PEDAGOGICAL REALISM TO THE ERGOGRAPHY OF KOSTAS CHRISTAKIS

Abstract

The pedagogical realism to the ergography of Kostas Christakis is highlighted by his timeless views on inclusive special education and training, which he has held for more than fifty years [1970-2024]. Pedagogical realism emerges from reading his ergography regarding practices of intervention for primary and secondary school. Kostas G. Christakis was born and raised in Crete (Myrtos Ierapetras, 1937) and lives in Chalandri, Attica. He is one of the most eminent pedagogues and scholars in the Greek in the field of special education. After his basic studies at the Pedagogical Academy of Heraklion, Crete, continued his studies with post-educational and educational programs in Greece and abroad. From an early age, he turned his interest and attention to the education of children with special difficulties and needs (special education). His work during his many years of work as a professor at all levels of education is rich not only in volume, but also in quality. On the occasion of the increasing school violence (Law 5029 2023) and the difficulties of teachers in supporting students with special needs, we approached the pedagogical texts of Kostas Christakis in our present study. The purpose of this paper is to present the positive and optimistic pedagogical applications that have been implemented with successful results for all. This is how the author proposed the award of an honorary doctorate. So, on Wednesday, June 14, 2023, at 12:30 in the Conference Room of the Department of Philology (Old Camp Building - Eastern Centre, Kalamata), at the 12th meeting of the Academic Year 2022-2023 of the Assembly of the Department of Philology, one of the topics discussed was: Request for the recognition of Teacher and writer Kostas G. Christakis as an Honorary Doctor of the Department of Philology [see figures 1, 2]. More specifically and very briefly it is presented the pedagogical realism of Kostas Christakis has been mapped by his contribution to teaching programs and strategies in the neurodevelopmental areas of learning readiness (Ministry of Education-Pedagogical Institute 2009) and perspectives through neuropedagogy in the twenty-first century. Another important point that pedagogical realism runs through its work in all the context of the special education curriculum is the meaning of the decategorization of disabilities in life and perspective with new technologies. Finally, a point of reference for the promotion of pedagogical realism is the treatment and management of the complex cognitive, emotional and social difficulties of male and female students in the modern school. In closing, the contribution to the ergography of Kostas Christakis is underlined by the important consideration, according to which the interdisciplinary treatment of behaviour problems, in the modern school, gives precedence to the pedagogue. Christakis' legacy is that the teacher can design and implement realistic programs of teaching interventions that include behavioural goals with an emphasis on the linguistic understanding of rules and limits and the experiential expression of social skills.

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