|Author(s)||Chelmis, S & Matsagouras, E|
|Editor||Future Citizens in Europe Ed. Alistair Ross|
Starting in October 2001, a major curriculum reform is taking place in Greece, which focuses on the reorganization of different teaching subjects' content, the reconsideration of their place within school program, as well as to the redefinition of the wider educational philosophy. Under the reform context, citizenship education curriculum appears differentiated to respective content - driven curricula of the past (see Chelmis, 1999). Major innovations include organisation of citizenship content in a coherent way across compulsory education, and provisions for inter-disciplinary and cross-thematic approaches of learning, build around the examination of contemporary socio-political and economic issues, problems or themes. Inter-disciplinary curricula (figure 1) teach pupils the accumulated knowledge, concepts and processes of various epistemic fields, through separate curricular subjects, but, at the same time, attempt inter-connections with other teaching subject's content. Inter-disciplinary curricula locate cases where various school subjects share common grounds within a given content and have pupils explore this content through the lenses of different disciplines. This practice is considered to optimally serve distinct educational goals of separate teaching subjects. Although there are some serious reservations whether inter-disciplinarity can lead to a balanced and prolific cooperation across the professions (Hegstrup, 1999), inter-disciplinary interactions in many cases lead to the formulation of new, hybrid disciplines whose methods and content have taken a place into school programs.