Relevant bibliographies by topics / School, Greek

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School, Greek'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "School, Greek"

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Didaskalou, Eleni, Eleni Andreou, Christina Roussi-Vergou, and Grace Skrzypiec. "Are Greek school students flourishing?" Pastoral Care in Education 36, no. 3 (2018): 223–37. http://dx.doi.org/10.1080/02643944.2018.1480185.

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Kaparou, Maria, and Tony Bush. "Instructional leadership in Greek and English outstanding schools." International Journal of Educational Management 30, no. 6 (2016): 894–912. http://dx.doi.org/10.1108/ijem-03-2015-0025.

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Purpose – The purpose of this paper is to examine instructional leadership (IL) in outstanding secondary schools within a centralised (Greece) and a partially decentralised (England) education context. Design/methodology/approach – Since the purpose of the study is exploratory, the researchers adopt a qualitative approach, employing a series of four qualitative case studies with the purpose of examining the impact of IL on student learning, teachers’ professional growth and school improvement, using the interpretivist paradigm. Semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practices and meetings, and scrutiny of relevant macro and micro policy documents are employed to enhance methodological and respondent triangulation. Findings – Recognising that IL is not confined to the principals’ leadership domain, a sense of shared and distributed leadership prevails in schools, while its implementation is inevitably linked to system constraints. The findings from the Greek schools link to the official expectations that principals operate as administrative rather than instructional leaders, while an unofficial instructional “teacher leadership” culture suggests potential for reconsidering leadership in Greek state schools. In contrast, the decentralisation of school activities creates the platform for the emergence of shared and distributed leadership within the English context, where school actors enact direct and indirect IL roles. Originality/value – This cross-country comparative study demonstrates theoretical significance in its focus on the collaborative and reciprocal nature of IL, while its empirical contribution lies in generating new knowledge on how IL is contextually bounded.
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Christoforidis, Christos, and Antonis Kambas. "Childhood injuries in Greek school environment." International Journal of Injury Control and Safety Promotion 14, no. 4 (2007): 262–63. http://dx.doi.org/10.1080/17457300701619195.

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Gkiomisi, Athanasia, Maria Gkrizioti, Athina Gkiomisi, Dimitrios A. Anastasilakis, and Panagiotis Kardaras. "Cyberbullying Among Greek High School Adolescents." Indian Journal of Pediatrics 84, no. 5 (2016): 364–68. http://dx.doi.org/10.1007/s12098-016-2256-2.

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Lazaridou, Angeliki, and Aspasia Gravani Kassida. "Involving parents in secondary schools: principals’ perspectives in Greece." International Journal of Educational Management 29, no. 1 (2015): 98–114. http://dx.doi.org/10.1108/ijem-06-2013-0102.

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Purpose – The purpose of this paper is to report findings from an investigation of Greek principals’ attitudes and perceptions concerning parental involvement in schools – research prompted by the belief that the information will be useful in attempts to make Greek schools more effective. Design/methodology/approach – The participants of the study were secondary school principals and vice principals from one Prefecture in Central Greece. The questionnaire used elicited information about the participants’ demographics, the main features of the schools they were serving in, and their views concerning existing and preferred school-family partnerships. Findings – The principals in the investigation seemed to be not only in favor of parental participation, but also saw a need to increase it. In general, then, the findings support others’ reports that parents’ participation in schools – in this instance secondary schools – tends to be less than satisfactory. Originality/value – In Greece, the issue of parental involvement in schools has not received adequate attention until recently. The latest school reforms emphasize the notion of parental involvement as a significant factor for the effectiveness of the Greek schools.
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Lawrence, William. "Advice to a student of Classics." Journal of Classics Teaching 18, no. 36 (2017): 15–16. http://dx.doi.org/10.1017/s2058631017000162.

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Look at the secondary school timetable and you will see that almost all the subjects are ancient Greek words; so the Greeks studied these ideas first and are worth studying for their ideas in their own language (just like the Romans in Latin!). Greek: Biology, Physics, Zoology, Philosophy, Mathematics, Economics, Politics, Music, Drama, Geography, History, Technology, Theatre Studies. Latin: Greek, Latin, Art, Science, Information (Latin) Technology (Greek), Computer Science, Media Studies.
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Tsaliki, Evanthia. "Religious Education in Greece Under the Scope of Interculturalism." Journal of Education and Training 4, no. 1 (2017): 40. http://dx.doi.org/10.5296/jet.v4i1.9923.

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The aim of this presentation is to provide an overview of the subject of Religious Education (RE) taught in Greek primary and secondary schools through the lens of the diversity existing in the Greek society. The presentation refers to the Christian Orthodox oriented content – and the roots of this orientation - of the school textbooks and the curriculum on the subject of Religious Education related and compared with the Greek legislation and the European guidelines on Religious Education in detail. The issue was explored through the phenomenological approach which illuminates the subject of RE taught in Greek schools via the method of document analysis. The document analysis showed that the Greek legislation and the curricula of RE seem to be by and large consistent with the European guidelines on the freedom of religious conscience, as this is preserved in some way. However, neither the development of inter-religious dialogue nor the encouragement of pupils to discover different religions is foreseen within school with the exemption of some lessons relevant to other religions and faiths less in primary school and high school and more in Lyceum, the attendance of which is optional. In the end, the findings are discussed and some thoughts are expressed regarding the dimension that the subject of Religious Education should take in future in view of the present composition of the population in Greece.
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Bikos, Georgios, Panagiota Papadimitriou, and Georgios A. Giannakopoulos. "School libraries’ impact on secondary education: a users’ study." Library Review 63, no. 6/7 (2014): 519–30. http://dx.doi.org/10.1108/lr-11-2013-0139.

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Purpose – The purpose of this paper is to offer an overview of students’ and teachers’ perceptions of school libraries’ impact on academic performance in secondary education in Greece, using sociological analysis to assess the data and contextualise it in the particular case and social context of Greece after the crisis. Design/methodology/approach – This paper developed structured questionnaires for the key categories of users visiting school libraries, teachers and students, trying to explore a set of questions which would give us a better image of their behaviour. The results from our empirical study, following the creation and distribution of a purpose made questionnaire in secondary schools in the area of Athens, was then evaluated in the context of sociological analysis. This paper argued that social factors may explain discrepancy in opinions regarding school libraries’ (SLs) role. Findings – The data which the paper present elucidates, not only the frequency and ways in which pupils of an age up to 14 years use SLs but also their own and their teachers’ assumptions as to the degree in which SLs affect their performance. In this way, the data documents currently dominant perceptions of key categories of users in the Greek context but also reveals, via its critical assessment, the kinds of social factors that enhanced or hindered its impact on learning and academic performance in secondary education in Greece. Research limitations/implications – The paper consists of a study based on a limited sample of users from Greek schools in Athens; hence, its results are indicative. Practical implications – The paper considers possibilities in which educational and cultural policies in relation to SLs should shift attention following the findings and their interpretation. Social implications – The paper provides policy implications regarding Greek education. The paper provides some recommendations as to ways in which SLs and research in their users may provide a fresh way of implementing strategies as to their role in Greek education in the period of recession. Originality/value – This study focuses exclusively on the Greek context, taking into consideration, for the analysis of the data derived from the empirical survey undertaken in Greek schools, sociological parameters tied to the Greek context after the crisis.
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Wright, Anne. "Running a Greek Club – The Hereford Cathedral School Experience." Journal of Classics Teaching 16, no. 32 (2015): 21–24. http://dx.doi.org/10.1017/s205863101500015x.

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Last autumn, Hereford Cathedral School began an after-school Greek Club open to state-school pupils from across Hereford. This article aims to provide some ideas about what works and how best to foster interest in Greek and Greek culture.
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Papadopoulou, Vassiliki, Kyriaki Theodosiadou, and Nektaria Palaiologou. "Teachers’ personal theories of teaching: managing cultural diversity in mainstream public primary schools in Greece." Journal of Ethnic and Cultural Studies 7, no. 2 (2020): 195. http://dx.doi.org/10.29333/ejecs/375.

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The phenomenon of migration has transformed the Greek school into a multiethnic environment, reshaping the issues raised about good practices and the role the teacher plays in the smooth integration of diverse cultures, not only in the school but also in the wider Greek society. This paper examines how cultural diversity is managed in Greek primary schools by focusing on the content of teachers’ personal theories, which guide their actions, although those actions to a large extent show lack of consciousness. The study investigated the personal theories of five female primary school teachers in the Regional Unit of Pella in Central Macedonia, Greece, using qualitative research methods, through a variety of tools, such as teaching observation, in-depth interviews, and text analysis. These teachers, although teaching in mainstream schools, have students from other ethnic backgrounds in their classes. The findings show that teachers’ personal theories on which they base how they manage cultural diversity are largely still determined by an assimilative approach.
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Dissertations / Theses on the topic "School, Greek"

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Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

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Kantartzi, Evagelia. "Sex role stereotypes in Greek primary school textbooks." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:8059.

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My purpose in this research is to examine the way in which the two sexes are presented in school textbooks. The incentive for pursuing my research was my own experience of using school textbooks and the observation of everyday reality. Until the present time research in Greece regarding the image of the two sexes has been limited to the primary school reading-scheme books. With this study I intend to give a detailed picture of the beliefs about sex roles as these are presented through the whole range of school textbooks. My ambition is that my work - in combination with other similar studies - will help instructors to comprehend and point out the traditional standard beliefs about the two sexes depicted in the textbooks which are used on a daily basis in schools in Greece. This research could sensitise instructors and simultaneously help them to be aware of and recognise the stereotype beliefs in the books they use. In this way they will be able, with the appropriate interventions and discussions, to consider their validity in relation to the children they teach. The present study is presented in 14 chapters. It is divided into two parts. The first part deals with the wide theoretical-work related to socialisation and the sex roles (Chapters 1-2). The third chapter discusses the agents of sex role socialisation (the family, peer groups, media, school). The fourth chapter studies the woman's professional role. Chapter 5 includes a brief description of the Greek educational system and an examination of a girl's place within it. The sixth deals with books as a factor in the configuration of the sex role. Chapter 7 includes a review of the related studies. The second part of the thesis includes the main body of the study, the methodology (chapter 8), the analysis of the results (chapters 9-13) and finally the conclusions and suggestions (chapter 14). Chapters 9-13 have their own separate bibliographies to facilitate reference for readers interested in one particular curriculum area.
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Charalambous, Ioanna. "Greek as an additional language (GAL) school students in Cyprus in late modernity : an ethnographic study of three parallel intensive Greek language classes in two Greek-Cypriot state primary schools." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/greek-as-an-additional-language-gal-school-students-in-cyprus-in-late-modernity(a5f4f2a7-d3c4-4da4-9c9e-96e4748e1e64).html.

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This thesis is an ethnographic study investigating the misplacement of students in parallel intensive Greek language classes in Greek-Cypriot primary schools. In 2008, the Cyprus Ministry of Education issued a policy document about the setting up of classes for migrant students to be given intensive instruction in the Greek language in Greek-Cypriot state primary schools, and since then, parallel classes have been offered in schools. However, the establishment of the parallel classes was prompted by the need to respond to EU discourses about human rights for minorities and not by a change in the Hellenocentric ideology that dominates the Greek-Cypriot educational system. The fact that the policy for parallel classes was developed as something extra to regular school life and on the margins of the mainstream reveals that the Hellenocentric character of the curriculum was left untouched. This project focuses on three parallel classes in two primary schools and draws on data collected during fieldwork that lasted five months. The focal children had a migrant background but either total or considerable experience of living within Greek- Cypriot society and competence in everyday spoken Greek-Cypriot dialect; yet, they had been selected for parallel intensive Greek language tuition away from their mainstream class. Taking into account the dominant Hellenocentric ideology in the Greek-Cypriot educational system and with anti-essentialist cultural studies as the theoretical stance, the thesis explores how this phenomenon came about. The empirical investigation shows that children were misplaced because Hellenocentric ideology cannot envisage people who do not have Greek-Cypriot parents and a Greek-only orientation to language as anything else but 'the other'. The thesis concludes that new approaches are necessary in the era of the new globalisation in which new patterns of language and superdiversity are constantly emerging.
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Vasilaki, Eleni. "Stress and anxiety in Scottish and Greek high school pupils." Thesis, University of Dundee, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319213.

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Pieridou, Avra. "The construction of musical identities by Greek Cypriot school children." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10006678/.

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This thesis examines the construction of musical identities among Greek Cypriot school children aged nine to twelve. Cyprus provides an interesting case study of musical identity construction. Its geographical, national and cultural environment provides ambiguous, contradictory and fluid national, cultural and musical meanings that are defined by the oppositions of West/Orient and Traditional/Modern, coupled with the country's unresolved political problem. The research compared the music enculturation of Greek Cypriot children within two schools, hence two sites, one urban and one rural. It describes and analyses the children's musical enculturation by exploring the diversity and complexity of their musical identity construction in relation to local and global forces and the effects of the society's Eurocentric ideology on the children's musical practices in relation to the symbolic manipulation of rural versus urban contexts of the country. It investigates the children's behaviours of performing, composing and improvising, and their reception of music in terms of listening, dancing and talking about their musical experiences in relation to local (Cypriot and Greek), Western and global musical cultures. It gathers qualitative data through observation, interviews and the collection of musical products. The findings indicate that Cypriot children actively construct their musical identities, and are not passive recipients of adult musical meanings. They construct multiple, fluid and often contradictory and ambiguous musical identities, dominated on one hand by Greek nationalism in certain contexts and on the other hand by the hegemonic delineations of Western and global musical cultures. Children often marginalise their Cypriot local musical identities in favour of global, Western and Greek musical identities. Although this thesis critically analyses the homogenising and dominating effects of the global, which cause complex human struggles, and subordinated local musical practices, it concludes that the effects of global processes are highly uneven; and argues in favour of the significance of the local, social and personal, in the construction of musical meaning.
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Hatzichristou, Chryse, and Diether Hopf. "School performance and adjustment of Greek remigrant students in the schools of their home country." Universität Potsdam, 1992. http://opus.kobv.de/ubp/volltexte/2009/3635/.

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This study explores the adjustment of Greek remigrant students in Greek public schools after their families' return to Greece from the Federal Republic of Germany. Teacher and self-rating instruments were used, and achievement and language competence data were obtained. The sample consisted of 13- to 15-year-old junior high school students in northern Greece. The remigrant students were divided into two groups ("early return" and "late return"), based on the year of return to Greece. The control group consisted of all the local classmates of these students. Remigrant students (mainly late return) were found to experience difficulties mainly in the language/learning domain and less in the interpersonal and intrapersonal behavior domains.
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Serafingos, Fotios. "Job satisfaction and central life interests of Greek secondary school teachers." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335170.

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Mitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.

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Hatzichristou, Chryse, and Diether Hopf. "School adaptation of Greek children after remigration : age differences in multiple domains." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2009/1687/.

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The aim of the study is to explore the patterns of adjustment of Greek remigrant children (coming from the former Federal Republic of Germany) as compared to their peers in the Greek public schools. Teacher, peer, and self-ratings were used and achievement data were obtained. The sample consisted of two age groups, elementary and secondary school students of public schools in Greece. The remigrant students were divided into two groups ("early return" and "late return") based on the year of return to Greece, and the control group consisted of all the classmates of the students. Return students were found to experience problems mainly in school performance. Contrary to the authors' hypotheses, remigrant students do not seem to experience any severe interpersonal or intrapersonal problems as compared to their local peers, indicating a rather smooth psychosocial adjustment. The authors' findings underscore the importance of the right time for remigration.
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Schlundt, Walter W. "A computer workbook for beginning Greek students at Practical Bible Training School." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Books on the topic "School, Greek"

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Rhode Island School of Design. Museum of Art. Ancient Greek coins. Center for Old World Archaeology and Art, Brown University, 1998.

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Alphavētario =: Pre-school reader. Papaloizos Publications, Inc., 1987.

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Chadjiphotis, I. M. Macedonian school: The school of Panselinos, 1290-1320 : a flowering of Greek art. National Youth Foundation, 1995.

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Crescenzo, Luciano De. The history of Greek philosophy. Pan, 1990.

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Crescenzo, Luciano De. The history of Greek philosophy. Pan Books, 1989.

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The history of Greek philosophy. Pan Books, 1990.

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Raubitschek, A. E. The school of Hellas: Essays on Greek history, archaeology, and literature. Oxford University Press, 1991.

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Dirk, Obbink, and Vander Waerdt Paul A, eds. The school of Hellas: Essays on Greek history, archaeology, and literature. Oxford University Press, 1990.

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Thomas, Mannack, Wilkins Robert, British Academy, and Union académique internationale, eds. Corpus vasorum antiquorum. Published for the British Academy by Oxford University Press, 2005.

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Vaporis, N. M. A chronicle of Hellenic College/Holy Cross Greek Orthodox School of Theology. Holy Cross Orthodox Press, 1988.

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Book chapters on the topic "School, Greek"

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Leinster-Mackay, Donald. "Much Ado about Greek." In The Rise of the English Prep School. Routledge, 2021. http://dx.doi.org/10.4324/9781003153665-20.

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Clogg, Richard. "The British School at Athens and the Modern History of Greece." In Anglo-Greek Attitudes. Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230598683_2.

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Karakatsani, Despina, and Pavlina Nikolopoulou. "Aspects of School Life During the After War Period Through the Analysis of Greek Films." In School Memories. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44063-7_19.

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Balodimas-Bartolomei, Angelyn. "Breaking the Traditional Greek School Mold: The Case of the Aristotle GSL Program." In Educating Greek Americans. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39827-9_5.

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Zervas, Theodore G. "The School and the Textbook." In Formal and Informal Education during the Rise of Greek Nationalism. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-48415-4_3.

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Papadatou, Evangeloula, and Anna Saiti. "Investigation of Aggression and Belligerence in Greek Primary and Secondary Schools." In School Violence in International Contexts. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17482-8_6.

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Mattheoudakis, Marina. "An American and Greek Language Integrated Curriculum for a Dual Language Immersion Program: The Case of Odyssey Charter School." In Educating Greek Americans. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39827-9_6.

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Roussi-Vergou, Christina, Eleni Andreou, Eleni Didaskalou, Phillip Slee, and Grace Skrzypiec. "“Coping with Bullying” Program in Greek Secondary Schools: An Evaluation." In Bullying Prevention and Intervention at School. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95414-1_6.

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Hantzopoulos, Maria. "8. Going to Greek School: The Politics of Religion, Identity and Culture in Community-based Greek Language Schools." In Bilingual Community Education and Multilingualism, edited by Ofelia García, Zeena Zakharia, and Bahar Otcu. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698018-010.

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Karantzola, Eleni, and Ioannis Galantomos. "School and Family Cooperation: Strengthening Parents’ Knowledge of Greek." In Language Diversity in Greece. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28396-4_6.

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Conference papers on the topic "School, Greek"

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Govaris, Christos, Dimitrios Sakatzis, Emmi Sarafidou, and Stavroula Kaldi. "INVESTIGATING SCHOOL INEQUALITIES IN THE GREEK SCHOOL FROM THE PERSPECTIVE OF RECOGNITION JUSTICE (ANERKENNUNGSGERECHTIGKEIT)." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1457.

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"THE GREEK SCHOOL NETWORK - Structure, Design Principles and Services Offered." In International Conference on E-business. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0001425302830288.

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Tsagdi, Sofia, and Konstantinos Theologou. "Analyzing School Visual Messages to understand the Effect of Multi Culturalism in Greek High Schools." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-45-50.

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Kyritsis, Konstantinos, Eleni Stergatou, and Theodoros Pegiazis. "Cutting Edge Collaborative eLearning Services: The Case of the Greek School Network." In 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2019. http://dx.doi.org/10.1109/iisa.2019.8900735.

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CONSTANT, PIETER MICHEL. "THE QUALITATIVE THEORY: AN EXPLANATION OF HIGH DILUTION EFFECTS, A JOURNEY THROUGH GREEK ONTOLOGY FROM PARMENIDES TO ARISTOTLE." In Proceedings of the International School of Biophysics. WORLD SCIENTIFIC, 1998. http://dx.doi.org/10.1142/9789812816887_0041.

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Sichletidis, LT, DA Chloros, AI Tsiotsios, and DG Spyratos. "Prevalence and Risk Factors for Initiation of Smoking in Greek High-School Students." In American Thoracic Society 2009 International Conference, May 15-20, 2009 • San Diego, California. American Thoracic Society, 2009. http://dx.doi.org/10.1164/ajrccm-conference.2009.179.1_meetingabstracts.a2608.

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Perikos, Isidoros, Vasileios Gkamas, Thomas Zarouchas, and Michael Paraskevas. "Educational capabilities of a novel teleconference service integrated into the Greek school community." In PCI '16: 20th Pan-Hellenic Conference on Informatics. ACM, 2016. http://dx.doi.org/10.1145/3003733.3003771.

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Rammos, Dimitrios, and Tharrenos Bratitsis. "Inclusive strategies for the History Subject in 6th Grade of Greek Primary School." In DSAI 2018: 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion. ACM, 2018. http://dx.doi.org/10.1145/3218585.3218682.

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Vlachopoulos, Dimitrios, and George Tsokkas. "THE CHALLENGES OF USING ICT IN THE ADMINISTRATION OF SCHOOL UNITS: INSIGHTS FROM PRINCIPALS OF GREEK PUBLIC PRIMARY SCHOOLS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0271.

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Gkamas, Vasileios, Michael Paraskevas, and Emmanouel Varvarigos. "Design of a Secure BYOD Policy for the Greek School Network: A Case Study." In 2016 19th IEEE Intl Conference on Computational Science and Engineering (CSE), IEEE 14th Intl Conference on Embedded and Ubiquitous Computing (EUC), and 15th Intl Symposium on Distributed Computing and Applications for Business Engineering (DCABES). IEEE, 2016. http://dx.doi.org/10.1109/cse-euc-dcabes.2016.241.

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Reports on the topic "School, Greek"

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Verdict, M. Green Schools Project Final Report. Office of Scientific and Technical Information (OSTI), 2000. http://dx.doi.org/10.2172/769152.

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Harrigan, Merrilee. Final report to the Department of Energy: Green Schools Project DE-FC01-99EE10685. Schools for the 21st century: Transferring the Green Schools experience. Office of Scientific and Technical Information (OSTI), 2002. http://dx.doi.org/10.2172/794006.

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Döring, Thomas. Wachstum und ökologischer Fußabdruck – Zum Zielkonflikt zwischen wirtschaftlicher Prosperität und Umweltverbrauch einschließlich möglicher Lösungskonzepte. Sonderforschungsgruppe Institutionenanalyse, 2019. http://dx.doi.org/10.46850/sofia.9783941627741.

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Das weltweit vorherrschende Entwicklungsmodell in Form eines kontinuierlichen Wirtschaftswachstums steht in der Kritik – dies nicht allein, aber vor allem auch wegen seiner ökologisch negativen Auswirkungen.1 Die Kritik am Wachstumsparadigma ist jedoch keineswegs neu, vielmehr gibt es sie fast schon so lange wie das Wirtschaftswachstum selbst.2 Mit Blick auf die zurück-liegenden 50 Jahre führte vor allem der erste Bericht an den Club of Rome (Meadows et al. 1972) zu einer breiteren gesellschaftlichen Diskussion um die „Grenzen des Wachstums“ auf einem Planeten mit endlichen natürlichen Res-sourcen. Die wachstumskritischen Beiträge der jüngeren Vergangenheit knüpfen daran an, erweitern die frühe Diskussion unter Schlagworten wie „Post-wachstum“, „Green Growth“ oder „De-Growth“ jedoch zugleich um neue Perspektiven der Kritik, aber auch denkbare Lösungen des Konflikts zwischen Wachstum und Umweltschutz.3 Zwar sind Zielkonflikte und damit einhergehende Opportunitätskosten als solches aus ökonomischer Sicht keine Besonderheit. Die Brisanz des Konflikts zwischen Wirtschaftswachstum und Um-weltverbrauch kann jedoch in der mittlerweile erreichten Eingriffsintensität ökonomischen Handelns in die natürlichen Regelkreisläufe gesehen werden, die den Fortbestand der menschlichen Zivilisation selbst gefährden könnte. Vor dem Hintergrund dieses in den zurückliegenden Ausführungen sich aus-drückenden Konflikts zwischen Wirtschaftswachstum und Umwelt(-schutz) geht der vorliegende Beitrag zunächst der Frage nach, wie sich dieser Zielkonflikt aus ökonomischer Sicht sowohl inhaltlich als auch institutionell näher bestimmen lässt (Kapitel 2). Dies schließt auch eine Betrachtung mit ein, wie sich das Verhältnis von Wachstum und Umwelt im Verlauf des wirtschaftlichen Entwicklungsprozesses und damit in der zeitlichen Dimension gestaltet, wie dies den Überlegungen zur „Umwelt-Kuznets-Hypothese“ zugrunde liegt. Daran anschließend werden verschiedene Ansätze vorgestellt, die unterschiedliche Reformmaßnahmen zur „Entschärfung“ der Beziehung zwischen Wirtschaftswachstum und Umweltverbrauch zum Gegenstand haben (Kapitel 3). Diese lassen sich grob danach differenzieren, ob (1) der Zielkonflikt als nur einseitig zulasten des Wachstumsziels lösbar eingestuft wird (De-Growth- bzw. Postwachstums-Ansätze), (2) ein schonender Umgang mit natürlichen Ressourcen als nur durch eine grundlegende ethische Neuausrichtung der Marktwirtschaft realisierbar gilt (Ansatz der Gemeinwohlökonomie) oder (3) von der Möglichkeit einer weitgehenden Entkoppelung von Wirtschaftswachstum und Umweltverbrauch (Ansätze des „Green Growth“) ausgegangen wird. Der Beitrag endet mit der Ableitung ordnungspolitischer Schlussfolgerungen, die als wichtige Bausteine einer Lösung des Zielkonflikts zwischen Wachstum und Umwelt zu verstehen sind (Kapitel 4).
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4

Asian Development Outlook 2021: Financing a Green and Inclusive Recovery. Asian Development Bank, 2021. http://dx.doi.org/10.22617/fls210163-3.

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The Asian Development Outlook 2021 presents economic prospects for developing Asia and the Pacific. It includes analysis of the impacts of school closures caused by the coronavirus disease (COVID-19) and a theme chapter on financing a green and inclusive recovery.
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