Tags for #Education on Cultural Heritage

Abstract

Considering heritage as a common good and as a space for cultural sharing is one of the primary objectives to protect cultural heritage and transmit it to future generations. It is a commitment to the richness of local identities and communities and represents an emerging contemporary challenge and a factor of sustainable development. In this perspective, heritage education contributes to increasing knowledge, creativity and active citizenship behaviors in a dynamic connection with tangible, intangible and digital heritage. In addition to opening up opportunities for community interpretation of heritage and cultural ‘landscapes’, the need for cross-cutting and lifelong learning implies participation intended as the exercise of rights and as a common responsibility in a cultural welfare framework. The choice of approaches oriented towards recomposing taxonomies and experiential practices characterized by forms of mediation aimed at the objectives of democracy and extended accessibility, new paradigms for dialogue between cultures and the direct involvement of heritage communities is a strategic one. As a field of interaction, this educational project operates in a plurality of territorial and institutional contexts contributing to the development of collaborations, networks and governance plans able to support integrated programs on various issues, roles and resources. This paper therefore intends to focus on the definition of conceptual areas useful to identify fundamental characteristics and requirements of heritage education, in line with the guidelines of the National Plan, in terms of recognizability, qualification and sustainability.