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Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

Wednesday, 15 November 2017

Greek Urban Warriors: Resistance & Terrorism 1967-2014 by John Brady Kiesling

Ήμασταν ζωντανοί νεκροί         (We were the living dead)
μας δίνανε μ’ ανταλλαγή           (they exchanged us for)
τη μπόμπα την ατομική             (the nuclear bomb)
Το Ισραήλ για να σωθεί             (To save Israel)
ακόμα ο στόλος ναυλοχεί          (the fleet is still charging forth)
γεμάτη πόρνες η ακτή               (the coast is full of prostitutes)
κι αν φύγανε οι Γερμανοί          (so what if the German left)
ήρθαν οι Αμερικανοί                 (the Americans came)
καινούρια πάλι κατοχή              (again a new occupation)
Panos Tzavellas, Ξυπνήστε (Wake Up), 1975 https://www.youtube.com/watch?v=XGqG9FYwMUA

The 17th of November is supposedly a day of commemoration in Greece, in remembrance of the events on 17 November 1973 at the Athens Polytechnic. It invariably starts with what sets out to be a peaceful march through some central Athens thoroughfares; by the time the marchers get to the terminal (the US embassy), the march turns into a violent street brawl, composed mainly of hoodies, with costly damages made against public and private property. Leftist struggles against capitalism lose their meaning in such actions. This has in effect happened with the date of the commemoration of this event, which lent itself to the name of a now defunct Greek terrorist organisation, 17 November (abbreviated to 17N) with a world record of "27 years of deadly political violence before the first arrest" of one of its members, which sparked its unravelling. Most but not all members of 17N were identified, arrested and jailed, effectively putting an end to the fear that had overtaken Greek society of an attack staged by them. Home-grown Greek terrorism still exists, but in a less organised microform compared to 17N. Most of the time, the perpetrators of such crimes are caught: they are often young people (mainly men) disillusioned with the failings of their personal life, which they blame on the government, and the deterioration of a capitalistic society. A 29-year-old, believed to be working with the Conspiracy of Cells of Fire group and accused of sending letter bombs to Greek and German politicians, is the latest to be arrested (see http://www.lifo.gr/now/greece/166427).

Last week, Dimitris Koufodinas, one of the most loyal members to the 17N ideology, was released from jail on temporary leave, which raised a political storm both in Greece and abroad, not least because another member who had been granted furlough two years ago did not return to jail until he was rearrested after a year on the run. Provocative photos of Koufodinas were splayed all over the news websites as he came out of jail - followed closely by his wife, lawyer and son Hector (whose birth father was registered under the name of another 17N member, a former husband of hector's mother because Koufodinas lacked valid ID) - with a huge smile on his face and his arms outstretched as if ready to embrace long lost friends.


Understandably many people whose lives were upturned by 17N's murder of loved ones were hurt by this action, but it also has to be said that it was a perfectly legal action and Greek law was being implemented to the letter, as even the Greek prison officers' federation was quick to point out (see http://www.cnn.gr/news/ellada/story/105006/omospondia-sofronistikon-ypallilon-o-koyfontinas-dikaioytai-adeia). If you have read "Greek Urban Warriors: Resistance & Terrorism 1967-2017" (GUW) by John Brady Kiesling, then you will know how astute Koufodinas has always displayed himself in his ideological beliefs, and what a 'model' terrorist he was - a rebel, supposedly 'with' a cause.

Kiesling was once a career diplomat serving US embassies until he resigned during his term in Athens (see http://www.nytimes.com/2003/02/27/international/us-diplomats-letter-of-resignation.html). His book on Greek home-grown politically motivated terrorism is a very thorough piece of work. The success of the book lies in the fact it has been written by a non-Greek who knows Greek society very well. Other accounts of Greek terrorism written by Greeks tend to melodramatise the ideals of the terrorists or simply write them off completely: accounts differ according to the political leanings (left or right) of the writers, as left- and right-wing factions make accusations against one another. Kiesling is not Greek, so he is more neutral in his analysis of the situations.

My main interest in reading GUW came from my assumption that Greeks are generally a disorganised race; how then, could anyone in this country have organised so many terrorist attacks over a period of a quarter of a century without being caught? Were it not for a failed bombing attempt in 2002 involving two of the members, one of whom was seriously injured and could not escape, 17N could probably have survived longer. When they were finally caught, we discovered that all those involved were a tightly knit group of Greeks, partly family and partly friends, masterminded by an eccentric ex-professor, with a handful of loyal servants to the cause. In essence, 17N was a group of thugs.

Apart from the analysis on Greek terrorism, GUW gives the reader a good idea about the political situation in Greece during each time period described, whenever an attack took place, tracing up to half a century of modern Greek post-WW2 history. The story of 17N is very useful for piecing together the events of recent times, covering important historical events, such as the military coup of 1967, the end of the junta in 1974, Greece's entry into the EU in 1981, the embezzlement scandals in the late 80s and the years of false prosperity in the 90s, leading to the arrest in the summer of 2002 of an almost dead 17N member Savvas Xiros, who doctors managed to bring back to life so that the police could make him sing, bringing the 17N racket down like a house of cards. Greek identity is not the focus of the book, but the account of the exploits of 17N as described in the book confirm various aspects of Greek identity and how Greek society has developed over those years. All the quotes below come from GUW.

The first victim of 17N was American Richard Welch, CIA chief of the US embassy, on 23 December, 1975, hence the dismay expressed by the US on hearing that a convicted 17N member was given leave, even though Koufodinas had nothing to do with this murder as it was way before his time. At the time of the murder, US influence (aka 'interference') was well established in Greece, since the execution of the Marshall plan:
"In 1952 Greece was an authoritarian state dependent on US economic support... an American protectorate..."
Anti-American sentiment had built up in Greece since then, and it was widely known that the US clearly supported the military dictatorship which had ended only 18 months before the murder. The Greek-American politician Spiro Agnew infamously stated that the junta was "the best thing to happen to Greece since Pericles ruled in ancient Athens". When the junta finally fell - the events of 17th of November 1973 in Athens were the first act which eventually led to this - and democracy was restored, a march from the centre of Athens to the US embassy has been held every year to remind people of the US's involvement in Greece's darker times. So it is quite ironic that Tsipras and Trump only very recently met up at the White House, saying nice things about each others' countries, given their extreme opposite political leanings (especially given that they were saying nasty things about each other only a few months before the meeting).

The struggle between left and right factions has been present since WW2 in Greece. The left have never forgiven the right from taking away their glory, even after the fall of the junta:
"Athens in 1975 was full of young activists wrapped in the glory of imprisonment or exile. The 'official' revolutionary organisation, the KKE [Greek communist party] weighted down by Brezhnev in Moscow, was deeply suspicious of ... liberated comrades in tight jeans... This slander, particularly because the KKE applied it to the heroes of the Polytechneion [the stage for the events that took place on the 17 November 1973], proved a serious tactical error. The Karamanlis government exempted members of the anti-Junta resistance from military service, apart from three months of basic training. Many of them settled in Exarcheia, an inexpensive, traditionally leftist neighbourhood just above the Polytechneion..." 
In the history of the Greek left, we find many instances of members not being able to accept modern trends (like wearing jeans, a fashion originating in the US). It is this reason that sometimes blurs what defines the difference between extreme left and right, making them both sound like different sides of the same coin. They both exhibit elements of violence in their resistance to the status quo, and they renounce foreign influences, and this has continued up to the present time, with a softening stance on the part of leftist Syriza after the humiliating OXI vote; the left had to turn right in order to find the centre. The rise of centre-left PASOK, which won the elections in 1981 by a landslide just after Greece had entered the EU, gave 17N a chance to rethink their purpose. If Greece had a leftist government, what was their role now?
"At his first NATO summit in December 1981, Papandreou announced that Greece was 'forced to consider a process of disengagement' from parts of NATO it did not approve of. In the EU, Greece vetoed economic sanctions against the USSR for its intervention in Poland... Papandreou infuriated  his European allies by rejecting the prevailing Atlantic consensus on the Middle East... But in doing so Papandreou was stage-managing a careful retreat from his election promises... PASOK had forgotten its election pledge of abolishing the MAT [riot police]... In terms of day-to-day law enforcement, PASOK would be little different from its conservative predecessors... By mid-1983... Koufodinas and his fellows were in firm, fierce agreement that the socialism implemented by PASOK was unworthy of being defended."
The left-right struggle explains the motives behind the second attack in 1976, directed against Evangelos Mallios, a policeman accused of torturing political prisoners during the junta period: the terrorists were taking revenge on what they regarded as the failure of the state to punish people like Mallios (who, by all accounts, sounded like a nasty man). The police took more notice of this attack than the first one, partly because 17N had never been heard of before; this is also the time when Koufodinas started to take a serious interest in 17N, which gave him his life's calling. The murders continued in this way: US servicemen and Greek police officers were the main victims until the mid-80s. The police were never really liked in the past, unlike now when they are more highly respected than they were 30 years ago - at the time, they were scorned for their origins and their leanings:
"Greeks watching police battling stone throwers in the streets of Athens do not automatically cheer for the forces of order. Contempt for policemen is partly a relic of history; in Ottoman times, police earned their reputation as cruel corrupt and politicised. Class snobbery also plays a role, in that the sons of poor villagers are recruited to police an urban society. "
The left-right struggle continued while PASOK was in power, exaggerated by the claims from both sides, firmly entrenching the two major parties. The media was now regarded as a propaganda tool: 
"Prime Minister Papandreou warned of a vast right-wing scheme to destabilise the country. Conservative newspapers blamed Papandreou's secret army of leftists. KKE ... accused the CIA of planting ... bombs. Police used the excuse to search the houses of dozens of extremists and haul [them] in for questioning... ND [the centre-right opposition] organised a protest march and rally against the offices of Greek state television (ERT) ... Every governing party rewarded friendly journalists and the mistresses of cabinet minsters with ERT sinecures, but the scale of PASOK's media intervention had triggered charges from ND that PASOK was building a North Korean-style one-party propaganda machine."
At this point, Greek journalists and businessmen are added to the list of 17N's victims. In a country being governed by the left, the leftist terrorists had to find fault somewhere. When newspaper publisher Nikos Momferatos was killed in 1985, 17N charged that:
"the CIA had funded Momferatos to buy his newspaper 'in a systematic effort to make the more backward sections of the people stupid and torpid, offering various sentimental scandals and half-naked women, cultivating their lowest and crudest instincts. This proclamation introduced a new term, the 'lumpen big bourgeoisie' (LMAT). The government and LMAT were selling out Cyprus while de-industrialising Greece to turn it into 'the West's beach, a huge hotel, which will depend even for the basic necessities on imports, that is on loans from Western Banks'... servants of international capitalism and the multinational corporations."
PASOK was "perceived to have betrayed the popular strata that naively supported it." The same tune is sung in our times with Syriza's rise to power. 17N proclamations in the mid-80s showed the ambivalence 17N members felt towards capitalism and the West:
"After complaining that tax evasion was rampant, the author offered a harsh but scarcely revolutionary critique of the Greek educational system. The working class paid taxes but got a worthless education, since passing the examination for the state universities was impossible without private tutors. Admission to a state university entitled one to join the 'university proletariat' because the desirable jobs went to graduates of foreign universities. The 'hypernationalist, xenophobic' PASOK government pretended to be against foreign and private schools but let them function unimpeded. At the same time, the state promotes 'the superiority of ignorance' by obstructing bureaucratic recognition of foreign university degrees."
We recognise a lot of these traits among Syriza in their early days when they were in opposition. On securing power, they realised they had little choice but to continue in the same vein as their predecessors, in the same way that PASOK could not keep its promises in the late 80s:
"PASOK's leftist voters felt cheated by austerity budges, the continued US military presence, the co-option of the organised labor movement, and the first rumours of high-level corruption."
TheKoskotas scandal (see https://en.wikipedia.org/wiki/George_Koskotas) had just broken out, helping 17N to forge their belief in their cause: to fight against corruption, for justice of the λαός. By the late 80s, 17Ν began targeting Turkish embassy and military officials posted in Greece (two of whom were killed in the early 90s), adding the divided Cyprus issue to their causes, by linking the arch-enemy US with the Turkish coup:
"17N promised to fight rapprochement with Turkey until the Turkish army left Cyprus... A thoughtful handful of journalists were supporting Papandreou's Davos process, admitting that Greece had some share of responsibility for the Turkish invasion of Cyprus, that the US was a potentially helpful intermediary, or at least that negotiations with Turkey might be a good thing. 17N rejected these ideas firmly. US imperialism had orchestrated the Turkish invasion..." 
Thus, Cyprus became a 17N cause, since Papandreou had already started discussions on the Cyprus issue with Turkey. Thus, 17N could carry on with its murderous activities. One wonders if these rebels really had a real cause. Having been bank robbers (to sustain their criminal activities) and murderers most of the time, one gets the idea that they were acting like common thugs. And since they had never been caught, they became legends:
"By the end of 1988, 17N had everything it needed to be one of the most dangerous terrorist groups in Europe. it now counted among its members several young men with weapons, discipline, practical skills, and proven courage. Their ideology - libertarian socialism - was all-embracing enough to transcend their personal moral objections to theft and murder. A major scandal had delegitimised the current government and the entire Greek political system. Appeals to Greek nationalism ... could help energise Greece's pre-socialist proletariat to consider the need for revolutionary solutions. Simultaneously, 17N was taken with the idea that it could help fill the political vacuum the scandals had created... 17N printed up and scattered little campaign fliers and stickers with a 17N star logo calling for 'People's Power and Socialism with 17 November' ... a little stack of them was found in a safe house 14 years later."
To add to 17N's cause, the leftist PASOK eventually lost the elections, thanks to the Koskotas scandal, and centre-right ND came to power in 1990. By then, 17N had become a highly discussed topic in Greek political debate. The disorganised Greek state of the time could not stand up to 17N's well developed organisational skills. On 3 February 1990, 17N proved a formidable power in a comical farce when they stole nothing less than bazookas from the Athens War Museum:
"... a white Toyota ... parked illegally... Five well-dressed men in sunglasses... walked up the steps of the Junta-era ochre cube... The guards at the War Museum were unarmed and somnolent, their closed-circuit cameras out of order. The men pulled out handguns, explained politely but briskly that this was an exercise, and asked the guards and two visitors to gather against the wall. Three ... men then went upstairs where they immobilised two more guards and a pair of French tourists. One of the men cut the wires attaching the ... bazookas to their wooden display case and put them in a large plastic bag... they placed a cardboard box in the entryway with a wire sticking out and explained that this was a bomb with a motion-sensitive detonator. They climbed into their car and drove away. The cardboard box did its job well enough that no eyewitness spotted the license plate."
A year later, the left-right divide was blurred once again with the death of a leftist by a group of right-wingers:
"On Jaunary 8, 1991 a group that included a local cadre of the ND youth wing ONNED burst into an occupied school in Patras and fatally bludgeoned a far-left teacher named Nikos Temboneras." 
This was not a 17N attack. But it was part of the same political crisis that gave forth groups like 17N. Temboneras' son recently rebuked ND, when they showed dismay concerning Koufodinas' prison break: "Ξεχνά προφανώς ότι και εμείς πήγαμε σε κηδείες." Left and right violence is essentially of the same nature: everyone involved in such activities is nothing less than a thug. Thuggery was once again shown in 17N's failed attempt to kill Ioannis Paleokrassas, the ND Minister of the Economy for doing exactly what 17N believed in - weakening bank secrecy and combatting tax evasion:
"17N was certain the state planned to tax ordinary workers on the income from their moonlighting jobs while giving wealthy tax-dodgers an amnesty to legalise their hoarded wealth."
So we understand that making banks more open and collecting more taxes for the state was welcome, but only as long as the 'other' side was being punished and the 'goodies' were allowed to continue as usual. But 17N made a fatal mistake: instead of killing Paleokrassas, 17N killed a young man, an innocent bystander, in the botched operation. (I was in Athens centre the day that this murder took place, having been in Greece only a year at the time. The event made me wonder what I was doing choosing to live so close to random danger.) For Koufodinas, ever the ideologist, who was constantly searching for (and finding) reasons to justify his involvement in murder, this was a major setback. He knew 17N would be regarded by the public as just a group of thugs, something he so painstakingly tried to prevent:
"... for Koufodinas, the aftermath was the turning point for 17 November, a shift that caused the Organisation, then at the height of its capabilities and influence, suddenly to go limp, to turn into a mere team of militants again. There should have been a major strategic reevaluation at that point... because the Greek people were still passive spectators in this political process despite all 17N had done on their behalf." 
What exactly had 17N done for the Greeks? Nothing. It was by joining the EU that Greece finally got out of its poverty trap and steadily progressed (albeit on false premises) from a backward low-income country to a wealthy nation where everyone could dream of and have a fitted kitchen just like the ones we see in American films. Just a year before this murder, 17N had killed a black American serviceman, sparking another negative reaction on the part of the public due to the race factor involved in this crime. He was working at the Hellenikon US army base which was vacated by the US in that same year. Greece was changing, slowly ubt surely. By the mid-90s:
"... Greece's industrial base had evaporated. Propaganding socialist revolution to a country of civil servants and small shopkeepers required new ideas, but the far Left did not have them. ... 17N was not ready to abandon the armed struggle, but its sparse disconnected attacks and proclamations reflected a failure of internal leadership and ideology... To justify its deadly violence, 17N needed a more persuasive 'ism'. Nationalism was all it had left."  
In other words, the leftist organisation turned to ideals often associated with the far-right, as it had nothing 'left' to strike at. On 16 February 1996, the US embassy in Athens was attacked, with 17N firing a bazooka (the one stolen from the War Museum), which fell into the carpark area, damaging vehicles.  In February 1998, they exploded bombs at 2 McDonalds outlets and damaged the GM Detroit General Motors showroom, all in the northern suburbs of Athens, which are often associated with wealthy Greeks and foreigners:
"The heart of the McDonalds proclamation was a defesne of Greek nationalism as the natural patriotism of a struggling people. By contrast, [as] 17N asserted, American, European and Turkish nationalisms were inherently racist, based upon a sense that ethinic superiority gave them the right to dominate lesser breeds and turn them into junior versions of themselves." 
Αt this point we could say that 17N είχε μπερδέψει τα μπούτια της, as the Greek saying goes, although their hatred of the US did manage to have one important outcome: President Clinton's visit in November 1999, set to coincide with the 17 November commemorations, was shortened to just one overnight stay. Not only that but the Greek President George Stefanopoulos basically got an apology for American interference in Greek politics during the years of the military dictatorship. The following quote comes from Clinton's speech in Athens:
"When the junta took over in 1967 here, the United States allowed its interests in prosecuting the Cold War to prevail over its interests - I should say, its obligation to support democracy, which was, after all, the cause for which we fought the Civil War. It is important that we acknowledge that." 
According to a 17N member, Koufodinas did not fail to note Clinton's acknowledgement of US interference in Greece, and he might even have considered stopping 17N's activities. This didn't happen, but at any rate, by this time, 17N's days were numbered. Unfortunately, not in time to stop one more - the last - murder, of a British military officer, Stephen Saunders in June 2000, on the pretext that he murdered Greeks' Serbiann brothers (even though the UK insisted that he was not involved in any bombing attacks over Serbia). This came at a difficult time for Greece, which had committed to staging the 2004 Olympics. The US was one of the first critics of Greek security tactics:
"The Greeks were furious at the US. They had mortgaged their economic future and national honor to the Games. Though the US government never threatened a boycott, Greeks were certain [the US] were spreading lies with some kind of extortion in mindl No one cared to point out publicly that 17N was too nationalist and public-relations-sensitive a group to shame Greece by attacking tourists or athletes at the 2004 Athens Olympics."
After Saunders' death, Scotland Yard got involved in the 17N investigations. But this was all to prive futile: 17N unravelled completely by accident, basically when their luck ran out, on 29 June 2002, when a bomb exploded in 17N member Savvas Xiros' hand, while he was setting it up with Koufodinas:
"The explosion below Savvas several yards backwards. 'Can you walk?' Koufodinas asked the crumpled figure. 'No,' Savvas grunted. 'leave!' he had lost three fingers of his right hand andboth eardrums. He had blast particles in both eyes, damaged blood vessels in neck and brain, and pressure and burn damage to his chest and lungs. a cold-blooded fanatic would have finished off Savvas to keep him from talking. Long friendship prevailed... Koufodinas embraced him and left... An hour later the Port Police found the second bomb and the bag with savvas' revolver, two hand grenades, keys, and telephone card thrown by the blast... The .38 Smith&Wesson had a history that could be recovered frm the effaced serial number. In 1984, it had been taken off the corpse of Christos Matis, the young policeman shot dead in a bank robbery, the 6th of 17N's victims. here, after 27 frustrating years, was the final mistake the Greek police and the CIA had been waiting for."
Koufodinas' action here tells us that his ideology did not prevail in a freindship. This is in fact very typical of Greeks. Their emotions prevail, even in the face of logic. Koufodinas was no exception. It cost him his life's calling. Perhaps though he had gotten tired of setting up bombs - maybe he just wanted to give up this lifestyle, and by letting Savvas live, he had found a way to do it.

In the summer of 2002, I was a new mother with very young children living in a not so well-connected Greece. The 17N arrests, as they were being reported all day on television, were an addictive diversion from raising babies. That summer was a busy one for Greek media, as they unravelled 17N's history, displaying photos of the members as they were discovered one by one, and the 'yafkas', the numerous safe houses containing the incriminating evidence. When Savvas was finally able to speak, the Greek world was amazed to discover that Savvas came from a poor family with 10 children, and his father was a priest. We were even more astounded to hear that not one, but two of his brothers were also involved in 17N's murderous activities: 17N was beginning to look like some kind of family business. Over the next month, more arrests were made, as many as you can count on your fingers and toes. Was that it, we wondered? 17N was made up of a closely knit secretive family and friends, who kept their activities well guarded, while they lived among ordinary Greek citizens in various parts of the country.


Christodoulos, Savvas and Vasilis Xiros

When Savvas was finally able to speak, he basically sang. He clearly wanted to live, not die. The evidence eventually led in mid-July to the capture of 17N's mastermind, Alexandros Giotopoulos who was holidaying on the remote Greek island of Lipsi, but not Koufodinas, who also preferred remote Greek islands for holidays. Instead of hiding in Gavdos where he had a modest holiday home, Koufodinas chose Angistri, close to Athens. He camped there throughout the whole summer, without anyone realising who he was:
"The weather turned rainy at the beginning of September. Koufodinas was subject to migraines. the press was reporting imminent arrest of his partner Kiki. Koufodinas decided the time had come to redeem the honor of the organisation. On Thursday, September 5, 2002, he left his tent and newspaper clippings beside the dumpster and took the boat to Piraeus. having showered, shaved, and put on a new shirt, he called Kiki's lawyer to ask her help, then caught a taxi to Athens. On reaching GADA [the central police station], he told the driver to keep the change from a 100 euro note... When Koufodinas introduced himself to the police at the front desk, they were at first certain it was a joke at their expense. His fingertips ultimately persuaded them he was indeed the man they had been pursuing for the past 65 days." 
GUW reveals details of the confessions and trials of the 17N gang members, which Kiesling attended. The 17N women, partners of the accused, although eventually cleared of charges, are noteworthy for their allegiances: Kiki, for example, had grown up in an orphanage and was clearly anti-American, even though she had a sister living in the US working in space research. Kiesling notes the pressure involved during the trials: they had to take place as quickly as possible in order to show that justice was being served but this could only really be done by plea bargaining, so that the end result pleased the prosecutors. There are also bound to be some 17N members who were never caught. In other words, we only know some of the story: the rest has been consigned to history.

The very different personalities of Savvas Xiros and Dimitris Koufodinas, who opened the way to the end of 17N, could easily have led to different circumstances: one cannot help wondering what might have happened had it been Koufodinas in Savvas' place, so that Savvas was the one who busied himself the next day erasing evidence, while Koufodinas was lying in a hospital bed making up alibis about his presence at the site where the bomb exploded.

More writing by John Brady Kiesling about 17N and US-GR relations:
https://www.huffingtonpost.com/john-brady-kiesling/savvas-xiros-and-the-gree_b_7112358.html

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Friday, 20 November 2015

Relating the past with the present: History lesson Γ' Γυμνασιου

(The blue bits are translations from my son's third-year junior-high history textbook.)

Last week, my son asked me to help him with his upcoming history test. He wanted to 'say' the lesson to me, as it was presented in his history book (which you can find here: http://ebooks.edu.gr/modules/ebook/show.php/DSGYM-C105/65/515,2182/).
"I just want you to ask me random questions, to make sure I know it all," he said to me. 
"OK", I said, "which units?"
"5 (Hellenism in the mid 18thC until the beginning of the 19thC), 7 (The Friendly Society and the announcement of the Greek revolution in the Danubian principalities) and 8 (The development of the Greek Revolution of 1821-1827)." 
"Why not 6 (The revolutionary movements of the 18920-1821 period in Europe?)" I asked, which was about ). It starts off like this: "The European people questioned the decisions of the Vienna Congress (1815) by delivering policies and national claims. They projected politically the demands of the concessions of the constitution, establishing parliamentary institutions and the recognition of civil liberties and political rights. On this basis, they formulated three main political currents, which questioned the decisions of the rulers of Europe, each from his own perspective and in his own way: 
- Moderate liberals sought the establishment of constitutional monarchies in which the right to vote was given only to the wealthy, as was the case in England.
- Radical democrats aspired to establish republics that were not dominated by monarchs, which would recognize political rights for every single adult men and protect the weaker social groups.
- The Socialists, who appeared after 1850, considered that the most appropriate form of political organization would be a system of economic and social equality.
National claims arose as a result of the gradual awareness of nations..."
"The teacher didn't set that one for the test."
"But you've studied it in class, haven't you?"
"No." 
I was a little taken aback. "You know that this chapter might have been useful in understanding our present problems?" I asked him. 
"Yes, I've read it." If he had said he hadn't read it, I would have made him do it. 
"OK. Question 1," I said, scanning Unit 5. "Why was knowledge of the Greek language widespread in the mid 18thC to mid-19thC?" 
"Not the blue boxes, Mum." 
"Well, if you know the answer---"
"It's not in the test! I don't have enough time to tell you!"
"OK, ... What was the role of the Orthodox church in Hellenism?" 
"The Orthodox Church, recognized by the Ottoman administration as the leader of all the enslaved Christians, was opposed to the spread of ideas about enlightenment because they believed that a revolution will endanger themselves and Hellenism. This, however, did not prevent some clerics adopting enlightened perceptions and to take some action against the Ottoman domination." 
"And you know that they hold a similar position in the present, don't you? Can you give me some examples?"
"Ah, they want religious studies at school to continue..."
"... which violates the principle of the separation of state and church..."
"... and they aren't being taxed for the property they own...
"... which is bound to change in the long run. Good. Next question: What role did Russia play in the Greek Revolution?"
"Hang on, you didn't ask me the kinds of people that the Greek communities were made of at the time: Phanariots, merchants, ship owners, klephts."
"As their name implies!" (Because I get bored of the obvious. There is never enough time. PS: 'klepht' cf κλέβω = I steal.) 
"So, what role did Russia play in the Greek Revolution?"
"Around the beginning of the 18th century, the Greeks turned to Russia for help, since the Russians had interests in common with the Greeks as well as the same religion. Thus, in 1770, with Russian origins, the Greek revolution centered on the Peloponnese. But the mobilisation of the Greeks was not the desired one, while the small number of Russian warships participating, headed by brothers Orloff, proved insufficient. The revolution, known as the Orlofika, was thus suppressed. A similar fate befell the heroic efforts of the Greek envoy to Russia Lambros Katsonis in arousing the inhabitants of the Aegean islands..."
"And what is our relationship with Russia these days?"
"Um... we still have the same religion..."
"Are we friends with them?"
"Um ... the EU doesn't like Russia."
"But do WE like them?" 
"Um... Yes, I think so." 
"Because?"
"Because... they don't let others tell them what to do."
"OK. Next question. What do we mean by the Greek Enlightenment?"
"Starting with the Greek communities---"
"Where were they located?" 
"Asia Minor, the coastal parts of present-day Turkey and Russia. Starting with the Greek--- " 
"And which other country? 
"Um..."
"Check the map." He goes to the kitchen to check it out. 
"Ukraine"
"And what do we mean by the Pontus?"

Διονύσης Σαββόπουλος & Δόμνα Σαμίου - "Black Sea"
"Μαύρη θάλασσα κλειστή και ψυχή μου χαρισμένη, 
σ' όποιον πολύ σε θέλει"
"Black Sea, a closed space, I give my soul to anyone who wants her"


"That's not in the book, Mum."
"Oh... OK." Another time perhaps.  
"What was the question?"
"What do we mean by the Greek Enlightenment?"
"Starting with the Greek communities, the Greeks came into contact with the ideas of the Enlightenment. Η εκπαίδευση συνδέθηκε με τον αγώνα για ελευθερία. Traders in general and the Greeks who traveled in Europe disseminated those ideas in the Hellenic world. So the notion that was cultivated was that logic can not only explain the world but it can also change it. Education became linked to the struggle for freedom."
"But that doesn't tell me what the meaning of 'Greek Enlightenment' means..."
"But it's not int he book, Mum."
"Maybe the book is not enough. let's look it up." We did a quick Wikipedia search:
"The Greek Enlightenment is an ideological, literary, linguistic and philosophical current that, in a sense, tried to convey the ideas and values ​​of the European Enlightenment, of which it is an offshoot, in the area of ​​the enslaved Greek-language Orthodox peoples in the Ottoman Empire. Constantine Dimaras introduced the term. He meant it to be an indigenous and endogenous phenomenon of Hellenism which concurs with European enlightenment. This influenced him but the original dynamic did not cease to be domestic. In another aspect, Greek Enlightenment has its roots in the 15th century under the influence of European culture systematized to the early 19th century the idea of ​​national identity for people in the erstwhile ancient Greek territories. According to Apostolos Diamantis, the Greek Enlightenment was an intellectual movement seeking the education of the Greeks."
"So the most important element of the Greek enlightenment was?"
"Education. But that's in the next chapter about the Filiki Eteria (the Friendly Society)."
"OK the, tell me about...  the educational aspect of Filiki Eteria."
"Well... it was formed by some Greeks living in Russia, who wanted to revive the idea of a Greek state, and it was mainly aimed at wealthy Greeks so that Filiki Eteria could raise funds for their cause, but the wealthy Greeks didn't want to support them---"
"Which could explain why Greeks find it difficult nowadays to pay taxes, don't you think?"
"Oh, OK. So Filiki Eteria relaxed its policies and turned to the not so rich, but their ideas were still difficult to disseminate, so Filiki Eteria asked Ioannis Kapodistrias to lead them, because he was the Minister of Foreign Affairs in Russia---"
"But why Kapodistrias?"
"Because he was Greek. But Kapodistrias refused the position because he said that the Greek people weren't educated enough to rise up against the Ottomans."
"And that's where education becomes important, because this is still a problem even in our days, isn't it, because..."
"... because...?" He wasn't sure what I was getting at.
"... not enough of us are..." I started.
"Oh. Not enough of us are appropriately educated to stop foreign powers from meddling in our affairs. It's similar to the problems we have now in Greece. And why we are being ruled the way we are being ruled." 
We still had one more lesson (Unit 8to study. It contained the names of various protagonists related to the Greek revolution. 
"Which European underground train system includes a station named after a Greek war hero?" "That's not mentioned in the lesson!" On a visit to Paris five years ago, I remembered seeing Markou Botsaris' name on the metro map. It pays to be observant; that's a very special skill to develop over time. I asked him a few more questions (for which the answers were in the book!) and finished off by wishing him good luck for the exam.

The next day, when I came home, he told me that the exam was really easy. He passed with a grade of 19/20. 

©All Rights Reserved/Organically cooked. No part of this blog may be reproduced and/or copied by any means without prior consent from Maria Verivaki.

Wednesday, 3 December 2014

The privilege of advanced studies

Having understood the stress that the students were under when we told them that they would not last longer than Christmas at our institute if they did not show signs of improvement in their English tests grades, Omar from Syria (a second-year student) came to find me, to tell me about how he went from scoring a very low grade to obtaining not just a passing grade, but something higher than that, in just two months. He asked me to tell the first-year students to find him and he would tell them what he did. I asked that, instead of students going to find him (which they wouldn't do anyway, mainly out of neglect and - dare I say it - laziness), Omar should come to my class and tell them what he did. He agreed.
What did Omar do to attain such a grade? Here is his story:
"I would go to bed every night at 9.30. I didn't attend any of the social events that the students organised. Then I'd get up at 4am, splash cold water on my face to wake me up and take my laptop and notebook downstairs to the computer study room (so that I didn't disturb my roommate). I would start studying at 5am, never before, because I wanted to treat myself to waking up slowly, so I didn't tire myself out. I studied English systematically for 3 hours every morning, never less, never more, for two months. I used the teaching materials provided (ie my materials), and a book of exercises, all on the computer, nothing on paper. If I didn't understand any words, I'd write them in my notebook and look them up. I made an effort to learn three new skills every day. In the first few days it was hard. After the first few weeks, it got easy. By the end of the two months, I was simply practicing - and answering successfully - everything I learnt."
At the end of the 20-minute seminar, Omar pointed out that this was his way to improve his English skills, and it won't work for everyone, but everyone should be able to tweak the program to find one that suits them. While Omar was speaking, I would interrupt him (we had agreed on how to do this) to reinforce some of his points, eg you don't really need paper tests, you can work on the computer; you don't need to learn things off by heart, you need to study at the RIGHT time, with the RIGHT materials and in the RIGHT way; you don't need to spend hours in a classroom studying English with a teacher, you need to know what questions to ask your teacher when you see her, or better still email her with your query. Teaching and learning is not like in the past when we had a teacher, and books, pens and paper: it's more dynamic now - and much much faster.
At the same time, I had to ask some of other students to stop talking amongst themselves while Omar was speaking. I also had to remind them (while they laughed, especially on hearing 'no socialising' and 'wake up at 4am') that, actually, they have their meals cooked, their rooms cleaned, and their expenses paid while they are here, so there is no excuse for not being a hard-working student. 


Studying is a privilege these days. You need to show some good results to those who give you that privilege. Otherwise, we can bestow the privilege on other more deserving people.

©All Rights Reserved/Organically cooked. No part of this blog may be reproduced and/or copied by any means without prior consent from Maria Verivaki. 

Friday, 26 September 2014

Ships, Clocks and Stars: Time is money

We all have favorite places, and I suppose I could honestly say that apart from the Wellington public library in my hometown (at least, in the way I remember it, as I am sure it has changed considerably since I last visited), my one other favorite place is Greenwich in London. (The Venetian port of Hania is a nice place, but it's not my favorite place. Favorite place in Hania? The balcony of our home.) My main interest in Greenwich lies in the concept of Time. Despite living in Greece for more than 2 decades, I still retain a New Zealand (and by extension British) concept of Time: Time involves precision and it is exact. Time gives me freedom: if I can finish my chores early, I will have more Time available to spend as I want. Therefore, Time is very important to me, and I don't like to waste it. Because I treat time like a precious possession, I often tell my family that I don't really care if they waste my money, because eventually I will earn some more, but if they waste my Time, I'll never get that back. You win money, you lose money, but with time, you only lose it.
National Maritime Musueum, Greenwich
This ship in a bottle by Yinka Shonibare was originally displayed on the 'fourth plinth' in  Trafalgar Square (which now has a blue rooster sitting on it) and is now on permanent display at the National Maritime Museum in Greenwich. I was fascinated by the textile designs of the sails due to my own interest in fabrics

When we first visited London as a family in 2006, the Royal Museums Greenwich complex had free admission to the Royal Observatory, and the Prime Meridian area was also free to visit. The Cutty Sark was undergoing renovations at the time (it would be the victim of a massive fire only a year later). One of the most interesting exhibitions at the time at Greenwich was a Time gallery featuring the search for precision in time-keeping while at sea. This consisted mainly of the history of John Harrison's clocks, devised especially for keeping time in the open sea, which were instrumental in allowing sailors to sail safely. This Time gallery had only recently opened, as I discovered from the website (this link is old, but I was surprised that it still worked, although some links on the page do not work; the link backs up what I thought might have happened at the museum since our fist visit), and I recall that photography was not allowed in the Time gallery. But I remembered a lot of things that I saw and heard there which made an impression on me - John Harrison's clock prototypes, the establishing Longitude while sailing in the ocean with no land in sight, and the stories concerning a monetary prize for the person who could solve the longitude problem at sea.

The Walkie Talkie (later known as the Walkie Scorchie or Fryscraper after parts of cars parked below it began melting), the Cheese Grater, and the Gherkin, as seen from Greenwich.

On last year's visit to Greenwich, at the request of my children, we visited the Planetarium at the Royal Observatory ('It's not as big as the Athens planetarium, Mum', my son informed us.) While we were there, I looked round for the Time gallery featuring  John Harrison's timepieces; alas, it did not seem to be where I remembered them. The Meridian Line area was now open only for fee-paying customers, which is also where Harrison's clocks were all hiding. We asked about ticket prices and were told we could 'upgrade' the tickets we had already paid for the Planetarium to include entrance to the Royal Observatory and the Prime Meridian courtyard. It was a very cold foggy day which dampened our interests in the courtyard. We decided to give it a miss.
London 2006

I am not surprised that this part of the Greenwich museum is no longer free. Admission charges were first introduced in 2011. It is a beautiful place to visit, and it has the perfect tourist traps to turn it into a money spinner. Even in 2006, despite the free entrance, we were still required to pick up a free paper ticket, and a guard was stationed at the entrance to take it. It proved to be such a popular visiting venue that it was inevitable it would eventually be spruced up and turned into a user-pays attraction. 
London 2006 (left) and 2014 (right)

Before going to London this year, I checked the Royal Museums Greenwich website for more information about John Harrison's timepieces. A link led me to embedded links for descriptions of various items that I thought I'd seen before. The site's homepage was also advertising an exhibition (with an admission fee) about the anniversary of the Longitude Act which offered the monetary prize that prompted John Harrison to make his clocks. Ships, Clocks and Stars sounded like an exhibition I was interested in. A review of the exhibition made it sound quite enticing. I decided to take the whole family to see it.
Prime Meridian 2006 (left) and 2014 (right) - the tree branch seems to have stayed the same shape!

A family ticket for the exhibition costs 22 pounds, which perhaps doesn't sound very expensive for London prices, but for Greek prices, where admission fee to the New Acropolis Museum is (still) a mere 5 euro per adult, it sounds quite high. This all rests on the way that the UK makes use of museums in its economy, by attaching value to obscure items, creating an air of importance to what may seem insignificant on first sight, and placing a value on history to make it have some kind of economic impact. (More information can be found on this topic here.) UK museums are run for a profit, using all sorts of ways to make money, from selling 'stuff', making visitors pay for any printed material including maps, using sponsors, asking for donations - virtually anything and everything is turned into a money-spinning attraction. Even a ground map of the museum area is no longer free (it costs €1 - last year, I picked one up for free).
Enticing people to part with their money - and to have some fun doing it.

All this is in complete contrast to the way the Greek state treats nearly all archaeological sites (which state-run museums are often attached to in Greece): Greeks, generally speaking, underrate their historical and archaeological wealth, and they do not capitalise on it in any significant way. A recent report suggests that apart from the New Acropolis Museum, Greece makes very little income out of ancient Greek sites compared with the European average museum site - €6 per head compared to the European average of €19. The Greek ticket pricing system rarely offers annual (membership), frequent visitor or pre-sold tickets, (which are more costly but guarantee the museum a higher income per head); the cost of entering less significant archaeological sites is often cheaper than the price of a cup of coffee at a cafe (as an example, the entrance fee to the much-talked about in recent times Amphipolis archaeological museum is a mere €2!) - and most Greeks would choose the latter, prompting the joke made by Greek comedian Katerina Vrana: if the Parthenon was turned into a taverna, more Greeks would visit it; there is little in the way of quality merchandise for sale in museums (where easy profits can be made); ancient sites are not promoted in any significant way (take for example the site of the original Olympic Games in Olympia - in any other country, it would be a world heritage park), and attempts to increase the significance of such sites have crashed when faced with bureaucracy.
London won the prize for Longitude 0º in 1884 - for 8.50 pounds, you to can get the chance to straddle the point where the eastern and western hemispheres meet, standing in just one place. 

In other words, there is immense wealth to capitalise on in Greece, which could be a huge source of income for the country, if handled correctly. The success of the tourism industry in a country should not be based on attracting a higher number of tourists every year: it's more about continuing to develop the tourist product at a faster rate, in order to maintain people's interest, and to keep them coming back, but not to see the same things all the time, they should be getting more - and nicer - surprises every time they visit. Take Greece's recent spectacular find at Amphipolis - and a great money-spinner for the future: Greece should set a plan in motion to capitalise on the Amphipolis finding and turn Amphipolis into a whole industry.
National Maritime Museum's Ships, Clocks and Stars exhibition
The introduction to the  Ships, Clocks and Stars exhibition involved a whole wall taken up by a moving sea - with a few words from the sponsors of the exhibition.

We entered a rather dark room at the entrance to the Ships, Clocks and Stars exhibition, where I noticed the big sign again saying no photography allowed, and we began exploring the exhibition. My kids can read and understand almost anything of their level in English, but I wanted to explain all the texts to my husband, whose English is based more on oral skills gleaned in the taxi business. So I started reading the texts... and this is where I had a deja vu experience. I realised that I had read all these texts before! Being an English language teacher, I read many texts on a wide variety of subjects, and I often remember what I have read from a previous reading experience. This is very important in my work where I read scientific thesis work on topics that I know very little about.
Perhaps the lighting adds mystique - I found it annoyingly dark, making reading difficult.

Now all these skills obviously didn't help me find the original John Harrison Time gallery when I was searching for it online ... because it wasn't there. It had been removed a short while after I had seen it, and put away for future use. So, the exhibits were there (Harrison's famous clocks were moved from where they are usually on display to the paying public), the texts were there too, and all that was needed was a repackaging! In bubble wrap, I presume...
For museums to retain a sense of importance in our own time period, which is based on instant information, interesting graphics, and simultaneous sound and moving images, they need to take a multimedia approach to telling us our history. This table uses film, text and sound in various ways to narrate historical events - gone are the days when museums contained artifacts that carried just a little description below them. 

The exhibition lighting was rather poor, and I found the whole experience too short to justify the cost (which would have been 8.50 pounds per adult, if we weren't buying a family ticket). I don't think I learnt anything new from it than I had learnt 6 years ago when I saw the same exhibition material packaged a different form, and all for free. The subject matter was generally 'dollied up' by graphic material, but the actual storyline remained the same. The Ships, Clocks and Stars was created to celebrate (and capitalise on) the anniversary of the 1714 Longitude Act. I don't think it was the most interesting exhibition I've been to before, and I did not build on that thrill of excitement that I sensed when I first saw/read/heard this material in 2006. I guess it didn't live up to my expectations.
John Harrison's sea clocks on display at the National Maritime Museum
John Harrison's timepieces - the most important one is in fact the smallest (on the right).

The entrance fee that we paid also gave us access to Flamsteed House, where there was an exhibition running called Longitude Punk'd. This exhibition was the hardest to explain to my Greek family: what do you tell people who are not acquainted with the English concept of art and literature as they intertwine with science fiction from a past time?! On view were weird spacesuits, and excerpts from strange poems, all of which sounded like science fiction, except that the exhibits referred to the 18th century, when people were still searching for longitude, even though the exhibits and stories were created in the 21st century. Not to mention the poem accompanying the exhibits about a commodore and kiwi birds that were trying to find Longitude... That particular part of the exhibition was lost on my family. It was confusing for them - the 'unrealness' of the contents of the exhibition were not adequately explained. Longitude Punk'd was a chance for creative artists to express themselves - but there are some types of art forms that can only be appreciated with appropriate education. I didn't want to confuse the family any more than need be, and more importantly, I didn't want the factual Longitude exhibition to be lost on them, so I told them not to pay too much attention to what they saw here. (Under normal circumstances, they would have seen John Harrison's time machines displayed here.)
According to The Rime of the Commodore in the Longitude Punk'd exhibition, the commodore was hoping to learn more about the SATori (a Zen Buddhism word meaning 'a sudden state of intuitive enlightment') NAVigational system from the kiwi birds which is now universally known as SAT NAV. (... A museum is perhaps not the best place for this kind of creative expression.)

Besides, we had other plans for the afternoon, which were also centred on Time. We wanted to go shopping, but we had to keep in mind that most of the 'regular' (as opposed to tourist-centred) stores in London are closed by 6pm. The eight-hour day is religiously observed in British culture, with just one day in the week being made available for late-night opening. This is in complete contrast to Greece where stores open until late at least three nights a week. Supermarkets open all day long in most countries, and in Greece, multinational clothes stores (eg Zara) are now also keeping their shops open all day long, but small shopkeepers take a break in the middle of the day and reopen in the late afternoon. There is no such thing as a split timetable in London. The cultural aspects of store-keeping differ among countries, but the way Time is viewed in a country is also an important element of stores' opening and closing times. Time defines how cities like London move. In Western societies, Time is money. Time is not freedom; money is freedom. Your Time is taken up by calculating the money you will make from your Time. You can see this in the way that everything in London is organised around train timetables. Even entertainment is scheduled to finish in time for the last train home. Many people would agree that the concept of Time in Greece is more fluid: exact appointment times are not really adhered to. Even TV programmes do not play according to what the TV schedule states. 3 o'clock is the same as 5 minutes past 3 in Greece. In Western countries, that would be an adequate reason to lodge a complaint with the TV channel or the train operators. It is only lately that Greeks are considering the concept of Time as something exact. Lateness has always caused annoyance among Greeks, but it was generally tolerated. This is slowly starting to change as Greece undergoes the greatest reform that ever took place in the country (and perhaps the world, by global standards).
Steampunk

Before we left the Royal Observatory area, we 'did' the Prime Meridian, where there was a huge queue of people waiting to have their photo taken along the line that supposedly marks Greenwich Mean Time. The whole experience felt rather touristy, compared with my previous visit in the same area, which took place in much colder weather, and there were no barriers round the Royal Observatory. I don't remember any queues for the Meridian Line, either, nor for the Cutty Sark, which is now surrounded by a very commercial section selling items associated with tea, not to mention the usual touristy souvenirs at exaggerated prices.
Above: Tea being sold at the Cutty Sark, a ship that celebrates the great British institution of tea drinking. The ship was in the midst of being restored when a fire destroyed a number of parts. It now bears no resemblance to what I saw of the ship's exterior in 2006. The area around the phantasmagorically renovated ship was turned into a souvenir shop. The entrance fee sounds ludicrously expensive.
  

London is now a heavily marketed city, in all spheres; you spend your time according to your pocket, and a splendid time is guaranteed for all. There is something in it for everyone, as long as you can afford your choices. 'What's On' brochures line the information desk at the entrance to the main Greenwich museum area detailing all sorts of activities, all carrying a wide variety of fees, to suit everyone's pockets. You can:
"Take a special trip through The Art & Science of Exploration, 1768-80 exhibition, followed by a reflective meditative journey" (13 pounds per person). 
If you prefer something more academic, you can attend:
"A day of talks, informal group discussions and gallery tours, exploring the relationship between science and empire" (30 pounds per person). 
There is also something available in the after-work hours for the plebs, and at a much cheaper price:

"Delve into the re-imagined world of Georgian London, and try your hand at life-size parlour games, quench your thirst with Georgian gin and tonic, and design your own wig" (5 pounds per person)

The Great Map on the first floor of the National Maritime Museum - The Mediterranean Sea hides so many treasures on its seabed, and been fed by so much human blood over the centuries.

If you don't feel like spending any money at all, you can browse through the many free galleries of the museum complex, taking a rest on the bench in front of the Great Map (but not at the back of it, because that area is reserved for the cafe patrons), admiring the magnitude of the world we live in. I imagine young children wouldn't get too bored too quickly - they could easily spend two hours in the same spot, before they get very tired. In this way, you could take them to visit the general area many times. If the weather is good, you don't need to spend any money at all (apart from travel expenses) - Greenwich Park is huge, it has many tracks for avid walkers/runners/bikers, and from the top of the hill where the Royal Observatory is located, the views of London are magnificent.

Mardi gras atmosphere at the Tall Ships Festival

We also happened to be visiting the area during a Tall Ships Festival, which created a mardi gras atmosphere in the lawn areas outside the main museum buildings. There were bands playing, and a mast-climbing frame for anyone who wanted to see what it felt like to be a sailor, or perhaps a pirate (the kids tried it). There were also stalls selling branded sandwiches and drinks. We had bought our own sandwiches, complementing them with drink from the museum's cafe , where there is an indoor picnic area, for those (like us) who had bought a packed lunch. If I were to recall the greatest moment during this year's visit to Greenwich, I'd say it was being outdoors and enjoying the London sunshine, enjoying the views of London's changing skyline from the Royal Observatory, which seems to become more and more obscured with concrete and glass as the years go by, and sitting at the water's edge watching the river traffic on the Thames.
Lunch at Greenwich 

London was quite a different city in March 2006 when we first visited, compared to what it is now: in the previous year, London had been chosen as the city that would host the Olympic Games in 2012; this news was followed the next day by the London underground attacks by suicide bombers. It continues to evolve, but the rate of development seems to be in line with making the city an expensive place, both to visit and to live. If it weren't for our London friends, this trip would not even have been possible. And through our friends, we get a glimpse into London's suburban life. (More on that in another post.)

Both the Ships, Clocks and Stars and Longitude Punk'd exhibitions run until the 4th of January, 2015, at the Royal Observatory Greenwich.  The above photos are my own, except the ones of the exhibition, which come from The Guardian. For much more enlightenment on the subject of finding Longitude and the life and work of John Harrison, look up Dava Sobel's Longitude (it's available online). A film based on her work was made into a TV mini-series (you can also watch that online too). The book and film are quite different, and both are worth getting hold of.

©All Rights Reserved/Organically cooked. No part of this blog may be reproduced and/or copied by any means without prior consent from Maria Verivaki.

Wednesday, 17 September 2014

Competence skills required in sustainable agriculture

We're not really as independent as we think or would like to believe that we are - we are now interconnected, and will always be dependent on each other.

To throw a spanner in the works, we rarely hear about how Scotland's food supply will be affected by the vote, do we? It's taken for granted, I suppose, that highly developed countries do not produce much of the food they need to feed their nation. It's not considered important to sustain their politico-economic survival; they happily import most of their food needs and take it for granted that these imports will always be plentiful.

Such countries also take into serious consideration food rules and regulations, and are very bookish, being highly knowledgeable about a wide range of topics without actually having direct experience of the topic in question, perhaps due to weather and landscape.

 As an English teacher in an academic environment, my job involves reading and translating a lot of scientific texts. I have been working on a translation (into Greek) of a report concerning what is seen as desirable skills to be taught in training programmes for sustainable organic farming courses, as suggested by questionnaire respondents from Greece, Spain, Hungary, Croatia, France, Italy and Austria. Based on my work, I present a (rather long) list of questions about sustainable farming, and how likely it is that your country can succeed in providing its citizens with food produced in your own country. It is based on the knowledge acquired over time by individuals, in order to maintain a sustainable farming business.

CAN YOU/DO YOU:
- understand the differences between conventional, integrated and organic farming in terms of inputs and farming techniques?
- understand the impacts of conventional farming practices on resources-vulnerability and irreversibility?
- understand the ecological basis underlying the dynamics of agriculture?
- understand the environmental complex-the behavior of the plant Is aware of the basic farming work skills?
- understand the interactions between several agro-systems in the scale of a territory?
- understand the importance and impact of the agro-ecology in the micro and macro environment?
- understand the connection of the agro-ecology with the market (better communication with the market)?
- design and apply management plans taking into account the ecological components and functions in various agro-ecosystems?
- communicate with farmers?
- understand the impacts of conventional farming practices on resources-analysis of the impact of agricultural management?
- understand the ecological basis underlying the dynamics of agro-understanding of the components and ecological functions in agro-ecosystems?
- understand the environmental complex, the sum of interactions acting on a growing personal and collective farm?
- apply ecological components and functions in different agro-ecosystems?
- use basic farming work skills?
- solve simple problems in the area of environmental protection and agricultural production
- link economic, social and environmental fields
- understand the technical basis of the agro-ecological transition, its conceptual design and technical and economic changes in the farm?
- know the Legislations and Regulations for the transition to organic farming?
- have a command of/be fully conversant with the relevant OA legislation & its application to certification standards to farming?
- have an awareness of the importance, methods and certification of organic production?
- Is familiar with the management and maintenance of quality?
- have knowledge of the basics of social psychology on the theme of resistance to changes (since Lewin, 1950’s)?
- understand the agro-ecological transition of planned changes for converting a conventional farm into an organic farm?
- know and understand Legislation and Regulations for the transition to organic farming?
- translate regulation requirements into changes of agriculture practices?
- master technical developments and measure economic impacts?
- find information and communicate via the internet ?
- understand the importance of the interaction between populations (biodiversity, functional diversity, ecological diversity) during farming production?
- manage biodiversity conservation and productive purposes?
- understand the role of agrobiodiversity in farmscape planning, plant protection, soil fertility and weed management?
- know the rules and expectations of seed-production, storage, processing, and preparation?
- understand the capabilities for raising maximum yield through a proper production plan, plant selection and protection?
- understand biodiversity, functional diversity, ecological diversity-is able to manage them effectively during farming?
- recognize the impact of certain plant cultivation activities on the environment and their acceptability in terms of biodiversity conservation?
- produce seeds?
- think the food autonomy for cattle in a farm scale, using density of animals and available surface areas?
- plan agricultural production with reduced harmful impact on biodiversity?
- understand the soil as a living medium - is aware soil components affecting soil quality and fertility and the importance of their ontogeny ?
- understand the dynamics of organic matter in the soil ?
- understand the role of organic matter in the soil and the importance of the living environment as a dynamic?
- control pests and diseases of edaphic origin?
- understand the role of the soil alive in the control of diseases and health of plant?
- understand the agronomic and pedodogic functioning of a soil?
- understand the mechanisms of maintaining and increasing soil fertility through litter and green manure crops?
- understand the importance of conducting soil analyses?
- understand the differences in the inputs for soil nutrition in different farming systems?
- know the differences between fertilizers and amendments, schedules for the inputs in response to crop needs, has mastered the mechanics of analysis of nitrogen balance, to manage correct fertilization?
- know the main green manures, their mode of culture, schedules for destroying them, principles of degradation (restitution of nitrogen into the soil)?
- produce production site analyses?
- maintain the organic matter and soil fertility high using OA accepted techniques?
- understand the soil as a living medium - Is able to identify the functionality of the data in relation to the production dynamics?
- understand the dynamics of organic matter in the soil?
- make decisions to improve soil quality and fertility, through self-fertilization and according to the law of the OA?
- control pests and diseases of edaphic origin?
- identify those components of biodiversity most important for management and control?
- know how to observe and analyze the soil functioning (using simple tools like auger, spade, to achieve profile analysis for crop diagnosis)?
- identify beneficial microorganisms in the soil and their importance in improving soil quality and fertility?
- make proper choice, use proper method and time of pesticide application ?
- make nutrient management plans individually, and include them into systems by cultures and by technologies, taking into account crop ?
- know the effects of production process (quality, application)?
- have a strong understanding of the N cycle and how this connects to N availability for plant roots?
- understand the parameters that affect a process?
- understand the different fertilization technologies, and include them into the possible technologies?
- understand the importance of organic matter for various crops?
- have some familiarity with the possibilities of the production and / or supply of compost?
- Is aware of decomposition process and application methods?
- understand composting competence?
- produce and apply compost/ green manure?
- understand the quality and maturity of compost?
-  understand and interpret analytical techniques and in situ techniques used to evaluate parameters related to the quality and maturity of compost?
- manage the composting process and to limit losses from wind and leaching?
- select the proper form of organic fertilizer for certain types of soil?
- determine quantities of organic fertilizers that are brought into agricultural area to minimize the contamination of surface and groundwater, and maximize nutritient availability ?
- organize collective actions?
- understand crop rotation and association?
- know the specifics of vegetables grown?
- understand cover crops and mulching?
- know how to apply different culture techniques as cover crops, intercropping, mulching?
- understand plant infrastructure?
- understand the role of auxiliary vegetation ?
- update your knowledge in organic and biodynamic agriculture?
- know insect-attracting plants ?
- connect organic farming techniques with their effect on agrobiodiversity, plant nutrition and crop protection?
- design appropriate rotation schemes and partnership?
- apply different culture techniques such as cover crops, intercropping, mulching?
- understand plant infrastructure?
-  choose and design hedges, borders, vegetable islands to diversify and protect crops?
- have knowledge of important  weeds and soil diseases?
- apply different ecological preparations for plant protection against diseases, pests and weeds?
- apply various technical interventions in agriculture, without adversely affecting the structure and quality of the soil (reduction of required actions in tillage )?
- use properly machines of cultivation?
- integrate technical exchange networks?
- use insectary plants ?
- understand the ecological management of greenhouses?
- have knowledge of different ecological cultures?
- know the principles of crop growth without soil on inert materials?
- know the specifics of growing plants indoors?
- understand specific features and risks of production in greenhouses?
- understand the different sprouting technologies and equipment?
- understand the closed sprouting system’s barriers, peculiarities, its special plant protection and maintenance?
- understand the proper techniques of non-degradable waste management and disposal of materials?
- understand energy issues (direct consumption and indirects energy costs, life cycle analyze,…) of equipment such as “greenhouses” and “shelters”?
- understand instalation and maintenance of plastic equipment and microclimate conditions?
- understand special problems of plant protection from diseases and pests in greenhouse conditions?
- understand the specifics of greenhouse production?
- have previous experience on greenhouse production?
- act in order to combat pests and diseases in greenhouses?
- understand the ecological management of greenhouses?
- schedule an annual crop rotation, maintaining soil fertility and control pests and diseases according to regulations?
- use different beneficial insects to combat major crop pests?
- master  techniques of organic control in greenhouses (crop auxiliaries etc) and of fertilization ?
- have knowledge of soil diseases and crop turnover?
- insert intermediate crops or green manures between or during crops, to promote soil biological activity through the presence of plants and living roots?
- master technical and economic constraints in greenhouse production ?
- apply ecological principles in  greenhouse conditions?
- produce vegetables indoors (sowing, optimal processing time and picking)?
- manage methods of biological control?
- use the proper techniques of non-degradable waste management and disposal of materials?
- understand basic features of the nutritional ecology of biological control agents?
- have knowledge of species of biological control agents available in the market ?
- have knowledge of conservation, biological control and ecological engineering methods used in open field crops ?
- know the theoretical foundations of ecology applied to plant pathology?
- understand the theoretical concepts that relate to soil-living nutrition and resistance to pests and diseases?
- understand the environmental risks of synthetic inputs and differential substances permitted in organic farming?
- know the importance of the role of weeds in agro-ecosystems and the theoretical foundations that allow the recognition of the most important species and their growth cycle?
- consider pests and diseases as regulators of  agro-system imbalances, and accordingly to use early preventive control and to strengthen the immunity systems of plants?
- understand the possibilities of purchasing ecological resources, and oftheir synergy?
- have knowledge of ecological preparations to protect plants from weeds, pests and diseases?
- have knowledge of the availability of the list of approved substances?
- have knowledge of the different possibilities for controlling harmful organisms in crop production?
- have knowledge of the permitted preparations/combinations in organic farming?
- understand their limited applicabilities and impacts?
- have knowledge of important local weed species and their growth and development?
- understand alternative techniques of plant protection, compatible with organic farming?
- identify pests and key species of biological control agents?
- make decisions regarding the management of prevention techniques and control according to regulations?
- have knowledge of trophobiosis as a unifying concept in agroecology?
- use the substances permitted in organic farming?
- master pests and auxiliaries' life cycles in order to promote biological control?
- make environmental protection agents?
- prepare pesticides from farm materials ("compost brew") or from plants from environment ("nettle brew", Equisetum extracts, Tanacetum cinerariifolium extracts etc.)?
- choose environmentally most acceptable methods of plant protection? 
- prepare an independent protection plan?
- recognise pest herbivores, illnesses, and disorders (visible symptoms caused by missing microelements)?
- apply the appropriate techniques to control weeds?
- master design approaches for innovative cropping systems?
- support the farmer in his agronomical technical reasoning?
- have knowledge of postharvest handling and packaging of fresh and processed products-knows what are the conditions to be met by a commodity and what are the factors of shelf life?
- have knowledge of regulations affecting the development of an ecological food-knows the rules governing the sector in postharvest ?
- understand storage principles and protection during storage of organic raw materials and products?
- have knowledge of methods of determining the period of harvest / picking, determine the physiological and technical maturity with chemical and organoleptic path?
- implement postharvest rules at the producer level or enterprise level?
- adapt to the rules governing the sector in postharvest?
- select the method of keeping the product with regard to its ultimate purpose?
- plan and execute harvesting, processing, transportationactivites and related operations?
- know the dynamics of the water cycle, biosphere level of the edafosphere and water balance in the plant?
- have knowledge of the theoretical basis from agroecology to facilitate water management in agricultural systems?
- have knowledge of the methods with the environment to ensure product quality?
- have knowledge of the quality of used water?
- understand  the advantages of irrigation?
- have knowledge of the importance of preventing pollution of watercourses and groundwater?
- have knowledge of methods to manipulate the environment to ensure product quality maintenance?
- have knowledge of the methods with the environment to ensure product quality maintenance?
- know how to apply dosages based on culture and stage of growth?
- understand  ecological principles in moisture conservation?
- have knowledge of irrigation methods?
- understands agro-climatic issues linked to global warming?
- understand irrigation methods which assure environmentally sound water management?
- advise farmers on optimum use of irrigation water/is able to provide/ take water samples for analysis?
- analyze water data and present it as a basis for decisions?
- extrapolate knowledge of water systems (the dynamics of the water cycle etc) to the design of crop and soil management?
- use techniques of soil management, planting, seeding and crop diversification to conserve water and can optimize irrigation?
- manage water: inputs (saving systems), limiting losses through evapotranspiration (mulch and organic mulch), surplus management (drainage, shaping boards cultures), associations of beneficial cultures, to create microclimates (agroforestry)?
- plan the installation and use of irrigation systems?
- plan the required capacity of the irrigation system and related costs of installation and usage?
- create and manage water-saving irrigation?
- calculate optimal water consumption and analyze profitability?
- apply an irrigation program ?
- master techniques for water management?
- master irrigation systems?
- have a developed consciousness of the usefulness of irrigation in agricultural production?
- implement irrigation system on agricultural land?
- prepare independently the farm’s water management and irrigation plan?
- meet the water needs and control the dose to be applied depending on the growth stage of the crop?
- know the basic characteristics of the water used for irrigation?
- know the consequences of tillage and their behavior depending on the type of soil?
- explore the features of machinery for planting, application of manure and compost, forage, and crop cultivation?
- have knowledge of proper handling of tools and machinery on a farm?
- understand tillage?
- comply with hygiene rules and food safety regulations ?
- know the machines which are specially created for Organic Agriculture ?
- stay safe at the work according to national legislation by having attended relevant training?
- master the appropriate equipment for mechanical weeding?
- master spraying equipment to ensure proper application of bio pesticides?
- know how to properly maintain machinery?
- understand the advantages and application of  the planned preventive maintenance system?
- understand energetic issues (direct consumption and indirect energy costs, life cycle analysis) linked to agricultural equipment?
- know collective approaches for using agricultural equipment : group property, farmers groups, support societies?
- understand environmental impact of agricultural machinery use?
- have the appropriate handling certificates and is able to handle the machinery safely ?
- understand soil management with minimum tillage and no-till?
- fix the use of specific tools, at the right floor-and-tempering time for cultivation?
- prepare and execute machine handling and control instructions?
- drive tractors and garden tractors with implements?
- perform maintenance of the facilities?
- select and use appropriate equipment for each job, in order to maintain and enhance biodiversity, particularly in soil?
- safely and properly use machinery?
- provide proper first aid?
- know the rules regarding the labeling of organic products?
- understand the packaging industry at the national level and in exports?
- know the main functions of packaging in fresh and processed foods and the different characteristics of each?
- have knowledge of the legal regulations of processing and labeling of organic products? 
- have knowledge of the importance of proper harvest time depending on the purpose of the product?
- have knowledge of the principles of organic products preservation, drying techniques and preserving ecological products?
- have knowledge of the list of approved substances and ways of processing?
- understand the role of packaging as selling tool?
- have knowledge of and  introduce  and maintain a complex HACCP system?
- understand the basic semi-finished and finished product production technologies?
- have knowledge of the best professional practices, standards and specifications of packaging and stripping/wrecking?
- understand energetic issues (direct consumption and indirects energy costs, life cycle analysis) linked with packaging?
- understand the process for proper selection of packaging (reusable, bio degradable material)?
- understand processing and packaging technology?
- know the basics of environmental labeling?
- differentiate the peculiarities of the labeling of fresh produce and processed product?
- have knowledge of the packaging industry at a national level and for export?
- apply this knowledge (main functions of packaging etc) to decision making in business?
- process products respecting sanitary regulations?
- handle machinery
- use methods of analysis of food hygiene to map the organic quality in farming food processing
- understand marketing channels in the eco-sector
- know how to differentiate the characteristics of the ecological food chain and all possible forms of marketing and distribution sector
- understand short channels and markets nearby
- understand the characteristics and potential of this type of marketing
- know the importance of online market and social media
- understand the importance of innovative marketing
- differentiate the characteristics of the ecological food chain and all possible forms of marketing and distribution sector
- design strategies to optimize this type of distribution with small farmers and small markets or consumer groups
- work at the enterprise level in the positioning and dynamics of eco responsible products
- know the marketing channels
- design labels and packaging of eco products in order to attract customers
- make market research and recognize optimal business oportunity
- master marketing techniques
- raise awareness about sustainable agriculture among employees and the environment
- raise awareness of the consumer about the benefits of ecological products on health and the environment
- know the importance of the tourism sector in the rural economy
- understand farm and / or ecotourism
- understand the differences between agro-tourism and green tourism
- know the basics of tourism 
- understand ways of selling tourism offers
- understand the regulations and limitations regarding agrotourism (village tourism)
- be sensitive to different cultures
- communicate and transfer the culture of an area
- understand green tourism
- introduce the environmental factor within the tourism sector
- understand farm and / or ecotourism
- link concepts and requirements for greater economic diversification in rural and local areas
- quantify its project to assess its profitability
- create good communication channels in marketing promotion 
- discover / plan new facilities to attract visitors
- create their own agrotourist household (on the base of possessed agricultural farm)
- find product niches to get a better price (additional income, …), combination of offerings   
- master the standards required for hosting disabled people
- find advice for dealing with tourism
- make a business plan (a form of agricultural tourism, finance, market demands, marketing, resources, etc.)
- integrate agrotourism into the course of business of the farm
- deal with agrotouristic activity (i.e. to plan activity, to lead marketing, to organize the stay of guests in the household, to manage finance aspects of the activity)
- have mastery of organic agriculture communication in order to respect competition rules?
- know how to support decision making by a farmer in a context of uncertainty?
- know the basics of a Firm's Social Responsibility approach?
- have mastery of the techniques of active listening (identifying customer needs through an open questionnaire)?
- identify the difference between needs and the expectations of a farmer?
- have mastery of at least one foreign language?
- evaluate the overall performance of a technical proposal (environmental, social and economic impacts, stakeholders identification)?
- link a technical proposal and farmer 's strategic directions?
- master the stakeholders' identification in an organic farming project?
- support farmers' groups (at least, to organize meetings)?
- have some level of mastery of ICT tools?


If you answered YES to a good deal of the above questions, then you probably have the right skills to be an organic farmer and manage a sustainable farm competently. You are also most likely to be a good listener, and a good decision maker, and will be able to survive a bout of bad luck (eg finance or climate oriented) to a great degree. Such skills are what is keeping Greece afloat at the moment: while most developed countries disregard their food supply as playing a great role in their economy, and importing most of their food needs, Greece produces a great deal of fresh food that is used in its raw state by Greek citizens, as well as being exported. What's more, Greek food is considered very highly among the global community.

Make what you wish of the competences stated above. They are based on skills, competences and knowledge which are believed to be inherited informally and non-formally from one farming family member to another, especially through experience, and which are slowly being lost over time as people gradually move away from farming as a career/main job, hence the need to formalise such training in recognised courses for would-be farmers.

Some skills cannot be taught just from a book, while others need a substantial period of time to be understood to the point that a person can practice them. Farming depends on hands-on experience. Once such skills are debased, then the big-business agro-industry rightfully must become a standard feature of our lives.

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