"Lesser harm is illiteracy, rather than poor and non-formal education. It is certain that among the illiterates easier one finds a virtuous person, rather than among those who have been trained without the right method. "
The goal of this study is to illustrate the pedagogical value of using myths in teaching Greek as a second language. Its starting point is Carl Jung’s , view that religion and myth reflect our inner reality: "The mythology of a race is its living religion ...... Myths have a vital meaning, they are not simply represented, but they are the mental life of the primitive race. Religion is a living link with mental processes that operate independently and beyond consciousness, within the dark depths of the soul." Precisely because myths encapsulate the deeper aspects of the human psyche, they can form an attractive, an engaging tool for the teaching of languages for all levels of education.
The thesis starts in Chapter one [A’] with a summary of the main ideas, theories and views on the benefit of the art of myth in the teaching of Greek, as a second or foreign language. Chapter two [B’] provides the contextual framework of Intercultural Pedagogy. It critically presents intercultural pedagogy, as a field that creates new educational models and ways of approaching pupils from different cultural backgrounds. It identifies the main reasons behind its appeal and the changes it necessitates in the educational system. The chapter demonstrates that one of the key issues facing modern societies and education systems at the global level relates to the integration and acceptance of migrants and refugees in the monolingual school and society. Within this context, we argue that the intercultural model can have multiple benefits especially for multicultural societies like Australia. These benefits include: the reciprocal acceptance of different cultures, the development of cultural competency and by extension increased levels of harmonious living conditions. Chapter three [C’], develops a model of intercultural, mythological methods of approaching thematic units of the teaching of Greek, as a second or foreign language. It examines the possible teaching resources that can be used and demonstrates their connection to the teaching of Greek as a second or foreign language. Finally, Chapter four [D’] provides an example of the practical application of the methodology developed in the previous chapters. It provides examples of the use of myths in engaging students by using all modalities of learning a language: writing, speaking, listening, comprehending.
The ulterior purposes of our study are to outline the complexity of Intercultural Education, the teaching methodology of Greek, as second or foreign language and the profound theoretical documentation of them through the Art of Myth. The resetting of the political authorities for new fundamental attitudes in Education, maybe, should break the passive acceptance of multiculturality, which represents the existing global situation, starting to be based on the interculturality, which includes the aforementioned concept and represents the continuous interaction of cultures, aiming at making peoples going along with each other in a prosperous and peaceful way.
Intercultural education is not a lesson, it overtakes all the lessons. Its values are taught only in practice through the intercourse of children with minority children and it leads to the opening of their spirit, based on the exploitation of the "different" as a source of knowledge. The way of teaching through the art of myth does not penetrate deeper the thorn of diversity and can be a pole of attraction and love for the language of the country being taught or offering hospitality and permanence applying not only to theory but also to the practice of pedagogy! The teaching of the Greek language, through Myth, bypasses religious references and differences, so that a friendly and familiar environment is developed, necessary for the acceptance of the culture and the axis of values that govern this "new" language! In the analysis of our research we focus on the value of the diachronicity of myths and the irreproachableness of their content, which we think transcends the people of a country or nation and can harmonize and embrace teaching each student of different ethnicity!
Our research, in bilingual programs, led us to the conclusion that Greek language is taught and learnt in a pleasant, constructive and creative way through all forms of “The art of myth”!!!