The present teaching and interpretation proposals of literary texts are the result of our effort to respond to the changes in teaching and evaluation methods that emerged during the school year 2011-2012 in the subject of Modern Greek Literature in the first grade of high school. The warm response of students and colleagues to related posts we published on our blog ("Electronic Bank of Philological Topics") provided the motive and impetus to complete this book.

As you will see, we attempted to cover the entire range of the curriculum, as proposed by the new Government Gazette (1562/27/6/2011), taking into account the significant freedom it allows for teachers. Maintaining a critical stance towards the attempted changes, we persist in examining the texts primarily as aesthetic objects that can cultivate students' love for reading. We do not believe that texts should function exclusively as supporting material for the three teaching units. That is why we insisted on presenting and commenting only on literary texts, accompanied by brief introductions of theoretical "equipment". We believe that texts should be taught in the classroom, where the teacher acts as a mediator between the text and the student. Assigning essays with academic content for home reading can only be counterproductive, as the 16-year-old student - without theoretical tools and literary background - is unable to study demanding texts. [...]

(from the authors' preface)