KirykosKonstantinosMsc2015.pdf

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112

ABSTRACT Mount Athos, in the consciouness of the Greeks considered a historic expres-

sion of the progress of the nation. It is the largest spiritual bastion, which has received influences from both the orthodox teaching and the ancient Greek spirit.

Apart from geographical space is the soul dwelling and place of prayer. Since its inception radiated and radiates throughout Orthodoxy. For Greeks, especially the Ottoman period, was great national and spiritual center.

During the 17th to 18th century, came from Mount Athos excellent personalities, educated and cultured men who toured the Greek regions as patriarchs, priests, teach-ers, intellectuals, preachers, which consolidated the faith of the enslaved Greeks and prepared the rebirth of the nation.

Their base of operation was the Athonite Academy, which throughout the edu-cational supply flourish and decline. However, continued to perform its role and ful-filled its purpose. Great Teachers of the Nation, bright personalities and remarkable spirit personalities came to it, to teach. It was so much the disposition of some of them, thats tried to organize in the best possible manner to the contribution of the Or-thodox Church to be the best possible.

Milestone for the operating results over than Eugene Voulgaris. Voulgaris inau-

gurated a new era in the history of Greek Education. Brilliant thinker and operator of European ideological currents and scientific discoveries, reported first in the East the orthologism and empiricism, combined with the orthodox Christian spirit.

The Athoniada was an important spiritual hotbed of Greek Orthodoxy and colli-sion point of liberal and conservative tendencies both among teachers and between the monastic brotherhood of the Mount Athos. Also contributed significantly to the reviv-

113

al of the modern Greek nationalism and regeneration of cenobitic and ascetic ortho-doxy.

This paper attempts to examine the contribution of the Athonite Academy in Education and the Awakening of the Nation. Covering the period from 1749, found-ing date of School near the Monastery of Vatopedi, until 1821, at which time the Athoniada, because the start of the Greek Revolution, ceased its operations. The pur-pose of this study is to highlight the crucial role of Orthodox Church in spiritual cul-ture of the enslaved Greeks and preparing for their National Renaissance.

The paper divided into four chapters: The first chapter describes the historical context regarding the role of education

and is divided into four sections. The first section refers to the issue of Education dur-ing the Ottoman rule. Provide information about the offer or not the Orthodox Church in this matter, and pays particular attention to the Secret School, expressing the views of both sides concerning the existence or on the myth. The second section refers to the establishment and operation of ecclesiastical educational institutions and their role in providing knowledge to the enslaved Greeks during the Ottoman rule, in order to spiritual uplift. The third section refers to the movement of the Enlightenment and its extensions to Hellenism and Orthodoxy. The fourth section examines the contribution of Ecclesiastical Education in educational matters throughout the duration of the course, from its inception until the present time.

The second chapter is the main body of labor and refers to the Athonite Acade-my. The first section describes the conditions and criteria which make it imperative to the creation of the School in Mount Athos. The second section includes those ele-ments which concern the establishment of the School, the curricula, teachers, students and the steps taken to ensure that adequate financial resources for its maintenance. The third section is devoted to the polymath Teacher of the Nation, Eugene Voulgaris. The didactic activity, authorship of the work, the effort to combine modernity and tra-ditional ideas, the struggle against the spirit of korydalismou are matters dealt with in this section. More generally, attempting an outline of the multifaceted personality of Eugene, electing him as the one man who had the reputation of most qualified scholar of his time in the philosophy, thus establish the field of education a new edu-cational standard. In the fourth section, record the reactions from various sides, aim-ing to block the work of the School and the formation of a negative attitude to Eugene

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Voulgaris. The fifth and final section of the chapter describes the efforts rebuilding and reopening of the School after the departure of Voulgaris. All these attempts to reorganize Athoniada was temporary and helped chart the course for the final closure of the Academy.

The third chapter refers to the contribution and influence of Athoniada in Greek Literature and divided into two sections. The first section refers to the influence which brought the Mount Athos in Education of the Nation and culture of the Balkans and demonstrated the offer and contribution both Athoniada and the Greek Education in intellectual reconstruction of Orthodox peoples of the Balkans. The second section anthologies some intellectuals, which linked its name with the Athonite Academy and whose work marked the effort of the enslaved Greeks for spiritual awakening and na-tional rehabilitation.

The fourth chapter includes our observations and findings concerning the offer of Athonite Academy in spiritual uplift of the Nation and his preparation for the evan-gelization of the National.

The paper ends with a conclusion and with the presentation of the relevant lite-rature.

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