Institutehttp://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 04/07/2020 16:43:17 | Narrating the story of a failed national transition 50 promemorandum discourse that has been propagated by the political establishment and mainstream media since the outset of the crisis and that interprets the current crisis as a crisis of Greek identity: Greece failed to reform where necessary due to the domination of the traditional political culture (over a "modern" one) that is to blame for the failed transition since 1974 to postwar European modernity. The second part of this article situates this dominant narrative within the broader context of scholarly literature and academic discourses that have attempted, in different periods and in diverse ways, to conceptualise and prescribe the transition to modernity followed not only by Greece, but by other societies the world over. By unfolding the creation of this "failed transition" story while examining it in relation to broader narratives and discourses, this brief study forms a vantage point from which to observe how history is experienced by societies in crisis and, thus, witness "history in the making".
HISTOREINVO LUM E 7 ( 2007) 21 of future time and of the social expectations and anxieties in writing and thinking history is often undervalued in the history and theory of historiography.2 This paper argues that the exploration of the link between utopian and historical thinking is necessary for understanding the horizon of longterm social expectations in writing history. From this point of view, ideas about the future are part of the deep structure which forms our understanding of what is historical thinking.
This paper invokes cognitive developmental theory as a means for preparing citizens to deal with and resolve conflicts within or across nations. We take the centuries-old Greek–Turkish dispute as an example. We first outline a theory of intellectual development postulating that mental changes emerge in response to changing developmental priorities in successive life periods, namely, interaction control in infancy, attention control and representational awareness in preschool, inferential control and cognitive management in primary school, and advanced forms of reasoning and self-evaluation in adolescence. Based on this model, we outline a control theory of wisdom postulating that different aspects of wisdom emerge during development as different levels of control of relations with others: trust and care for others in infancy, taking the other’s perspective, reflectivity, and empathy in preschool, rationality and understanding the rules underlying individual and group interactions in primary school, and understanding the general principles of societal operation explaining the differences in approach and interest between groups in adolescence and early adulthood. We also outline the educational implications of this theory for the education of citizens by capitalizing on intellectual strengths at successive developmental periods to comprehensively understand the world and to act prudently when dealing with interpersonal and social or national conflict. Finally, the paper discusses the political constraints and implications of this theory. This is the first attempt to derive wisdom from the development of cognitive and personality processes from infancy through early adulthood and to connect it to serious world problems.
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