Educating the whole person : the case of Athens College, 1940-1990

• Main Author: Giannakopoulou-Tsigkou, Polyanthi
• Published: University College London (University of London) 2012
• Subjects: 378.495
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573046

This thesis is a historical study of the growth and development of Athens College, a primary/secondary educational institution in Greece, during the period 1940-1990. Athens College, a private, non-profit institution, was founded in 1925 as a boys' school aiming to offer education for the whole person. The research explores critically the ways in which historical, political, socio-economic and cultural factors affected the evolution of Athens College during the period 1940-1990 and its impact on students' further studies and careers. This case study seeks to unfold aspects of education in a Greek school, and reach a better understanding of education and factors that affect it and interact with it. A mixed methods approach is used: document analysis, interviews with Athens College alumni and former teachers, analysis of student records providing data related to students' achievements, their family socio-economic 'origins' and their post-Athens College 'destinations'. The study focuses in particular on the learners at the School, and the kinds of learning that took place within this institution over half a century. Athens College, although under the control of a centralised educational system, has resisted the weaknesses of Greek schooling. Seeking to establish educational ideals associated with education of the whole person, excellence, meritocracy and equality of opportunity and embracing progressive curricula and pedagogies, it has been successful in taking its students towards university studies and careers. Alumni's records and their memories of community life at Athens College revealed their learning experiences and their points of view on the impact Athens College had on their lives. The achievements of Athens College students have shown that school does matter and can - to a certain extent - counterbalance social inequalities.