Members of the Academic and the Educational Communities

A HELLENIC EDUCATION PLAN

FOR

AMERICA

AUTHORED BY A COLLABORATION TEAM OF:

Members of the Academic and the Educational Communities

AND

The Educational Project Committee of The Hellenic Link, Inc.

NEW YORK 2005THE

THE HELLENIC LINK, INC.

SUITE NO. 27 8, 38-11 DITMARS BLVD

ASTORIA, NEW YORK 11105

E.mail: Web Site:

“We must continue to keep faith with our Hellenic patrimony. Failure in this matter would not only involve cultural dereliction; in the end, it would contribute to abandonment of culture itself.”

The Song of Hellas

Dr. Michael Soupios

C.W. Post College

Long Island University

ACKNOWLEDGMENTS

The Hellenic Link, Inc. wishes to express its gratitude to the numerous colleagues who responded enthusiastically to its invitation to collaborate in the development of the present Plan. They include faculty members of United States and Canadian academic institutions, who voluntarily offered ideas from their wisdom and broad experience to guide and shape this Plan:

Peter S. Allen (Rhode Island College), John P. Anton (University of South Florida), Rev. John Chryssavgis (Hellenic College/Holy Cross), Rev. Demetrios J. Constantelos (Stockton College), Van Coufoudakis (Intercollege, Nicosia), Strati Demertzis (Hofstra University), Constantine J. Efthymiou (St. John’s University, ret.), Helen Dendrinou -Kolias (Cornell University), George A. Kourvetaris (Northern Illinois University), Dean C. Lomis (University of Delaware, ret.), Byron G. Massialas (Lynn University), Nikos Metallinos (Concordia University, Montreal), Dimitrios G. Oreopoulos (Toronto University School of Medicine, ret.), Tom Papademetriou (Stockton College), Alice Scourby (Long Island University), Grigorios Sifakis (New York University, ret.), Michael Soupios (C. W. Post College, Long Island University), Katina Efthymiatou-Stabile (Queensborough Community College, CUNY, ret.), and Constance V. Tagopoulos (Queens College, CUNY).

The following educators also contributed substantially to the drafting and successive improvement of three drafts: Argyri Apostolou (Fort Hamilton High School, Brooklyn, NY), Stella Economou (Westchester Community College, NY), Constantine G. Hatzidimitriou (Board of Education, New York City), Nike Katsounis (Museum of Natural History, Cephalonia, Greece), John Siolas (Day School of St. Demetrios, Jamaica & St. John’s University), Georgia Thanasoulis (Bronx High School of Science, NY), Stella Theoharopoulos (Sts. Peter and Paul Greek School, Glenview, IL), and Andreas Zachariou (Day School of St. Spyridon, Manhattan, NY). In the same vein, we also wish to acknowledge with gratitude the very valuable assistance of Nikos Nikolidakis, Counselor of Education at the Consulate General of Greece, who kindly provided data on programs of educational support of Greek American schools by the Greek government and by Hellenic educational institutions.

Special acknowledgment is due to the members of the review panel, Drs. Rev. Demetrios J. Constantelos, Byron Massialas (Chair), Nikos Metallinos, Michael Soupios, and Grigorios Sifakis. Their insightful comments contributed greatly to a balanced presentation of the consensus of ideas, views, and recommendations expressed by the contributing writers.

Special recognition is due to Nike Katsounis forher masterful editing of the Greek translation of the Plan, to Georgia Thanasoulis for her meticulous and accurate recording of the amendments adopted at the final review session of the plenary Drafting Committee, and to Nikos Varmazis, PE, for offering valuable technical assistance for the presentation of the Plan via the electronic media.

Last but not least, the Board of Directors and the Membership of The Hellenic Link, Inc. wish to cite with gratification the invaluable contribution made by the members of the Drafting Committee, Drs. Constantine J. Efthymiou, Dean C. Lomis, and John G. Siolas in sustaining the motivation and the required spirit of effective collaboration among the group of contributors and for coordinating this project from its outset to its mandated meaningful conclusion.

CONTENTS

Acknowledgements ii

Executive Summary iv

Prologue viii

I. The State of Hellenic Education in America Today:

A Ringing Call to Action 1

II. Greek Language and Culture Programs of the Church 7

III. Classroom Problems and Some Suggestions14

IV. Determining the Scope and Sequence of a Modern

Greek Curriculum20

V. Hellenic Education in the Public Schools of America28

VI. The U.S. Academic Institutions and the Hellenic-American

Community: Some Early Interactions on Hellenic Education37

VII. College-Level Courses for High School Students:

A Much-Needed Innovation43

Epilogue50

Appendix52

Selected References69

EXECUTIVE SUMMARY

I. THE STATE OF HELLENIC EDUCATION IN AMERICA TODAY:

A RINGING CALL TO ACTION

This unit presents, in capsule form, some of the conditions under which Hellenic education in the United States of America is delivered. Most sources concur that the demise of Hellenic education is imminent. To avert this, concentrated efforts must be made by all the shareholders—local Greek communities, Greek Orthodox churches, civic and fraternal organizations, the Greek Archdiocese, and the Greek government.

The malaise that Hellenic education suffers from is a function of adverse conditions faced by the Greek language and culture schools, schools that are attached to local churches. These conditions generally include a) lack of adequate material as well as psychological support by the local churches and their parishes, b) meager and/or ineffective support from Greece, c) lack of language teacher availability, d) textbooks not meeting the needs of Greek American children and youth, e) lack of vertical and horizontal coordination in the school curriculum, and f) little use of modern instructional methods and new technologies in the classroom. A significant result of these adversities is the gradual reduction of students enrolled in the Greek parochial schools.

The opening unit sets the stage to examine carefully the conditions under which the Greek language and culture schools operate and to provide a set of recommendations for a rebirth or redirection of Hellenic Education in America. Hopefully, these recommendations will be followed by an Action Plan that will be implemented by joint efforts of all shareholders.

II. THE GREEK LANGUAGE AND CULTURE PROGRAM OF THE CHURCH

This unit concentrates on the conditions of learning and instruction in the church-related Greek language and culture schools. These schools operate under regulations issued by the Greek Orthodox Archdiocese of North and South America. During the 2003-2004 school year, there were 23 day schools enrolling 4,374 students and 277 afternoon or Saturday schools enrolling approximately 20,000 students. These schools use an amalgam of curricula and textbooks, some provided by the Archdiocese, some by the Greek government, and some by private publishers. Very little uniformity exists since curricula and instructional activities have not been standardized. The Department of Education in the Archdiocese, with very limited human and material resources, has not been able to provide the leadership to meet the challenges of offering uniform and quality Greek language and culture education.

The unit provides statistics that clearly suggest that teaching Greek language and heritage is not a priority in many church-related schools. Of 14 Greek day schools in 1997-98 school year, only one school operated in the black. The rest had annual deficits ranging from $15,000 to $120,000. While the statistical data are six years old, there is no reason to assume that these deficits have disappeared. Despite efforts by the Archdiocese to procure funds from various sources to meet its responsibilities, the call has not been met by Greeks in America, including major Greek civic and fraternal organizations.

The unit further elaborates on the classroom conditions of Greek schools. It points to problems affecting children attending these schools, especially the part time students, who are asked to learn Greek on top of their daily tasks in the public schools. In addition, students are rarely offered innovative and creative programs utilizing new technologies. Many careful observers claim that lessons are taught in a cut and dried fashion that rarely challenges students. The unit ends by suggesting that to survive in America, Hellenic education should look for support in state-supported programs such as public, bilingual or dual language schools, charter schools, and other schools based on private initiatives.

III. CLASSROOM PROBLEMS AND SOME SUGGESTED IMPROVEMENTS

This unit recaps learning and instruction in the Greek schools and offers suggestions for improvement. It argues as well for a change in instructional methods to better accommodate the backgrounds and interests of the learners. It recommends that, in addition to learning how to read and write, students should be involved in such activities as field trips, cultural events, traditional dancing, computer-based language, culture-interactive games, etc. In special seminars, teachers should develop the skills to get their students to regularly participate in such culture-building activities. The Internet, a major instrument of communication, is currently ignored, and it should be made a first-order priority in all seminars for teachers. For example, students who use the Internet can create national and international learning communities, advancing their knowledge of ethnic identity and providing an incentive to explore further their heritage. ODYSSEUS 2004 provides an example of successful integration of technology and instruction that provides mutually interesting learning events among Greek children residing in various geographical regions of the world.

The unit proposes creating a Board of Advisors for Hellenic Education to operate on a national level and engage in such tasks as standardizing curriculum and instruction in the target schools, providing for teacher recruitment and professional development, sponsoring educational research including assessment of Greek school performance over time, developing and printing textbooks and materials, and introducing new educational technologies in the classroom.

IV. DETERMINING THE SCOPE AND SEQUENCE OF A MODERN GREEK CURRICULUM

This unit begins with the assumption that a viable program consists of four elements: a set of educational objectives, a content that relates to the objectives, instructional methods to implement the objectives, assessment procedures to ascertain whether the objectives are being achieved. The four-component program—if well thought out and standardized—should provide meaningful Greek language and culture instruction in the schools. The program content, as related to the objectives, includes both linguistic and cultural elements.

This unit provides a model program of studies, which identifies the content and the learning outcomes for five levels, roughly corresponding to the grade level of students in the elementary school. Each level provides some detail of both the subjects to be taught and the skills to be attained. Reading and writing are emphasized at each level as well as work in history and geography of Greece.

V. HELLENIC EDUCATION IN THE PUBLIC SCHOOLS IN AMERICA

The unit outlines state-sponsored Greek language programs. With the influx of immigrants in the late 1960s and early 1970s, the U. S. government obliged the states and local school districts to offer bilingual education to students of limited English ability. Under federal guidelines, bilingual programs were offered in many languages including Modern Greek. The majority of these programs were offered where there were large aggregations of Greek immigrants, e.g., New York, Chicago and Boston. With the passing of time, the Greek language programs have gradually diminished, primarily as a result of the slowdown in Greek immigration to the United States.

The unit also includes a description of the Greek language and culture program in the Bronx High School of Science in New York. The program follows the New York Regents guidelines and has, over the years, attracted many students from the multi-cultural society of New York City. The successful evolution of the program and the experience gained can serve as a role model for the possible development of Hellenic educational programs, with appropriate infrastructure and financial support, for high schools elsewhere in America.

A recent development has given ethnic minority students the opportunity to attend charter schools. These schools, created with public funds in each school district, generally offer non-traditional programs of study to interested students. The unit presents brief descriptions of three such school programs in Florida that, while open to students of all ethnic backgrounds, focus on themes related to Greek language and culture. Charter schools may be a possible replacement for bilingual schools, meeting some of the needs of children and youth of Greek heritage.

Fortunately, the range of opportunities and resources for language and culture learning in the United States is promising. However, these opportunities are scattered around the country and lack program coordination and standardization. This condition supports the position of this Plan, mentioned earlier, to create a new national agency to provide leadership in developing instructional goals by coordinating various programs and setting up standards to establish uniformity in Greek language and culture curricula.

VI. THE U.S. ACADEMIC INSTITUTIONS AND THE HELLENIC

AMERICAN COMMUNITY: SOME EARLY INTERACTIONS ON HELLENIC EDUCATION

This unit deals with teaching Hellenic Studies at the post-secondary school level. It presents, in capsule form, a number of Hellenic or Modern Greek Studies programs that generally have a dual purpose: a)to educate American students about the ancient and modern Greek civilization, and b) to provide language and culture instruction to students of Greek heritage. The significant impact that an interested Hellenic community can have on these programs is highlighted. The programs include the Byzantine and Modern Greek Studies at Queens College of New York as well as the Hellenic Studies programs at Richard Stockton College of New Jersey, St. John’s University, the University of Connecticut, and the University of South Florida.

The Plan recommends that these and similar programs be supported and strengthened since they perform a valuable service for the generations of Greek Americans seeking a post–secondary school education. Hellenic programs of appropriate subject depth are also significant because they may give students of Greek heritage an opportunity to pursue a teaching career involving Hellenic education in primary or secondary schools.

VII. COLLEGE-LEVEL COURSES FOR HIGH SCHOOL STUDENTS: A MUCH-NEEDED INNOVATION

This unit covers programs of Hellenic studies to be offered preferably through the Hellenic College of Brookline, Massachusetts. A proposed Hellenic studies program using distance-learning procedures is presented in detail. The purpose of this program is to reach areas that are served by few, if any, Greek language and culture programs during the adolescent years of the Greek American youth. It is proposed that each Greek Orthodox Church Community identify parishioners or other professionals with appropriate credentials to serve as adjunct professors for the Hellenic College or another host college and provide local instruction to secondary school students interested in pursuing Hellenic studies. Courses for each college level, freshman through the senior, are described in some detail. Students advancing through the program gain college credits that may apply to a degree program either at Hellenic College or another college or university. A minimal tuition is proposed to cover expenses and instructor compensation. A six-week educational module is suggested to take place in Greece during the summer. It would include instruction in the language, an internship for language application, and scheduled opportunities for cultural enrichment. The proposal merits considerable thought since this type of program has a significant outreach capability. In this context, online instruction may also be seriously considered.

PROLOGUE

The Hellenic Education Plan for America offered by The Hellenic Link, Inc., a Greek American cultural organization, is the result of the collective efforts of Greek American educators, from various regions in the United States and Canada. This group, after reviewing the state of Hellenic education in America, has sought to provide creative ideas to meet the Hellenic education needs of Greek American and Greek Canadian youth in the 21st Century in order to preserve their Hellenic heritage. This interest arose because Greek Americans are concerned about the viability of present and future Hellenic education, and they desired to meet its needs and provide relevant improvements for future generations.

The Hellenic Education Plan for America is addressed to all persons of Greek descent. However, there are primary targets: educators, parents, supporters, parish councils responsible for the operation of Hellenic education, and the communities that want to maintain or create Hellenic education and incorporate improvements to meet 21st Century demands. The Plan is also addressed to the Greek government and to the Greek Orthodox Church because they are pivotal to planning and executing educational improvements. It is also intended to inform Hellenic civic organizations to elicit their cooperation and generous support.

The Hellenic Education Plan, in seven thematic units, highlights the need for changes in Hellenic education to meet the demands of our constantly changing society. It has entailed two years of preparation, review, and alteration. The authors and contributors to the Plan—developed under the auspices, guidance, and care of The Hellenic Link, Inc.—envision a positive and supportive outcome by the Hellenic community through its civic leaders, in cooperation with educational authorities in the United States, Canada, and Greece.

The Hellenic Link, Inc.—as a cultural association of professionals in various disciplines together with the Plan participants, who are specialized educators and scholars—believes that the preservation of the Hellenic heritage through education is a noble objective for society at large and considers the Hellenic Education Plan for America to be both a challenge and an opportunity toward achieving that objective.

I. The State of Hellenic Education in AMERICA TODAY:

A ringing call to action

The Early Years

Our Greek immigrant forefathers emulated their ancient ancestors in establishing Greek colonies when they set up Greek American communities, built Greek Orthodox churches, established Greek language schools, and resided near them. The closeness of the community preserved unity and provided the young with the essentials of a basic Greek education, culture, heritage, and religion. The spirit of Hellenism was evident in the people’s desire and expectation that their offspring would be well educated.