesinhisshoes.

ANGELOS PAPADOPOULOSisanarchaeologist(MA,UCL,PhDUniversityofLiverpool)


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TOO MUCH VOCABULARY!

THEREAREsparklingmomentsinyourlife,whichmarkyourcareer:teachers,books,friends,theater,family,college.IwasluckyenoughthatIhadaroundmegreat,ordinarypeople(teachers,professors,friends,family)fullofenergyandimagination,fullofknowledge,responsible,fightersoflife,notafraidtoexposethemselves,laughingattheirownmistakes.Allthisexperiencehelpedmeineducation,marriedlife,friendship,work,writingtogetherwithmyfriendDimitra(Mimika)theseriesofbooksEllinikaTora,1+1and2+2.

WhenIstartmybeginnersModernGreekclass,Ifeelmystudents’panicforthelanguageclassandtheirinnerdialogues.-MyGod!Toomuchvocabulary!Anddifferentpronunciation..!-Nounsdon’thaveonearticlethe,andgenders:masculine,feminine,andneuter.I’mKostas(οΚώστας)asabakery(οφούρνος)andmygirlfriendη(ηφίλη)asasalad(ησαλάτα)andthechildto(τοπαιδί)asatable(τοτραπέζι)...-Theverbs!Youhearanendingandyoumustunderstandwhomitisreferringtoinordertoanswercorrectly…themomentallthesesoundtomeasnewvocabulary…Shespeakstooloudlyandallhermouthmusclemovesupdown,upanddown…Ihavetosmilenottohavethicksounds;smilingchocolate…Nowsheteachestheendingsoftheverbsandsheismovingherhandslikearap…-Andwhenshesays“Gladtomeetyousheshakesmyhandverystrongly!-Ohand…shesaysthattheGreeksdon’tsayOh,butA!Becausetheyopentheirhearts.WhydomostofthemcallthemEla(Έλα)?Andnow…shesaysitmeanscome..!AndwhenIsaid,“Ιunderstandnothing”shesaidthatIspokelikethePhilosopherSocrateswhoknewalotandhewaswise…Aretheylogical?ShesaysthisisaGreekword(λογική)andwhenIspeakEnglishIusemanyGreekwords…Languageiscultureandcultureislanguage...islife.

YiannisRitsossaidinapoem(translationbyEdmundKeeley):

The Meaning of Simplicity Το Νόημα της Απλότητας

Every word is a doorway Η κάθε λέξη είναι μια έξοδος to a meeting, one often cancelled για μια συνάντηση, πολλές φορές ματαιωμένη and that’s when a word is true: When it insists και τότε είναι μια λέξη αληθινή, σαν επιμένει στη συνάντηση

MARINETA PAPAHIMONA (Dipl.UniversityofAthens), InstructorofModernGreeklanguage.


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AMERICAN STUDENTS LEARN GREEK!

AMERICANstudentslearnGreek!Itisanadventureinitselfthisdecision-obligation.

Alltheseverbs,articles,nouns,singular,plural.Butisitpossible?“It'sallGreektome,”Englishspeakerssay.

Andyet!

ThethrillisincrediblewhentimidlytheystartutteringwordsandsentencesinGreekwhentheygototavernsandcafesandplacetheirordersbyspeakingGreek!Whencatchingtheconversationsofpeopleonthestreet,inthebakery,andinsmallshops.

Oneyear,duringthefinaloralexamination,studentsdecidedtocreateanimprovisationalcomedyshowintheclassroom.Twostudentsplacedtwodeskssidebysideandpretendedtheywereinataxi.Onestudentplayedthetaxidriverandtheother,apassengerandthepassengerstartedgivingdirectionstothedriver.Itwassuchahilariousscenebecausethe"Greektaxidriver"wassinging,"smoking"andnotpayingattentiontohisclient'sdirections.Ofcourse,theymadeeveryoneburstintolaughter,buttheimportantissueherewasthatallthedialoguewasinGreekandwithouterrors!

Otherstudentsmadeasceneatacafeandlateratatavern.Theybroughtprops,plasticcups,dishesandimprovisedimaginaryfood.Othersmadeupasceneinaclothingshop.Theyhadbroughtblouses,pants,shoes,etc.

Itwassuchabeautifulandpleasantmoment.Althoughitwasanexamday,thestudents,withcheerfulnessandlivelinessmanagedtoovercometheirhesitationwiththelanguageandprovethattheycansucceed!

STELLA PAPAYIANNI B.A. in French Language & Philology, Aristoteleion University of Thessaloniki, D.E.A. in Experimental Phonetics, Strasbourg University.


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UNDERSTANDING SOCIETY

“ANTHROPOLOGYmakesthefamiliarstrange,andthestrangefamiliar.”Anthropologistslovetoputthisquoteintheirtextbooks,preparingstudentsforthedoubleeffectofthediscipline:whenyoustudyculturesthataredifferentfromyourown,younecessarilyendupseeingyourownworldviewinanewlight.Thisnewperspectiveisnotjustasideeffect,butapurposefulendeavor,asone’ssenseofwhat’s“natural,”“logical,”and“common-sense”intheworldhastobechallengedonthewaytorealizingthattherearemanydifferentwaystobeahumanbeing.

Thisisexactlywhatstudyabroadisabouttoo,theideabehindthe“broadenedhorizons”and“newperspectives”thatasemesterawayismeanttocreate.Andthusteachinganthropologytostudyabroadstudentsisajoy—they’reallproto-anthropologists,eveniftheydon’tknowityet.Understandingthissocietythey’vechosentomaketheirtemporaryhomeistheirfieldwork,theirfocusfromthemomenttheyarrive.ThroughmyclassIgettodirectthatfieldwork,tosendthemplacestheywouldn’totherwisego,andtogivethemanalyticaltoolstoexplorethewhyandhowbehindwhattheyparticipateinandobserve.

Everymomentoffrustrationorsurpriseisanopportunitytoexploretheirownunexcavatedpreconceptions,expectations,andprejudices.TheirownculturalpatternsofthoughtarelaidbareastheymakeGreecefamiliartothem—exploringthemeaningsoffriendshipthroughinterviewingGreekcollegestudents;breakingdowntheriotofnoise,song,andritualatafootballgame;engagingwiththefull-sensoryexperienceofaGreekOrthodoxliturgy;turningthestrangenessoftheirneighborhoodintoanetworkofacquaintancesandfriends.

Learningandlivingtheseotherworldviews,otherlogics,makesclearthatthelifetheylivebackhomeisonlyonepossiblewaytobeintheworld,oneofmany.Watchingthatunderstandingdevelopintheclassroomisamazing,butevenbetteraretheemailsIreceivefromformerstudents,abouthowtheideasandpracticestheytookhomewiththemcontinuetobeamajorpartoftheirlives.

AIMEE PLACAS, Ph.D.inAnthropology,RiceUniversity


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A YOUNG ALEXANDER THE GREAT PASSING BY…

IHAVEBEENamemberoftheCYAfacultyforalmost14yearsnowand,formypart,thishasrepeatedlyproventobealifealteringexperienceforme.MuchofwhatmakesthisexperiencesoworthwhilehastodowiththereactionandthefeedbackIgetfrommystudents,beitinclassormoreoften,onsite.

Icanvividlyrecallthelookandtheaweonmystudent'sfaceswhenweentertheinteriorofancientbuildingssuchastheParthenon,thePropylaiaortheTempleofHepahaistus.OrtheirjoyandastonishmentwhentheygettorunontheancienttracksofOlympiaorNemea.Therehappenhowever,tobecertainincidentsormemorablemomentsthatIwouldstillsingleoutasperhapsthemostmemorableones.

FormyAncientGreekathleticscourse,Itellmystudentsfromtheverybeginningabouttheenviable,prestigious,almostdivinelikepositionthatAncientGreekathletesenjoyedwithintheircontemporaryperspective.Beinganathleteisatitletheyshouldcarrywithpride.Oneofmystudentstookthisalittletooliterally...WheninthePanathenaicStadiumandaswewerepreparingto“re-enact”theStadionrace(ancientsprint)withinitstrack,agroupoftouristsapproachedusandaskedsaidstudentwhatweweredoingand,mostimportantly,iftheycouldparticipate;Sheturnedaroundandreplied,rathernonchalantly,“No,sorry,youcan't;thistrackisonlyreservedforAncientathletes–onlywedeservetorunonit”!

AnotherincidentIfondlyrecallhappenedduringavisittoPella,thecapitalofAncientMacedoniaandthebirthplaceofAlexandertheGreat.Afterguidingthestudentsaroundthesite,Igavethemthecustomary15-20minutestoroamaroundbythemselves.AfterawhileInoticedoneofmystudents,sittingneartheVillaofDionysus,headbetweenlegsandalmostintears.IaskedhimifhewasOKandhereplied:

“Professor,thefirstbookIeverrememberreadingwasonAlexandertheGreat.Eversincethen,IhavereadallthereisonAlexander,bothancientandmodern;IknowallthereisabouthimandonedayIhopetobecomeanAlexandrinescholar.Yet,nothingcouldhavepreparedmeforthis:beingontheveryspotwhereAlexandergrewup,whereayoungAlexanderlivedanddreamedoffuturegreatness.IthinkthatifIclosemyeyes,ayoungAlexanderwillpassby…Ifyoudon'tmindjustletmesitherealittlewhilelonger...

JOHN KARAVAS, Ph.D.,UniversityofDurham


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INTENSE EXPERIENCES FOR BOTH TUTORS AND STUDENTS

IJOINEDTHECYAcommunityinSpring2009.HavingjustreturnedfromLondonandtheCourtauldInstituteofArt,Iwasstrugglingwithlittlesuccess,Iconfess,toadjust,buildanewlifeandcareerinAthens:itwasevidentthatamassivecrisiswasonthehorizon.

TeachingatCYAasanArtHistoryProfessorspecializinginByzantineHistory,ArchaeologyandArt,hadaprofoundimpactinenhancingmyprofessionalskills,aswellas-Ibelieve-thecurriculumandeducationalexperienceofmystudents.

Togetherwerevisited,inaseriesofclassmeetingsandon-site/museumvisits,aspectsofthecultandcultureofthemillennium-longempireoftheRoman/Byzantinesthatremainslargelyalive,especiallyintheEasternMediterranean.

Duringoneoftheiconoclasticdebatesthatwehadinclass,theiconoclasticgroupusedasargumentfortheprohibitionofthecultoftheiconsextremitiesinvenerationpracticessuchaseatingordrinkingpartsoficons.Laterinthesemester,duringourwalkintheByzantinechurchesofthePlakaregion,belowtheAcropolis,wehappenedtowitnessanoldladyinsideachurchveneratinganicon,and,then,quietly,withdrawinginthenarthex,scrubbingthelowerpartofthefrescoedimageofasaintandtastingit.The‘iconoclasts’wereastonished:‘Professor,sheisactuallyeatingtheicon!’,exclaimed.Theycouldnotbelievethatwhattheyhadferventlyarguedaboutinclass!

Experiencinglearningandon-siteteachingwithimmediatecontactwiththesubjectandtheartifactsunderdiscussioncanbeaparticularlyintenseexperienceforbothtutorsandstudents.

DIMITRA KOTOULA Masters&PhDintheHistoryofArt(Byzantine).UniversityofIoannina&CourtauldInstituteofArt,London


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OUTSIDE THE COMFORT ZONE

ASAPROFESSORofModernGreekatCollegeYearinAthens,IdrawonmypastacademicandprofessionalexperienceseverydaywhenIentertheclassroom.IspentasemesterabroadinBelgiumwhilepursuingmyundergraduatedegreeinGreekandFrenchLanguageandLiterature,IcompletedmyMaster’sdegreeinGreekArchaeologyinEngland,IwasateachingassistantwithSocratesinaSpanishuniversityteachingforeignlanguagesforanacademicyear;mystudiesbroughtmeoutsidemycomfortzoneandintounfamiliarcircumstances,notdissimilartotheCYAstudentexperience.

Iunderstandhowcrucialtheacademiccomponentisthestudyabroadexperienceandcanusemyownbackgroundtobettermyclassroom.Additionally,Ihaveovertwentyyearsofactiveworkexperienceexclusivelywithforeignlanguageinstruction.Ihaveproducedlanguage-learningmaterialsandco-authoredaModernGreekcompaniontextbook,allbasedsolelyonthespeakingneedsofmystudents.Ihavetaughtstudentsfromallovertheworldandfromalldifferenteducationalbackgrounds--myexposuretosuchavarietyoflanguagelearnersenablesmetobeabletoeffectivelyteachmyCYAclasses,fullofstudentsfromallwalksoflifeandfromthefourcornersofAmerica.ItbringsmejoytoseetheworkinsidetheclassroomenrichandbetterthetimeourstudentsspendinGreece--toseethemappreciatethiscountrythroughtheirexperiencewiththelanguage.Mystudentsspendonetotwosemesterslearninghowtocommunicatewiththeirneighborsaroundthem,fromorderingacoffeetolearningthecelebratoryphraseusedforallnamedays,birthdays,andotherholidays.

Itisajoytoseetheworkintheclassroomextendingintotherealworld.Oneofmyfavoritememoriesiswhenstudentsgottogethertocreateapersonalized"ThankYou"cardinGreekattheendofthesemester--theywereabletoshowtheirappreciationinthebestwaypossible.Itisthroughmomentslikethesethatonecanseetheirlanguagelearningenablesthestudentstobecomealiving,breathingpartoftheGreeksocietyaroundthem,andthatiswhatstudyabroadisallabout.

ANGELIKI ANAGNOSTOPOULOU B.A.,National&KapodistrianUniversityofAthens,M.A.UniversityofBirmingham


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A WORLD FULL OF BEAUTY

ABASICTHEMEinourcourseistheobservationanddescriptionofthenaturalworld,withthestudyoforganisms’linkagestotheenvironment-whattheyare,howandwheretheylive,andthebioticandabioticinteractionsthatlinkthemtocommunitiesandecosystems-beingcentral.Itismultiscaled,fromorganismstoecosystemsandlandscapesandcross-disciplinaryasweillustratethevitalimportanceofnaturalhistoryknowledgetomanydisciplines,basicallyconservationandmanagement.

Oneofthebasictargetsistoactuallyteachadifferentwayofseeingandperceivingoursurroundings.Ifwesucceed,thenaturalenvironmentstopsbeingjustabackgroundtooureverydayactivitiesorsceneryforourmomentsofrelaxation.Insteadacompleteworldemerges,lively,changing,intriguing,andinanageofcynicismandgloom,fullofbeauty.TherichnessandcomplexityoftheMediterraneanenvironment,foreignandunknowntomoststudents,allowthecombinationofdifferentaspectssuchasclimate,geology,species,ecosystems,resourcesandpolicyintoafullpicturesothatweillustratetothestudentswhatnaturalprocessesareandshouldbe.Ithinkthatthisiswhyitcouldbeimportanttostudents.Theylearntoperceivetheirnaturalenvironmentinadifferentwaythathopefullywilleventuallyhelpthemtobetteridentifycausesandeffectsandaddresscurrentenvironmentalchallenges.

Naturalhistoryhelpspeople,studentsincluded,toappreciateandhopefullylovenature.Iwillneverforgettheshockofastudenttastingawildalmondshehadjustpickedfromthetree…shewasexpectingjustanalmondbuttherichnessofflavorsofthewildfoodtookhercompletelybysurprise!

Frommypart,Irealizedthatteachinggreatlyhelpsmetoreallylearn,engagewithandbenefitfrommyexperiences.Itisachallengetotellthestory,maketheconnectionwithconservationneedsandthenbridgeovertopoliciesandthingsthatneedtobedone.

PANAGIOTA MARAGOU Biologist(National&KapodistrianUniversityofAthens),PhD,UniversityofPatras.


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ENGAGING WITH THE CITY OF ATHENS

ASAPERFORMANCEtheoristIhavefoundthatteachingaclassatCYAonthehistoryandurbanculturesofmodernAthenshasenrichedmythinkingandresearchpracticesinprofoundways.

Throughaculturalstudieslensthestudentscriticallyengagewiththematerialandculturalartifactsofthecityaswellasdifferentsocialspacesandhistories.

Beginningfromitsfoundingin1834tothepresenttheemphasisoftheclassistoapproachthecityasaprocessandthewaysinwhichitperformsitsdifferentidentities.Thusstudentsareparticularlyenthusiasticwhenwewalkthroughthecityandfindthattheyareequippedwiththetoolsprovidedbyourreadingsandin-classdiscussionstoanalyzethewaysinwhich,forexample,nationalismandmodernitycanbediscernedinneo-classicalarchitecturalformsandchoreographiessuchasthechangingofthenationalguard,tohowahistoryofmigrationandpersistentconnectionstotheeastcanbeheardineverydaymusicortastedintheirtavernameals.

Theimportancehereliesnotonlyinencouragingamorefluentacademiccapacityforproducingknowledgeabouttheirobjectsofstudybutalso,vitally,inadeepeningoftheirexperiencelivinginthecityasitisfeltinthepresentamongsttheinhabitantsofAthens.

Furthermore,whatisparticularlyexcitingisthemannerinwhichstudentsmaketheirownconnectionsbetweenwhatwelearnaboutthebeginningsofthemodernGreekstateanditscapitalcity,its20thcenturyhistory,andthecurrentnationaleconomicandsocialcrises.

ThiswasexemplifiedinaparticularlycreativewaybyastudentAriadneSkoufos,wholastyearpresentedtoherfellowstudentsonthefinaldayofclassesabustshehadmadeoutofpapier-mâchéofamarbleheadofAthenacoveredinnewspaperheadlinesregardingtheeconomicandrefugeecrisis.

Ihavefoundthatthevisitingstudents’imaginative,committedandenergeticengagementwiththecityandoursharedtimestudyingtogetherhaveopenedmyowneyesanddeepenedmytheoreticalreadingsinnewandrefreshingways.

HYPATIA VOURLOUMIS Ph.D.inPerformanceStudies,NewYorkUniversity


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IN GREECE, KNOWLEDGE COMES ALIVE…

ARRIVINGinAthenswithasinglesuitcaseasastudentonthehuntforGreekinscriptions,IwaslittlepreparedfortheholdthatGreecewouldtakeofme,andcouldnothaveimaginedtheintellectualstimulusthatbeingindaytodaycontactwithmymaterialwouldbringtomycareer.

Tenyearslater,apparentlyhavingforgottentopackthecaseandleave,Itrytogetacrosstostudentstheimmediacyandtangibilityoftheancientworldherethroughcontactwiththearchaeologicalandepigraphicalremainstheytooencountereachday.Itmustbetheeasiestjobintheworld,andoneofthemostrewarding.StudentswithabackgroundinClassicsorAncientHistoryalreadyfeelaclosebondwiththeancientGreeks,havingsweatedforyearsoverdictionariesandgrammarsinordertoreadtheirgreatliterature.

InGreecethatknowledgecomesaliveintheplacestheyvisit,whetherfollowinginthefootstepsofThucydidesoverabattlefield,orstandingonthesamespeaker’splatformonthePnyxwhereDemosthenesstoodlongagotopersuadetheAtheniandemocracyofhispolicies,orreadingtheancientnamescarvedintotheseatsoftheTheatreofDionysosandwonderingaboutthoseancientspectatorsandtheplaystheyhadwatched.

InourteachingatCYAweendeavourtointroduceourstudentstothelatestresearch,andtoengagethemwithrecentexcavationsperhapsdecadesbeforethatinformationeverreachesthestandardtextbooks.

InmeetinganarchitectinsidetheParthenontodiscussnewdiscoveriesmadewhilerestoringthatgreatsymbolofAthens,orinhavingpointedouttothemsomepreviouslyunidentifiedgraffitionawallblock,ourstudentsarefacedwiththephysicalremainsofthoseancientpeoplewhosewritingstheyknow,butwhountilthenseemedsomehowdistantandunreal.

IhopethatsuchdirectcontactwillbringtolifetheancientGreekstoourstudentsasitdidformewhenIfirststartedsittingdowninfrontofinscriptionsandrealisingthatIwasreadingwordscarvedmillenniaagobutstillspeakingtomejustasclearlyaswhensomeanonymouslettercuttersatinthesamespotandsettowork.

ROBERT K. PITTMALondon,GreekhistorianandepigraphistoftheClassicalandHellenisticperiod.


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LIFE-CHANGING EXPERIENCES

MYSTUDENTSoftentellmetheyfeelliketheyareexperiencinghistoryinthemakingduringtheirstayinAthens.Myclasses–onEuropeanintegrationandthecrisisinGreeceandEurope–certainlyhavea'breakingnews'quality,inevitably.Everydaythereissomethingnew,somelatestdevelopmentconcerningtheissueswearestudying,leadingtolivelyclassdiscussionsanddebates:newausteritymeasuresbeingdiscussedintheGreekParliament,visitsfromrepresentativesoftheTroikainAthens,theveryvisibleeconomicandsocialimpactoftheEurozonecrisis,theinfluxofrefugeesintothecountry,theimpactofBrexit,theriseofterrorismandextremisminEurope...allinterlinkedandinterdependent.WefrequentlyjokewiththestudentsabouthowoftenIhavetochangeandupdatethereadingsinordertokeepupwithcurrenteventsandthatourclasshasturnedintoanacademiccliffhangerwithsomuchsuspense-AthensbeingtheepicenterofHistoryinthemakinginEuropeandtheMiddleEast.

LivingandstudyinginGreeceduringthesemostdifficultandchallengingtimesseemstohavebroughtoutthebestinmanyofmystudents.Theyhaveshownaninterestinseeingandexperiencingfirsthandthesocialrepercussionsoftheongoingcrises:theyhavewitnessedanti-austeritydemonstrations,engagedinlivelyconversationswithAthenianshitbythecrisis,volunteeredatvariousnonprofitorganizationssuchasDoctorsWithoutFrontiers,visitedrefugeeshelters,spenttheirweekendsinteractingwithandentertainingrefugeechildren.Myclassesareinevitablycombiningboththeoryandactioninahands-on,uniqueway.

WhenmystudentswritetomeaftertheyleaveAthens,theirmostcommonexpressionis“Ican’tevenbegintotellyouwhatalifechangingexperiencethiswas”.WithoutexceptiontheytellmethattheyhavebeensomovedandsodeeplyaffectedbywhattheyhaveexperiencedandseenduringtheirstayinAthens,thattheylongtocomeback,towork(teachingEnglish)tovolunteer,orjusttovisit.TheirloveaffairandknowledgeofourcontemporaryworldstartedinGreece,atCYA!

RITSA PANAGIOTOU B.A.,PoliticalScience&Russian,WellesleyCollege,M.Phil&D.Phil,InternationalRelations,OxfordUniversity(St.Antony’sCollege).


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LIVING LIFE AS A SOCRATES’ FOOL

THEPHILOSOPHYclassesIteachatCYAaredesignedsothatstudentscanmovebetweentheScyllaofamuseumtourinthestuffedwondersofancientthoughtandtheCharybdisofthefantasyofalivedexperienceofancientGreeceitself.

Tocommunicatethethoughtoftheancientthinkersasalivingalbeitoldandfoundationalphilosophicalreality,Ifollowadoubleroute:Iteachstudentshowtotreatthetextsasatoncetheobjectofinterpretation,andananswertoquestionsweshouldstillbeaskingourselves.

ToteachinterpretationIdothefollowing:Iassignfreeanduncensoredreflectionsonthereadingsbeforeeachclass;Ioftenfocusclassdiscussiononbelaboringaninterpretationofaspecificbitoftext;Iinvitescholarstogiveguestlecturesontheirlatestresearch;weattendphilosophicaleventstogether,etc.

Toteachphilosophicalactivity,Ibuildeachclassasadialogue(inthefirstpartIguidestudentstoraisethequestionsofthetextsthemselves,thentoseewhatthetexts’answerisand,finally,whattheirownanswersmightbe);Iencouragestudentstoco-shapetheclassbypresentingmaterialtheythinkisrelevanttoourquestionsafterpriorconsultationwithme;InthesyllabusIincludemodernandcontemporaryworksofphilosophyandart,whichrelatetothequestionsoftheclass.Inthiswaystudentsseeancientphilosophyatworknotonlyinitshistoricalbutalsoinitssynchronicdimension,thusrelatingbothtothefieldofphilosophyitselfandthecontemporaryrealitiesthatmakephilosophyurgent.

Thisisasmallpartofwhatastudentwroteinoneofhisreflectionsontheclassasawhole:

“Youhaveaskedustoprovide“onefinalreflection,butthistimeontheclassitself.Yourfree,unreserved,genuinefeelings/thoughtsaboutwhateverisonyourmindinconnectiontoourclass.”Ihaveoneglaringproblemwiththisrequest,andthatistheimplicationthattheclasshasended.Regardlessofwhetherornottwenty-somethingstudentsofphilosophywillbemeetinginanAthenianclassroomtwiceaweek,orwhetherornotweeachflyawaywithsomekindoflettergradetoaddtoagrowinglistofclasseswecall“college,”Idon’tthinkanyofuscantrulycallthiscoursefinished.YouhavedoneirreparabledamagetomyattempttolivelifeasSocrates’fool,andIdon’tthinkIcanthankyouenough…

EVGENIA MYLONAKIPhD,UniversityofPittsburgh


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URGING STUDENTS TO GO BACK TO THE FUTURE

DEMETRIS KAMARAS,PhD(Journalism)CityUniversity,London

Capturingtheattentionspanofmillennialsisquiteatask.Especiallywhenyouembarkonastructuredattempttoprovoketheirthinkingasregardssocialnetworks,i.e.students’wayoflife.

Therefore,thevariouswaysmessagesaremediatedviatraditionalanddigitalmediainGreeceisafieldthatmatchestheirturf,theireverydayliving,amidstahugeamountofinformation,numerousteasersoriginatingfromofficialandfriendliersources,aboutthingstheyreallycare,orarereadytoridicule.

Atthesametime,theworldofsocialnetworks(orpersonalmedia)isamatterofscientificexploration,digginginthetheoreticalstructureofcommunicationsthatisnowputundercompleterevision.Therevisitingandconstantdeconstructionofoldtheoriesthroughthedigitalprismisoneofthestudents’favorites.Theyarereadytojumpfromtheirfriends’funnycommentsonFacebooktothelatestincidenceinmainstreampolitics.

Millennialsarelikethis.Theyhaveashortattentionspanbuttheyarereadytomeaningfullyquestiontraditionalstereotypesandtheoreticalperspectivesthatdonot‘fitwell’.Besides,theyaretheindigenousofthedigitalrevolution,viewingthepreviousgenerationasthedigitalmigrantswhoaretryingtoadapt.Andtheyareright!

Intheacademicversionofsocialnetworksandtheireffectsonjournalism,newsmakingandcontentmanagementatlarge,thefeedbackfromyoungstersisequallyusefulasthelecturematerial.Thesynthesisofmultidisciplinaryresearch(designedtocompetewiththeshortattentionspanandtheinsightofthenewgeneration)withgenericactionandreactioniswhatformstheeducationalexperience.

Besides,wearejustheretoofferthemthetoolstoexplorethemselvesandacquaintthemwiththeindustrytoexplorethepractices,thecampaignsandthespinningofmessages.Naturally,intheirencounterswithcommunicationexecutivesinpoliticsandcommunicationagencies,theprofessionalsappearequallyeagertodrawsomefirsthandexperiencefromourstudentstoo.Atthatparticularmoment,brainstormingisatitsbest!

cyathens.org | #cyathens ebook.pdfthe cya experience 2 cyathens.org about cya environment through a...

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