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Οι ψηφιακές ανθρωπιστικές επιστήμες είναι ένα επιστημονικό πεδίο που στη χώρα μας δεν έχει γνωρίσει ακόμα την ανάπτυξη που παρατηρείται σε άλλες δυτικές, κυρίως αγγλόφωνες, χώρες. Αυτό, εν μέρει, οφείλεται στον παραδοσιακό «συντηρητισμό» που ακολουθεί τις ανθρωπιστικές επιστήμες και τις διαχωρίζει από τις τεχνολογικές, κλείνοντας έτσι την πόρτα σε ενδιαφέρουσες διεπιστημονικές προσεγγίσεις.
Το πρόγραμμα ENTICING στοχεύει να καλύψει τις βασικές περιοχές των ΨΑΕ, ήτοι:
• Μεθοδολογία των Ψηφιακών Ανθρωπιστικών Επιστημών
• Πρακτικές πληθοπορισμού (Crowdsourcing)
• Διαθεματικότητα και ψηφιακός γραμματισμός
Καλύπτει επίσης σχεδόν όλο το φάσμα των «κλασσικών» ανθρωπιστικών επιστημών (Ιστορία, Ανθρωπολογία, Πολιτικές και Κοινωνικές Επιστήμες, Φιλοσοφία, Θεολογία, Τέχνες, Γλώσσες -μητρική και δεύτερη γλώσσα-, κλασσικές σπουδές, Λογοτεχνία).
Με τον τρόπο αυτό, καταφέρνει να καλύψει βασικές ανάγκες και απαιτήσεις των σύγχρονων εκπαιδευτικών ανθρωπιστικών επιστημών:
α. να τους επιμορφώσει σε βασικές έννοιες και προσεγγίσεις των Ψηφιακών Ανθρωπιστικών Επιστημών
β. να τους επιμορφώσει στη μεθοδολογία και τα εργαλεία του πληοπορισμού καθώς και στο πώς να τα εντάξουν στην τάξη
γ. να παρουσιάσει πρακτικά παραδείγματα της εφαρμογής των αρχών των Ψηφιακών Ανθρωπιστικών Επιστημών.I would apply Pin-a-Tale project’s methodology in a literature project in my country aiming to trace the important places/landmarks in an author’s life and work. In order to avoid issues of copyright and publishing, I would choose an author whose work is not protected by copyright laws in Greece (for example Andreas Kalvos), I would give important biographical information (wikipedia or other websites dedicated to him) and links to his work and I would ask participants to trace a digital itinerary of with life and work, by pinning the places where he lived, worked, wrote or got inspired from. In another level, I would invite participants to relate the places with specific parts of his poetry.
Based on the project’s methodology, I would try to combine the parameters of the crisis (causes, excuses, consequences, repercussions, etc) with ancient greek philosophy. More specifically, I would try to bring together specialists (philosophers, teachers, archeologues, etc) and I would ask them to approach the crisis through the prism of a specific philosophic current (for exemple Neoplatonism, stoicism, epicurean philosophy, etc.). The results would be available online and there would be a campaign to promote philosophy as a way to understand, endure and resolve the crisis.
I would focus on the libraries’ engagement ideas offered by SciStarter as a way to start a crowdsourcing project. More specifically, I would try to introduce local libraries to citizen science by creating community hubs for citizen science. Participants could address their local library in order to list science activities and the library staff, after special training, could diffuse information in partnership with local educational institutions and authorities.
We could apply the project’s approach in a local history project. For example, we could ask participants to trace and pin to a digital map of the city of Kalamata historical sites, roads, objects, maps, etc., that can help the digital reader follow the liberation of the city that took place in 23rd of March 1821. The project can be expanded with all the birthplaces of the Messinian heroes of the Independence War or the places where took place historical battles or events of the same period of time.
We could apply the same methodology (recording, extracting clips with algorithms, available to the public for labeling) in order to better comprehend and classify domestic animals’ behavior and noises.
In Greece, EKEBI (National Center for Books), a former private non-profit legal entity responsible for implementing national policy to promote books had undertaken a similar project with digitizing a large amount of literature magazines of the 20th century. Original issues date back to the early 1920’s and the scanning and OCR quality is sometimes poor. We could follow the successful Finnish example in order to correct mistakes of the EKEBI literature magazines digital archive.
I would choose Observatory 1821 because I have collaborated in spreading the program in the public schools of Kalamata and I have seen the results from the schools’ participation. I also use the Photodentro digital repository of educational material in my everyday practice as a teacher.
We could integrate DIY cases in a teaching context of local history. For ex ample, we could ask students to go through their family records in order to find data that concern a particular historical event that concerns their city (f.e. refugees finding shelter in Kalamata, Greece, after the Asia Minor disaster). They could enrich the content with photos from buildings and sites of that time, oral narrations they have recorded, etc, and create a digital repository with all the data collected.
I find rather challenging the idea of implementing a digital humanities literature project in my school. The advantages are numerous: very appealing to students due to their familiarization with the digital world, easier to find data, ideal for combining different data sources and unlimited opportunities for creating a digital open source of teaching and learning. The disadvantages I could recognize consist in the poor technological infrastructure of schools in my country, as well as the inherent reservation of colleagues/teachers towards the use of digital means in human sciences.
