Definition, Approaches, Styles and
Guidelines on heritage education
Jaap van Lakerveld, Ingrid Gussen / Aqueduct / Comenius / 2010
1. Heritage education
1.1 Cultural and natural heritage
As for the content of heritage education we comply to the definition given by UNESCO in
which the CULTURAL AND NATURAL HERITAGE is considered to be the following:
Cultural Heritage
monuments: architectural works, works of monumental sculpture and painting, elements or
structures of an archaeological nature, inscriptions, cave dwellings and combinations of
features, which are of outstanding universal value from the point of view of history, art or
science;
groups of buildings: groups of separate or connected buildings which, because of their
architecture, their homogeneity or their place in the landscape, are of outstanding universal
value from the point of view of history, art or science;
sites: works of man or the combined works of nature and man, and areas including
archaeological sites which are of outstanding universal value from the historical, aesthetic,
ethnological or anthropological point of view.
Natural Heritage
natural features consisting of physical and biological formations or groups of such
formations, which are of outstanding universal value from the aesthetic or scientific point of
view;
geological and physiographical formations and precisely delineated areas which
constitute the habitat of threatened species of animals and plants of outstanding universal
value from the point of view of science or conservation;
natural sites or precisely delineated natural areas of outstanding universal value from the
point of view of science, conservation or natural beauty.
1.2 The importance of heritage education
Apart from just defining the concepts of cultural and natural heritage UNESCO also stresses
the importance of education in these fields. It states that participating states “… shall
endeavor by all appropriate means, and in particular by educational and information
programmes, to strengthen appreciation and respect by their peoples of the cultural and
natural heritage as defined above. They shall undertake effort to keep the public broadly
informed of the dangers threatening this heritage and of the activities carried out to sustain
the cultural and natural heritage” (Article 27 of the Convention Concerning the Protection of
the World Cultural and Natural Heritage).
Jaap van Lakerveld, Ingrid Gussen / Aqueduct / Comenius / 2010
2.
Four kinds of approaches
The use of heritage as a means or a vehicle to develop key competences of life long learning
is an example of a multidisciplinary, holistic approach to teaching. Such approaches we find in
school curriculum domains such as social studies, sciences education and religious
education. The multidisciplinary approach also shows in the methods chosen. Projects,
thematic education, or experimenting etc. may be included. In the various fields and the
various ways of delivering the education programmes, we see different emphases.
1.
2.
3.
4.
Some emphasize the integration of content, or of subject matter;
Other approaches emphasize the process of working together;
Again others emphasize the methodology of learning/researching;
And again others emphasize the experience as a vehicle of learning.
WHAT
HOW
Content
Methodology
Experience
Process
The division sketched above is a theoretical one. In reality most educative programmes will
be a mix of two or even more approaches. Still the model is useful to keep in mind, since it
helps you realize what is stressed in a programme and what may be neglected.
Jaap van Lakerveld, Ingrid Gussen / Aqueduct / Comenius / 2010
3. Four learning styles
Apart form the choice of the approach as such it is important to realize that the approach
chosen may relate well or less well to the learning styles of learners. The theory of Kolb offers
a good model of different learning styles. Honey and Mumfordt translated the styles
distinguished by Kolb in more practical categories.
The general idea is that people differ in their preference for a starting point on the cycle
sketched above, but that no matter where they start they will have to complete the full cycle to
be successful learners. Groups of students may differ very much in their preferred way of
going through the cycle. By asking learners about their learning experiences and what they
feel are stimulating or frustrating learning experiences, you may get an impression of the
styles of the students.
Jaap van Lakerveld, Ingrid Gussen / Aqueduct / Comenius / 2010
4. Procedures for different approaches of
competence oriented heritage education
4.1 Storyline approach
The storyline approach emphasizes the experience by its focus on identification with
persons and their stories.
Assignment : How to prepare for a crusade to Jerusalem in the medieval
times?
1.
2.
3.
4.
5.
Make an inventory of the current experience and knowledge of the students
Choose a story (relevant, appealing, challenging, with persons to identify with)
Seek links with the school curriculum and with the EU core competences
Decide upon a core questions or assignment related to the story
Design the learning process using the storyline format including
The storyline; key questions; activities; organization; material and outcomes
6. Write down/compose or copy the story line
7. Elaborate the key questions and adjunct questions
8. Organize the activities and make a timeline
9. Choose objects, sources, design the materials; documentation; audiovisuals
10. Describe intended outcomes and identify and elaborate assessment tools.
Jaap van Lakerveld, Ingrid Gussen / Aqueduct / Comenius / 2010
4.2 Action learning
Action learning emphasizes the methodology of action learning as a competence.
Assignment: How to survive in winter in castles and monasteries?
1. Identify the learning needs
2. Choose an active assignment/problem relevant to the needs
3. Discuss the problem with the students
4. Identify a possible solutions/approaches
5. Discuss and elaborate an action plan
6. Help students allocate and divide tasks
7. Facilitate their engagement into actual action (survive in a castle)
8. Help them reflect and evaluate
9. Help them make the learning outcomes explicit
10. Discuss how to operate next time
Jaap van Lakerveld, Ingrid Gussen / Aqueduct / Comenius / 2010
4.3 Co-operative learning
Co-operative learning emphasizes the process of co-operation both as a vehicle and
an outcome of learning.
Assignment: Prepare a festive dinner together for the coronation of
Charlemagne
1. Present the theme (food and culture in the ninth century)
2. Asses individual and collective learning needs
3. Discuss and articulate those needs
4. Identify the co-operative competences involved
5. Identify multiple assignments that involve a variety of mutually depending tasks
6. Make sources (people, books, objects, etc) available
7. Help student determine their end product/result
8. Coach them when needed
9. Organize external recognition
10. Reflect on co-operation and efficacy during timeouts and afterwards
Jaap van Lakerveld, Ingrid Gussen / Aqueduct / Comenius / 2010
4.4 Problem based learning
Problem based learning emphasizes the content and the internal consistency.
Problems are primarily the vehicle.
Assignment: Make a restoration, renovation and re-use plan for an ancient
building
1.
2.
3.
4.
5.
6.
7.
8.
Determine a problem relevant tot the students learning needs
Describe the problem generally
Make the seven steps procedure available
Allow students to ask informative and analytical questions
Stimulate them to brainstorm about the problem
Help students to articulate the problem
Help them formulate their learning objectives
Facilitate study activities including desk research as well as other modes of
gathering information
9. Discuss the findings
10. Assess the learning outcomes
Jaap van Lakerveld, Ingrid Gussen / Aqueduct / Comenius / 2010
5. Analysis of (good) practices
The Aqueduct project will make an inventory of (good) practices. The practices gathered will
be analysed in the following way:
1.
2.
3.
4.
5.
Projects will be categorised content-wise into either natural or cultural heritage
categories as mentioned in the definition of world heritage of the UNESCO.
We categorise the described practices to see whether they emphasize the integration
of content/subject matter; the experience as a vehicle for learning; the methodology of
learning and researching, or the process of working together.
Given the categorization we will identify to what extent the ten steps procedures are
included and recognizable.
From the perspective of the gathered cases we will reflect upon the ten steps
procedures the way we reflected on the practices from the perspective of the ten steps
procedures.
Given the analyses and reflections we will identify particularly promising categories of
practices and examples, and we will optimize our guidelines.
Jaap van Lakerveld, Ingrid Gussen / Aqueduct / Comenius / 2010