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The representation of the ‘dying Socrates’ was extremely popular among artists during the 17th and 18th centuries, while there are several artworks with this concept during the early 19th century. This article's main aim is to use the methodological tool of the Grammar of Visual Design in forming a teaching proposal based on the Harvard University ‘Artful Thinking Project’. This teaching proposal can be applied to a Language, a Philosophy or a History course. As a second aim, we propose a new typology for that era's artworks on the subject of the last moments of Socrates.

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One of the basic measures to prevent the Covid-19 infection is the use of a face protection mask by students and teachers in school premises and, mainly, in teaching. A question, however, is whether the covered part of the face is a barrier to the recognition of the expressed emotions of the wearer, a fact that may affect communication and interaction in teaching. On this basis, this article attempts to investigate how 6-15 year olds perceive the emotions of persons wearing a face protection mask. The research was conducted using the Case Study method and an “Emotion Recognition Sheet” in 1st, 3rd & 5th grade of Greek Primary School and in the first three Grades of secondary school (Gymnasium). The participant students were asked to observe photos of adult persons wearing a face mask and then to recognize the emotions of the presented adults. The research findings revealed a 62% failure of the students in recognizing emotions. This fact highlights the need to develop a teaching proposal to deal with this situation, in order to strengthen students’ communication ability, which is a key factor in achieving effective learning.

In every aspect of everyday teaching process, the teacher is called to make decisions which determine the achievement of predetermined objectives. Every such decisions shall be taken considering a number of preconditions, as a part of a rational approach. Since teaching is a dynamic process in which every action can alter the expected outcome, any decision involves small or large "risk" rate. The current survey firstly tries to give a theoretical context of "didactic risk" based both on data from other scientific fields and on assumptions about planning the teaching procedure. Secondly, it examines the views of Greek teachers about what they think to be "risk in teaching process'.