Η αντίληψη της εμπειρίας στο νομοθετικό έργο του Μίλτου Κουντουρά.

Abstract

Miltos Kountouras constituted one of the most important Greek educators who acted in the interwar period. His name was associated with the educational policy followed by Eleftherios Venizelos during the last four years of governing the country (1928-1932) and specifically with the educational reform of 1929, under the ministry of George Papandreou. As a close associate of the latter, and a member of the Educational Advisory Council, he drafted laws with the intention of the rebirth of education, which, in order to be feasible had to originate from experience. Education had to leave behind the past and build a future that would be based on the roots of the Greek society, without being rooted in outdated times, based on the language that is the experience itself, that is the vernacular. “The problem […] is not only whether vernacular will enter and how it will enter our entire Education […] but whether the purist Greek will come out, as soon as possible, from the School and from our lives” (Kountouras, 1933). The purist Greek was the type of language which offered “a false and deceptive image of life” in contrast to the vernacular which led “a pure soul to see, to conceive and to feel deeply, an also pure and true reality” (Kountouras, 1933).  So, the perception of M. Kountouras that the experienced experience is reflected through the language that is easily understood and does not trap the child’s soul and pedagogical science, is reflected in his suggestions for the vernacular language and its establishment in the modern school.