S. Nikolidakis1, P. Argyropoulos2

1University of Peloponnese (GREECE)
2University of Derby (GREECE)
The milgram experiment has been conducive to a change in the manner of thinking in the area of social psychology as its findings are proof of the human tendency to compromise on and submit to the frame of the employer – employee, powerful – powerless relationship. The teacher-student model implemented in the experiment forms a way of reaching conclusions about the power of authority within the school classroom. Following a combination of the disciplines of psychology, sociology and pedagogy, a pursuit of the social and moral extensions of the theory is ventured.

In modern school, the aforementioned pairs still exist and, being readjusted, they lead to a composition of a complex school reality. Taking into account the new pedagogical theories, this model, being a stereotype, should be replaced to meet the social evolution conditions. But such a change is not feasible due to the nature of Greek education as the reference point is still the old stereotype aristocratic perception. In terms of psychology, an attempt is made to locate the implications of social enforcement and to investigate the moral extensions inferred from the research and the reference to modern reality.

During the technological development era, a combining educational model is suggested in which technology is associated with research and education. In this case, the educational model balance undergoes a change while the democratic educator is found in the epicenter, as an adviser, seeking after the association between school and society as well as the theoretical equality with students through the provision of the appropriate means and through counseling, making an attempt conducive to reinforcing the construction of knowledge.