The name of the project ‘The Thousand Faces of Europe through the War’ perfectlydefines the plan we want to develop. The Project is focused on the knowledge of humanities and social sciences, analyzing the blocks of curriculumplanned and developing each one of them being conscious of their validity and value in this twenty-first century and in every country joined to this Project, with their particular aspects, but giving a European view all together, studying the past to understand the present. The knowledge of the different topics presented in the Project will be useful indeepening their own importance. The Humanities are a main pillar in teaching, as they do two functions: 1. To assume the cultural inheritance and to allow us to know our present with accuracy. 2. To help us better understand the economic, social and political life of the nations in the European context; and participate in the consolidation of democratic systems. The goals of the Project have been created according to the European strategies of 2020. These objectives are: a) Related to Education: To encourage, increase and improve the learning process. To develop language competence. To teach through an intercultural approach. To develop cultural and artistic competence. To develop social competence. b) Related to Investigation and Innovation: To promote innovative educational development. To improve communication between schools. To search for information for qualification and employment in our Humanities areas. c) Related to digital society: The treatment of information and digital competence through the T.I.C. The partners in this project are: Spain, Greece, Italy and France. All of them are secondaryschools and high schools. The Spanish school has two European sections in Italian and English languages. The French school has a European section in Spanish. The Italian school specializes in classical studies and in Spanish as a first foreign language. The activities are related to the following areas of knowledge: arts, music, philosophy, history, Latin, Ancient Greek, French, Spanish language and literature. All of these areas will be developed according to T.I.C. The method employed in this project is based on the identification and definition of some common objectives with which we will comply throughout the project. All of the countries will use the same methods, such as surveys and statistics, among other things, in order to evaluate the level of understanding of these objectives as well as to compare the evaluations of the results obtained for each of these countries, and to collectively discuss solutions to improve our practices at all levels. In this way, the activities gain a level of flexibility and can be adapted to meet the needs of each society. We will organize the Project in 4 parts: We will analyze the evolution of the word along the History as an element of transmission and knowledge “ from the tabulae to the tablet”. The humanistic culture is undeniable and has to conform one of the pillars of education. We will foster the evolutionary study of different countries through the influential artists and artistic works that have shaped Western civilization. Each country will study language through theater, from its origins until the appearance of the myth of Don Juan, by means of comparative European literature. The appearance of this universal figure in more than 140 European works from the seventeenth to the twenty-first century will allow us to establish interdisciplinary relations. We will give a voice to those refugees that Europe has forgotten, and give refugees living near the educational centers of Tesalónika and Mazzarino the possibility to share about their experiences and feelings, such as Anne Frank and Primo Levi were able to do during their times. We will analyze the different manifestations of the spoken word through folk songs and traditional dances, as a cohesive element between people and the resulting cultural diffusion. Through the multidisciplinary study of oral tradition and cultural heritage we can acquire the desired educational competencies. We will integrate technology and science, as basic elements of knowledge, into the study of humanities. We will use this to join the common elements of these diverse fields of knowledge. We will consider the impact of this project on the members of the educational communities participating in this project, such as families, teachers, students, schools and local communities, as well as the future impact on the further education of the students involved.
The name of the project ‘The Thousand Faces of Europe through the Word’ perfectly defines the plan we have developed. The Project has been focused on the knowledge of humanities and social sciences, has analized the blocks of curriculum planned and developed each one of them having been conscious of their validity and value in this twenty-first century and in the schools that have taken part in the project, with their particular aspects, but having given a European view all together, having studied the past to understand the present. The knowledge of the different topics presented in the Project were useful in deepening their own importance. The Humanities are a main pillar in teaching, as they do two functions: 1. To assume the cultural inheritance and to allow us to know our present w ith accuracy. 2. To help us better understand the economic, social and political life of the nations in the European context; and participate in the consolidation of democratic systems. The goals of the Project were created according to the European strategies of 2020. These objectives were: a) Related to Education: To encourage, increase and improve the learning process. To develop language competence. To teach through an intercultural approach. To develop cultural and artistic competence. To develop social competence. b) Related to Investigation and Innovation: To promote innovative educational development. To improve communication between schools. To search for information for qualification and employment in our Humanities areas. c) Related to digital society: The treatment of information and digital competence through the T.I.C. The partners in this project were: Spain, Greece, Italy and France. All of them are secondary schools and high schools. The Spanish school has two European sections in Italian and English languages. The French school has a European section in Spanish. The Italian school specializes in classical studies and in Spanish as a first foreign language. The activities were related to the following areas of knowledge: arts, music, philosophy, history, Latin, Ancient Greek, French, Spanish language and literature. All of these areas were developed according to T.I.C. The method employed in this project has been based on the identification and definition of some common objectives with which we complied throughout the project. All of the countries used the same methods, such as surveys and statistics, among other things, in order to evaluate the level of understanding of these objectives as well as to compare the evaluations of the results obtained for each of these countries, and to collectively discuss solutions to improve our practices at all levels. In this way, the activities gained a level of flexibility and could be adapted to meet the needs of each society. We organized the Project in 4 parts: We analyzed the evolution of the word along the History as an element of transmission and know ledge “ from the tabulae to the tablet”. The humanistic culture is undeniable and has to conform one of the pillars of education. We fostered the evolutionary study of different countries through the influential artists and artistic works that have shaped Western civilization. Each country studied language through theater, from its origins until the appearance of the myth of Don Juan, by means of comparative European literature. The appearance of this universal figure in more tan 140 European works from the seventeenth to the twenty-first century allowed us to establish interdisciplinary relations. We gave a voice to those refugees that Europe has forgotten, and gave refugees living near the educational centers of Tesalónika and Mazzarino the possibility to share about their experiences and feelings, such as Anne Frank and Primo Levi were able to do during their times. We analyzed the different manifestations of the spoken word through folk songs and traditional dances, as a cohesive element betw een people and the resulting cultural diffusion. Through the multidisciplinary study of oral tradition and cultural heritage we were able to acquire the desired educational competencies. We integrated technology and science, as basic elements of knowledge, into the study of humanities. We used this to join the common elements of these diverse fields of knowledge. We have considered the impact of this project on the members of the educational communities participating in this project, such as families, teachers, students, schools and local communities, as well as the future impact on the further education of the students involved.