Heritage Education for Heritage Conservation – A Teaching Approach (Contribution of Educational Codes to Study of Deterioration of Natural Building Stone in Historic Monuments)

Abstract

The study of the physical state of historic monuments – the main content of the first and decisive stage in the process of their conservation, is a frequently treated topic in two distinct areas: scientific research and university courses. Can the two be combined to their mutual benefit? This paper examines a specific part of this question: whether students’ output on completion of their courses can be used by scientists and conservationists in material deterioration study and research on historic monuments. An approach applicable to non‐conservational curricula is outlined in brief, with a view to narrowing the existing gap between educational tradition and the needs of contemporary conservation.

Architectural History and Sustainable Architectural Heritage Education: Digitalisation of Heritage in New Zealand

“…One such paper questions whether, on completion of their courses, students' outputs can be used by scientists and conservationists in studies on material deterioration and research on historic monuments. The study addresses the existing gap between educational tradition and the needs of contemporary conservation [23].…”

La significación social del patrimonio: Análisis sobre la percepción del patrimonio en la Comunidad de Madrid

“…Este análisis pretende ser el punto de partida de futuras investigaciones, ya que conocer el grado de sensibilización de la población hacia el patrimonio nos permitirá realizar acciones educativas enfocadas a las necesidades sociales que tengan como principal finalidad empoderar a la población en la gestión sostenible de sus bienes patrimoniales (Lobovikov-Katz, 2009).…”

“…España cuenta con un gran volumen de patrimonio que es necesario gestionar. A este respecto la educación patrimonial se convierte en una disciplina de pleno derecho, porque solo mediante la apropiación de la sociedad de los valores culturales presentes en el patrimonio podemos vislumbrar un camino de sostenibilidad en la salvaguarda de los mismos (Lobovikov-Katz, 2009). La educación patrimonial se ha consolidado en nuestro país como una disciplina científica con un amplio desarrollo académico.…”

Methodology for Spatial-Visual Literacy (MSVL) in Heritage Education

“…Multi--compatibility of these tools with diverse areas of knowledge would add value to heritage education, due to a multi--and interdisciplinary character of conservation (preservation) of cultural heritage. Furthermore, because of the visual character of the major part of cultural heritage, educators could also use those tools for analysing and explaining cultural heritage to their students (Lobovikov--Katz 2009;Lobovikov--Katz et al 2012;. However, the acquisition of these tools has not been widely pursued because, in spite of the research, the development of spatial skills and spatial literacy has not been seen as a prerequisite for educators in general, and heritage educators in particular.…”