war and peace guerra y paz cultural heritage and its educational implications n.
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WAR AND PEACE (GUERRA Y PAZ) Cultural heritage and its educational implications. “The heritage is what is still visible of a world which has become invisible”. Objectives. Heritage education helps to make people feel responsible for their environment and its future

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war and peace guerra y paz cultural heritage and its educational implications
WAR AND PEACE (GUERRA Y PAZ)Culturalheritage and itseducationalimplications

“The heritage is what is stillvisible of a worldwhich has become invisible”


Heritage education

  • helps to makepeoplefeelresponsiblefortheir environment and itsfuture
  • strengthenstheircommunity spirit
  • marks a step towards the affirmation of citizenship
  • ‘establishing lasting peace is the work of education’ (Maria Montessori)
  • tutorguidedlearning
how to reach the objectives
How to reach the objectives ?
  • active and co-operativemethods
  • problemsolvingskills
  • coursecollaboration
  • self-management and self-discipline
  • interdisciplinarity
  • interculturalism
  • partnership betweenpupils, teachers, localcommunity, institutions and parents
competencies and attitudes
Competencies and attitudes
  • awarenessthatpeace is anexception in history and must be protected, alsobyeducation
  • makepupilsthink and rousetheircuriosity
  • forstercomparativemethods and a criticalapproach
  • encouragepeople to express theirfeelings and transmittheirknowledgethroughpresentation, exhibition
  • improveoral and writtencommunicationskills
  • fieldwork : common research of war and peacemonuments in 9 Europeancountries (adoption of monuments): Belgium, France, Germany, Spain, Portugal, Italy, Finland, Greece, Denmark
  • visualisation in war films, poetry, short stories, music, arts, nationalanthems, media, war posters, cartoons, strip cartoons, war propaganda, pamphlets, photographs
  • historical research in archives, musea and on the Internet
  • oralhistory : case studies
  • theatre-initiation of warfare, tolerance and aggression
outcomes and products
Outcomes and products
  • Publications
    • results of bilateral and multilateralcooperations, encounters and project meetings
    • finalbooklet War and Peace
    • journals of activities of project work
  • Mobility of students, teachers, heads and parents and links betweenlocalauthorities
  • Internet contacts
  • Webpages
  • Exhibitions
obstacles and facilitators
Obstacles and Facilitators


  • project activities versus overcrowded curricula
  • frustrationsbynon-participants
  • time-intensive and extra worries
  • choice of partnerships and good partner schools
  • confrontationwithother school climates


  • involvement of pupils, teachers, heads, parents, localauthorities and other
  • same level schools
  • sponsorship and workforpaying travel costs
  • facilitiesfor project co-ordinators
  • admitadvicefrom schools withexperiences
  • look for schools onsame level
  • start withsmall and realistic targets
  • need of a so-called “Europeancell” at school
  • regularly contact withpupils, parents and local media
  • mobility of pupils is crucial
  • choice of activemethods
  • otherlanguagesbesidesEnglish
  • integration of the project into the curricula (seeking help bypedagogicaladvisers)
  • workingtowards a final product (webpage, exhibition, booklet, etc.)
  • dissemination of project outcomes
  • more attentionforculturalheritage
  • tutorguidedlearning: teachers and pupils are cooperating in anotherway
  • teachersfrom different countries and pedagogicalsystemslearnfromeachother
  • getting to knowotherEuropean cultures
  • sparkforuniversity studies abroad
  • opportunityforpupils to demonstrate and practiceothercompetencies
  • opportunities to practiceforeignlanguages
  • enhancement of the Europeancitizenship
  • multiplicator effectstowardsparents, families, local and regionalauthorities
  • 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 ?