“The heritage is what is still visible of a world which has become invisible”

WAR AND PEACE (GUERRA Y PAZ)

Cultural heritage and its educational implications

Heritage education

helps to make people feel responsible for their environment and its future

strengthens their community spirit marks a step towards the affirmation of

citizenship ‘establishing lasting peace is the

work of education’ (Maria Montessori) tutor guided learning

Objectives

active and co-operative methods problem solving skills course collaboration self-management and self-

discipline interdisciplinarity interculturalism partnership between pupils,

teachers, local community, institutions and parents

How to reach the objectives ?

awareness that peace is an exception in history and must be protected, also by education

make pupils think and rouse their curiosity forster comparative methods and a critical

approach encourage people to express their feelings

and transmit their knowledge through presentation, exhibition

improve oral and written communication skills

Competencies and attitudes

fieldwork : common research of war and peace monuments in 9 European countries (adoption of monuments): Belgium, France, Germany, Spain, Portugal, Italy, Finland, Greece, Denmark

visualisation in war films, poetry, short stories, music, arts, national anthems, media, war posters, cartoons, strip cartoons, war propaganda, pamphlets, photographs

historical research in archives, musea and on the Internet

oral history : case studies theatre-initiation of warfare, tolerance and

aggression

Activities

Comenius

Comenius

Comenius

Comenius

Comenius

Comenius

Comenius

Publications ◦ results of bilateral and multilateral

cooperations, encounters and project meetings◦ final booklet War and Peace◦ journals of activities of project work

Mobility of students, teachers, heads and parents and links between local authorities

Internet contacts Webpages Exhibitions

Outcomes and products

Comenius

Obstacles project activities versus overcrowded curricula frustrations by non-participants time-intensive and extra worries choice of partnerships and good partner schools confrontation with other school climates

Facilitators involvement of pupils, teachers, heads,

parents, local authorities and other same level schools sponsorship and work for paying travel costs facilities for project co-ordinators

Obstacles and Facilitators

admit advice from schools with experiences look for schools on same level start with small and realistic targets need of a so-called “European cell” at school regularly contact with pupils, parents and

local media mobility of pupils is crucial choice of active methods other languages besides English integration of the project into the curricula

(seeking help by pedagogical advisers) working towards a final product (webpage,

exhibition, booklet, etc.) dissemination of project outcomes

Advice

more attention for cultural heritage tutor guided learning: teachers and pupils

are cooperating in another way teachers from different countries and

pedagogical systems learn from each other getting to know other European cultures spark for university studies abroad opportunity for pupils to demonstrate and

practice other competencies opportunities to practice foreign languages enhancement of the European citizenship multiplicator effects towards parents,

families, local and regional authorities

Innovations

are the project goals reached ? learning process by the students ? transnational cooperation and

interdisciplinarity relation with the partner schools ? involvement of teachers in the project ? impact of the European dimension on school

and region ? enhancement of the quality of education ? lessons for the future ?

Evaluation