Demeulenaere Daniel (1995). La dimension europĂ©enne du patrimoine. Strasbourg : Council of Europe, Cultural Heritage, nÂ° 34, p. 41–47.
Added by: Marie Musset (24 Jan 2012 15:13:38 Europe/Paris) Last edited by: Marie Musset (24 Jan 2012 15:14:33 Europe/Paris)
|Resource type: Government Report/Documentation
BibTeX citation key: Demeulenaere1995a
Subcategories: Education au patrimoine
Keywords: Ă©ducation au patrimoine, Europe
Publisher: Council of Europe (Strasbourg)
Views index: 25%
Popularity index: 6.25%
When a new concept emerges in the field of education, as in the case of European
Heritage Classes, we need to devise a teaching model enabling us to develop
appropriate learning environments.
This model will be grounded in related educational practice and will be reinforced
by the first field experiments, all guided by a truly innovative factor -i.e the goals and
implications of this type of educative action.
Redefining approaches, exploring the field of related educational practice, and
identifying key factors based on initial experience in the field - such will be the theme
of this paper which sets out to provide some pointers to the construction of a teaching
model specific to European Heritage Classes
Added by: Marie Musset Last edited by: Marie Musset
The following are the three educational mechanisms most often used, cited and
advocated by those involved in the field of environmental education:
- active methods (in ihe form of games, problem-solving, project work, etc). In this
respect, remember that a method is described as active when the pupil progresses
by his own means and discovers for himself. Therefore, this is more than just a
way of keeping children moving!
- another basic approach is work in small groups in the relevant field, regarded as an
environment to explore, investigate and analyse. Here, the importance of the
dimension of relationships and communication is revealed.
- finally, a pedagogical approach that aims to be both global and analytical, based on
fundamental concepts promoting systemic understanding. This entails giving
priority to understanding and the search for meaning, based on a few themes that
will be studied thoroughly by exploring the relationships between factors instead of
fading into an encyclopedic accumulation of meaningless data.
Within the framework of educational action carried out in the form of a project or
a theme, the succession of the following three stages corresponds to research findings
in cognitive psychology concerning learning strategics:
first, a motor-sensory approach with an emotional dimension: the discovery,
awareness, and exploration singe of an environment, taking into account values and
questions that may arise;
- then, an investigative and conceptual approach: a "scientific" research stage, with
utilisation/construction of concepts, investigative methods, etc;
- finally, a creative approach: a final phase of synthesis to convey and/or of action
to be undertaken. Added by: Marie Musset