Turizmo veiksnys ugdant mokyklinio amžiaus vaikus pasitelkus paveldą

LTRemiantis interpretacijos klasiko F. Tildeno suformuotais paveldo interpretacijos principais bei jų plėtote vėlesnių autorių darbuose, straipsnyje aptariami ir analizuojami ugdymo, pasitelkus paveldą, mokykliniame amžiuje esminiai siekiniai ir priemonės. Tekste atskleidžiama mokymosi, pasitelkus paveldą mokykliniame amžiuje, specifika, atsižvelgiant tiek į amžiaus tarpsnių psichologiją, tiek ir į geografinį vaiko gyvenamosios vietos veiksnį. Daroma išvada, kad lyginant su kitomis šalimis šioje srityje Lietuvoje kol kas nuveikta nepakankamai, todėl būtina edukaciją, pasitelkus paveldą, nuosekliai populiarinti, o jos veiklas integruoti į formalią švietimo sistemą. Be to, pateikiama praktinių patarimų, kaip efektyviau vykdyti Lietuvos vaikų ir jaunimo paveldo pažinimo darbą, akcentuojant neformalių veiklų, ypač vietinio ir regioninio turizmo, reikšmę. [Iš leidinio]

ENCultural heritage encompasses what a particular group of people has in common that makes them different from others. However, the erosion of traditional cultural norms and customs, disregard of national and local heritage and culture, under-funding of heritage sites, cultural intolerance and experts’ incompetence, even conscious or unconscious vandalism are among the challenges hindering heritage conservation in contemporary Lithuania. The article analyses the possibility to deal with all these problems. Heritage education and interpretation could be an effective solution and a good approach to teaching and learning about history that uses information available from the material culture and the human and artistic achievements, local technologies, as well as social and economic contribution of diverse groups of people. As the younger generation is increasingly distancing itself from its culture, so inclusion of heritage education as part of the school curriculum seems the best way to make sure school students will learn about their heritage. The use of heritage in educational settings can serve a variety of implicit and explicit objectives: it can stimulate students not only to appreciate particular heritage or identify themselves with certain historical places, facts and actors and an appropriate national ‘grand narrative’, but also to develop their historical knowledge and understanding of continuity and change processes, and also, the cause and consequence. Some objectives even aim at developing students’ competency to de-construct such narratives and formulate historical questions based on their own curiosity. This variety of objectives generates a whole range of heritage education principles and practices which are discussed in this article.Museum artefacts, buildings, monuments, traditions, customs, folk stories and other ‘heritage’ traces can be powerful resources for learning and teaching in the classroom and beyond it. The practice of integrating these sources into education via heritage presentation and interpretation based on ‘good examples’, needs to be discussed and improved seeking to reach broader educational goals and competences. As the term implies, informal heritage education and cultural heritage tourism involves visiting places that are significant to the past or present cultural identity of a particular group of people. Cultural heritage tourism provides an opportunity for people and especially for young children to experience their local, regional and national culture in depth, whether by visiting attractions, historical or culturally relevant places, or by taking part in different cultural activities. The main idea of the article is that heritage education, which generates such important social, economic and political benefits, must be included into the Lithuanian education system and be introduced in the primary and secondary schools’ curriculum more broadly and consistently. [From the publication]