The Teaching of Mathematics in the Greek Military Academy (1834-1854)

Andreas Kastanis

doi:doi:10.11648/j.ijvetr.20210701.14

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The Teaching of Mathematics in the Greek Military Academy (1834-1854)

Andreas Kastanis

Published in International Journal of Vocational Education and Training Research (Volume 7, Issue 1)

Received: 13 April 2021 Accepted: 26 April 2021 Published: 8 May 2021

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Abstract

The educational policy of King Otto, advised during his first years in Greece by Bavarian experts, caused considerable turmoil. Two organizational models were in use, the German one for the University and the French one for the Evelpidon Military School (Greek military academy) and the School of Technology (a forerunner of the Polytechnical School). France’s École Polytechnique remained nonetheless the basic educational model for the Greek military academy. The new educational policy created a number of scientific obstacles that did not favor the flourishing of mathematical education. The length of study at the Greek military academy Greek military academy increased to eight years and new mathematical courses were added to its program, so that its graduates would be able to take upper level technical courses. Bourdon’s Arithmetic, Legendre’s Geometry and Trigonometry, Francoeur’s Algebra, Monge’s Descriptive Geometry, Differential and Integral Calculus, etc, formed the basis of the cadets’ mathematical education. Mathematics was included in the subject matter so that the graduates would be in a position to understand the theoretical basis of the technology employed, as well as, crucially, to help the cadets understand upper-level technical courses. Another reason for the teaching of Mathematics was the materialization of the political goal set by the governments of the Ottonian period, that is access to Europe’s technological achievements. The introduction of additional and more difficult upper-level technical courses required the introduction of new mathematical courses to the program.

Published in	International Journal of Vocational Education and Training Research (Volume 7, Issue 1)
DOI	10.11648/j.ijvetr.20210701.14
Page(s)	21-29
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Military Academies, Ecole Polytechnique, Legendre, Bourdon, Monge, Greece

References

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Andreas Kastanis. (2021). The Teaching of Mathematics in the Greek Military Academy (1834-1854). International Journal of Vocational Education and Training Research, 7(1), 21-29. https://doi.org/10.11648/j.ijvetr.20210701.14

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Andreas Kastanis. The Teaching of Mathematics in the Greek Military Academy (1834-1854). Int. J. Vocat. Educ. Train. Res. 2021, 7(1), 21-29. doi: 10.11648/j.ijvetr.20210701.14

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AMA Style

Andreas Kastanis. The Teaching of Mathematics in the Greek Military Academy (1834-1854). Int J Vocat Educ Train Res. 2021;7(1):21-29. doi: 10.11648/j.ijvetr.20210701.14

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@article{10.11648/j.ijvetr.20210701.14,
  author = {Andreas Kastanis},
  title = {The Teaching of Mathematics in the Greek Military Academy (1834-1854)},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {7},
  number = {1},
  pages = {21-29},
  doi = {10.11648/j.ijvetr.20210701.14},
  url = {https://doi.org/10.11648/j.ijvetr.20210701.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20210701.14},
  abstract = {The educational policy of King Otto, advised during his first years in Greece by Bavarian experts, caused considerable turmoil. Two organizational models were in use, the German one for the University and the French one for the Evelpidon Military School (Greek military academy) and the School of Technology (a forerunner of the Polytechnical School). France’s École Polytechnique remained nonetheless the basic educational model for the Greek military academy. The new educational policy created a number of scientific obstacles that did not favor the flourishing of mathematical education. The length of study at the Greek military academy Greek military academy increased to eight years and new mathematical courses were added to its program, so that its graduates would be able to take upper level technical courses. Bourdon’s Arithmetic, Legendre’s Geometry and Trigonometry, Francoeur’s Algebra, Monge’s Descriptive Geometry, Differential and Integral Calculus, etc, formed the basis of the cadets’ mathematical education. Mathematics was included in the subject matter so that the graduates would be in a position to understand the theoretical basis of the technology employed, as well as, crucially, to help the cadets understand upper-level technical courses. Another reason for the teaching of Mathematics was the materialization of the political goal set by the governments of the Ottonian period, that is access to Europe’s technological achievements. The introduction of additional and more difficult upper-level technical courses required the introduction of new mathematical courses to the program.},
 year = {2021}
}

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JO  - International Journal of Vocational Education and Training Research
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VL  - 7
IS  - 1
ER  -

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Author Information

Andreas Kastanis

Department of Military Sciences, Greek Military Academy (Evelpidon School), Athens, Greece

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Andreas Kastanis. (2021). The Teaching of Mathematics in the Greek Military Academy (1834-1854). International Journal of Vocational Education and Training Research, 7(1), 21-29. https://doi.org/10.11648/j.ijvetr.20210701.14

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Andreas Kastanis. The Teaching of Mathematics in the Greek Military Academy (1834-1854). Int. J. Vocat. Educ. Train. Res. 2021, 7(1), 21-29. doi: 10.11648/j.ijvetr.20210701.14

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AMA Style

Andreas Kastanis. The Teaching of Mathematics in the Greek Military Academy (1834-1854). Int J Vocat Educ Train Res. 2021;7(1):21-29. doi: 10.11648/j.ijvetr.20210701.14

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@article{10.11648/j.ijvetr.20210701.14,
  author = {Andreas Kastanis},
  title = {The Teaching of Mathematics in the Greek Military Academy (1834-1854)},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {7},
  number = {1},
  pages = {21-29},
  doi = {10.11648/j.ijvetr.20210701.14},
  url = {https://doi.org/10.11648/j.ijvetr.20210701.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20210701.14},
  abstract = {The educational policy of King Otto, advised during his first years in Greece by Bavarian experts, caused considerable turmoil. Two organizational models were in use, the German one for the University and the French one for the Evelpidon Military School (Greek military academy) and the School of Technology (a forerunner of the Polytechnical School). France’s École Polytechnique remained nonetheless the basic educational model for the Greek military academy. The new educational policy created a number of scientific obstacles that did not favor the flourishing of mathematical education. The length of study at the Greek military academy Greek military academy increased to eight years and new mathematical courses were added to its program, so that its graduates would be able to take upper level technical courses. Bourdon’s Arithmetic, Legendre’s Geometry and Trigonometry, Francoeur’s Algebra, Monge’s Descriptive Geometry, Differential and Integral Calculus, etc, formed the basis of the cadets’ mathematical education. Mathematics was included in the subject matter so that the graduates would be in a position to understand the theoretical basis of the technology employed, as well as, crucially, to help the cadets understand upper-level technical courses. Another reason for the teaching of Mathematics was the materialization of the political goal set by the governments of the Ottonian period, that is access to Europe’s technological achievements. The introduction of additional and more difficult upper-level technical courses required the introduction of new mathematical courses to the program.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Teaching of Mathematics in the Greek Military Academy (1834-1854)
AU  - Andreas Kastanis
Y1  - 2021/05/08
PY  - 2021
N1  - https://doi.org/10.11648/j.ijvetr.20210701.14
DO  - 10.11648/j.ijvetr.20210701.14
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 21
EP  - 29
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20210701.14
AB  - The educational policy of King Otto, advised during his first years in Greece by Bavarian experts, caused considerable turmoil. Two organizational models were in use, the German one for the University and the French one for the Evelpidon Military School (Greek military academy) and the School of Technology (a forerunner of the Polytechnical School). France’s École Polytechnique remained nonetheless the basic educational model for the Greek military academy. The new educational policy created a number of scientific obstacles that did not favor the flourishing of mathematical education. The length of study at the Greek military academy Greek military academy increased to eight years and new mathematical courses were added to its program, so that its graduates would be able to take upper level technical courses. Bourdon’s Arithmetic, Legendre’s Geometry and Trigonometry, Francoeur’s Algebra, Monge’s Descriptive Geometry, Differential and Integral Calculus, etc, formed the basis of the cadets’ mathematical education. Mathematics was included in the subject matter so that the graduates would be in a position to understand the theoretical basis of the technology employed, as well as, crucially, to help the cadets understand upper-level technical courses. Another reason for the teaching of Mathematics was the materialization of the political goal set by the governments of the Ottonian period, that is access to Europe’s technological achievements. The introduction of additional and more difficult upper-level technical courses required the introduction of new mathematical courses to the program.
VL  - 7
IS  - 1
ER  -

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