Heritage Education for Climate Action E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Geisteswissenschaft
- Sprache: Englisch
Cultural heritage is increasingly recognized for its contributions to the transition to climate action, and heritage education can play an important role in developing climate adaptation competencies. These can foster positive dialogs surrounding climate change, shift attitudes and inspire actions. However, achieving these goals requires bridging the gap between policy, practice and local capacity building, as well as integrating a multi- and transdisciplinary approach into traditional higher education curricula and models.
Bringing together knowledge, practice and experiences from different disciplinary silos, this book provides a wide set of innovative teaching and learning methods, tools and pedagogical models that can be adapted to heritage education in order to address climate issues. Organized into four parts, Heritage Education for Climate Action covers a wide array of international experiences, real-life cases and practices, focusing on heritage and resilience building, vulnerability and risk assessment, climate change adaptation, mitigation and policymaking.
This book is therefore a source of suggestions and ideas for scholars, educators and professionals who want to develop future climate leadership and contribute to the transition of heritage education toward sustainable development and climate action.
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Seitenzahl: 397
Veröffentlichungsjahr: 2023
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Table of Contents
Cover
Table of Contents
Title Page
Copyright Page
Introduction
Part 1: Heritage Education Pedagogies and Approaches for Climate Action
1. Cross-Disciplinary Pedagogies: Education on Heritage and Climate Change in Europe
1.1. Introduction
1.2. Climate change and heritage education
1.3. Research and analysis
1.4. Conclusion
1.5. References
2. Designing “Climatic Constructal Heterotopias” Using Constructal Thermodynamics: Connecting Theories on Architecture and Thermodynamics
2.1. Introduction and general context
2.2. Indeterminacy, autonomy, thermodynamics: the concept of constructal “
climatic heterotopias
”
2.3. Macroscopic and microscopic thermodynamics of architectural conception: entropy and evolution
2.4. Conclusion
2.5. References
3. Training for Cultural Heritage Protection: The STRENCH Summer Schools
3.1. The STRENCH project
3.2. The STRENCH online summer schools (2020 and 2021)
3.3. On-site follow up exercises – the example of “TRITOLIA18”
3.4. References
4. Pedagogical Aspects of Conservation-Restoration Practice in the Protection of Architectural Heritage
4.1. Introduction
4.2. Application of didactic principles in different target groups
4.3. Architecture and CH
4.4. The role of didactic games in forming knowledge and attitude toward the CH issues
4.5. Conclusion
4.6. References
5. Educational Video Games on Climate Resilience of Built Cultural Heritage
5.1. Introduction
5.2. e-CREHA video games for climate resilience and built heritage
5.3. APOGEE approach for generation of enhanced maze video games
5.4. Results from two maze video games about resilience and vulnerability of built heritage
5.5. Conclusion
5.6. References
6. Heritage Education for Climate Justice and Adaptation
6.1.
Just Transitions: Heritage Education for Climate Adaptation
6.2. ICOMOS University Forum – June 3–4, 2022
6.3. Knowledge areas for heritage education: panel theme overviews
6.4. Land acknowledgement(s) and climate heritage education
6.5. Outputs and dissemination
6.6. References
7. Education for Climate Resilient Architectural Heritage (e-CREHA): Multidisciplinary Blended Learning for Climate Resilient Heritage
7.1. Introduction
7.2. Objectives and methodology
7.3. Course assessment activities
7.4. ISPs-design workshops 1 and 2
7.5. Lesson learned: advancing heritage critical thinking through interdisciplinary teaching
7.6. Acknowledgments
7.7. References
Part 2: Training on Heritage Vulnerability and Risk Assessment
8. Re-enabling Co-evolutionary Patterns to Reduce Landscape Vulnerability
8.1. Resilience and vulnerability
8.2. Flexibility and “resiliencery vulnerability”
8.3. Vulnerability of the Built Environment as natural/human system
8.4. Vulnerability of the BCE as vulnerability of landscape heritage
8.5. Climate resilient self-sustainable local developments
8.6. Fundamentals of climate resilient territorial project
8.7. A case study from the Molise region, Italy
8.8. References
9. Lebanon: Landscape at Risk
9.1. Introduction
9.2. The Landscape
9.3. Lebanon
9.4. Heritage, climate change and the landscapes at risk
9.5. Method
9.6. Discussion
9.7. Conclusion
9.8. Acknowledgments
9.9. References
10. Cultural Resilience of the Oploo Watermill
10.1. Methodology
10.2. History of the Oploo watermill
10.3. The Sint Matthias Guild
10.4. Heritage used for climate resilience
10.5. Survey results
10.6. Conclusion
10.7. References
Part 3: Education on Climate Adaptation of Heritage
11. Case-Based Teaching for Climate Heritage Education: Climate Adaptation of Historic Watermill Landscapes as a Case Study
11.1. Introduction
11.2. Case study
11.3. The educational activities
11.4. Discussion: design-oriented pedagogical approaches for climate heritage education
11.5. Acknowledgments
11.6. References
12. Increasing Climate Change Resilience by Adapting 20th Century Built Heritage
12.1. Introduction
12.2. Adaptation of 20th century built heritage and its methodology
12.3. Expected results and discussion
12.4. Conclusion and further research topics
12.5. References
13. A Transformative Approach to Cultural Heritage Education for Climate Action
13.1. Introduction
13.2. Cultural heritage perspectives for integrative climate planning
13.3. A case study of transformative approaches in higher education
13.4. The role of architecture and planning education in fostering transformation towards sustainability?
13.5. References
14. Recalibrating Seasonal Cultures with Communities
14.1. Seasonal cultures as intangible heritage for climate adaptation
14.2. Co-producing seasonal cultures within institutions
14.3. Mixed methods for studying and changing seasonal cultures
14.4. Affecting adaptation through seasonal cultures
14.5. Acknowledgments
14.6. References
15. Integrating Climate Change Concerns in Capacity Building for World Heritage
15.1. Climate change concerns in the World Heritage system
15.2. Shifting approaches to World Heritage Capacity Building
15.3. Conclusion: a way forward
15.4. References
Appendices: Reflections on the Future of Heritage Education
Appendix 1: Heritage as a Discipline in the French Schools of Architecture
Appendix 2: Climate, Heritage, Resilience
Appendix 3: Reflection Paper on Degree and Master’s Programs on Heritage and Resilience
Appendix 4: Climate Change and Heritage Issues in Architecture Curricula: The Cases of Turkey, Finland, Denmark and MOOCs
List of Authors
Index
Other titles from ISTE in Science, Society and New Technologies
End User License Agreement
List of Tables
Chapter 1
Table 1.1. Courses according to their focus and extent of climate change and c...
Chapter 5
Table 5.1. Attributes of learnability for both the resilience and vulnerabilit...
List of Illustrations
Chapter 1
Figure 1.1. Distribution of courses by country
Figure 1.2. Number of courses by year
Figure 1.3. Number of courses offered by HEIs and non-HEIs
Figure 1.4. Course type by number
Figure 1.5. Frequency of each theme
Figure 1.6. The groups of concepts of resilience, impact, vulnerability and ad...
Chapter 2
Figure 2.1. Climatic Constructal Heterotopia definition. Copyright Lazaros Mav...
Chapter 3
Figure 3.1. Screenshot from the ProteCHt2save and STRENCH WebGIS tool. The dar...
Figure 3.2. Participants of the 2020 and 2021 STRENCH summer schools.
Figure 3.3. On-site live exercise TRITOLIA18 in Austria (DBU/Schramm 2018).
Chapter 4
Figure 4.1. Process of restoration of the frescoes in the temple of St. Nichol...
Figure 4.2. A 3D model of the conceptual object cathedral, built through a mod...
Chapter 5
Figure 5.1. APOGEE game design process
Figure 5.2. Screenshots of didactic mini-games about resilience and vulnerabil...
Chapter 7
Figure 7.1. Students engaged in discussion during the pre-design phase.
Figure 7.2a. Historical analysis and site perception of Wolfswinkel watermill ...
Figure 7.2b. Design proposal to integrate the preservation of the historic lan...
Figure 7.3. Proposal for developing new floodplain meadows and wetlands (work ...
Figure 7.4. Proposal to raise awareness of site’s vulnerabilities through slow...
Figure 7.5a. Assessment of climate change impacts on the cultural heritage of ...
Figure 7.5b. Proposal for nature-based solutions to climate change impacts in ...
Chapter 8
Figure 8.1. View of Xochimilco, Mexico. The set of interventions is related to...
Figure 8.2. View of the water retention landscape of Tamera, Portugal. Image b...
Figure 8.3. Overlay of data about fire hazard (lighter part of the territory),...
Figure 8.4. Schematization of the GIS structure and operations made for the de...
Figure 8.5. Elaborations from the e-CREHA workshop “Climate impacts and herita...
Chapter 9
Figure 9.1. Lebanon landforms.
Figure 9.2. The Sayniq River in Saida, South Lebanon (credit: Nour El Zein).
Figure 9.3. The Hasbani River in South Lebanon (credit: Lama Amin).
Figure 9.4. The quarries in the Shouf district of Mount Lebanon. The Ain Dara ...
Figure 9.5. The strategic plan for the Ain Dara quarries in the Shouf District...
Figure 9.6. The strategic ecological phasing and the integrative landscape sys...
Figure 9.7. The landscape design of the ecological and leisure practices for t...
Figure 9.8. The Sainiq River analysis of the existing conditions, Lebanon (cre...
Figure 9.9. The Sainiq River opportunities and constraints, Lebanon (credit: N...
Figure 9.10. The Sainiq River proposal (credit: Nour El Zein).
Figure 9.11. The Hasbani riverbed typologies and dominant landcovers (credit: ...
Figure 9.12. The Hasbani River opportunities and constraints (credit: Lama Ami...
Figure 9.13. The Hasbani River proposal (credit: Lama Amin).
Chapter 10
Figure 10.1. Timeline of the Oploo watermill.
Figure 10.2. Section (based on drawings provided by Piet van den Oever).
Figure 10.3. Landscape changes surrounding the Oploo watermill
Figure 10.4. Survey results on the importance of preserving the building and i...
Chapter 11
Figure 11.1. Fieldtrip to Opwetten watermill landscape.
Figure 11.2. The state of conservation and functional analysis of the Opwetten...
Figure 11.3. Design proposal for the reconstruction of a former watermill buil...
Chapter 12
Figure 12.1. The reasons to choose 20th century built heritage for adaptation...
Figure 12.2. Diagram for the methodology of interventions based on values and ...
Figure 12.3. Diagram for the framework of the adaptation process
Guide
Cover
Table of Contents
Title Page
Copyright Page
Introduction
Begin Reading
Appendix 1: Heritage as a Discipline in the French Schools of Architecture
Appendix 2: Climate, Heritage, Resilience
Appendix 3: Reflection Paper on Degree and Master’s Programs on Heritage and Resilience
Appendix 4: Climate Change and Heritage Issues in Architecture Curricula: The Cases of Turkey, Finland, Denmark and MOOCs
List of Authors
Index
Other titles from ISTE in Science, Society and New Technologies
End User License Agreement
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Research in Architectural Education Set
coordinated byLazaros E. Mavromatidis
Volume 2
Heritage Education for Climate Action
Edited by
Irene G. Curulli
Deniz Ikiz Kaya
Arghavan Khaefi
First published 2023 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:
ISTE Ltd27-37 St George’s RoadLondon SW19 4EUUK
www.iste.co.uk
John Wiley & Sons, Inc.111 River StreetHoboken, NJ 07030USA
www.wiley.com
© ISTE Ltd 2023The rights of Irene G. Curulli, Deniz Ikiz Kaya and Arghavan Khaefi to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s), contributor(s) or editor(s) and do not necessarily reflect the views of ISTE Group.
Library of Congress Control Number: 2023943143
British Library Cataloguing-in-Publication Data
A CIP record for this book is available from the British Library
ISBN 978-1-78630-903-7
Introduction
I.1. Heritage education and climate change
Focusing on heritage education and training for climate action, this book discusses the role that heritage education plays regarding climate issues. It does this with a wide set of teaching and learning examples, methods and tools on heritage and resilience building, vulnerability and risk assessment, climate change adaptation, mitigation and policymaking.
“Education is crucial to promote climate action. It helps people understand and address the impacts of the climate crisis, empowering them with the knowledge, skills, values, and attitudes needed to act as agents of change” (UNESCO-Climate Change Education 2023). To address this goal, many environmental education programs have developed over the past years, engaging learners through inquiry and constructive learning and offering training and resources to promote climate knowledge and climate awareness.
However, the development of climate adaptation competencies requires a foundation of knowledge from a number of scientific areas and from different perspectives, as well as understanding and being able to bridge and apply system thinking to a range of issues. In short, the acquisition of climate adaptation competencies requires cross-disciplinary knowledge which will enhance students’ creative thinking and empower them to come up with their own ideas, all based on an integrated disciplinary learning.
Heritage education can play an important role in developing climate adaptation competencies so as to foster positive climate change dialogs, shift attitudes and inspire action.
According to The Council of Europe, heritage education is an educational practice in which culture and heritage function as teaching and learning resources (Council of Europe 2005). Thus, heritage education provides life-enhancing learning experiences and inspiration as well as opportunities to develop our sense of well-being and belonging (European Commission 2019). Therefore, it is essential to make use of the power of heritage to create public engagement/education on climate change by developing new critical pedagogical methods in education (ICOMOS-Climate Change and Cultural Heritage Working Group International 2019). Education that addresses the joint issue of climate change and heritage conservation contributes to the acknowledgment of heritage values. It also helps us understand not only the climate risks to cultural heritage but also the positive role it can play as a source of resilience for communities, as well as an invaluable repository of information and strategies to address climate change (ICOMOS-Climate Change and Cultural Heritage Working Group International 2019).
Cultural heritage is increasingly acknowledged to be something that helps shift mindsets and open up new practices and policy-oriented horizons to drive climate resilient development. However, their integration into climate science and education has so far received limited attention. Given diverse local circumstances and priorities, existing education, training and capacity-building efforts that bridge heritage and climate change have been fragmented, project-oriented and works-in-progress to address varied emerging needs and challenges. There is thus an increasing need and demand to adapt heritage education and training so that they address climate issues in an interdisciplinary manner.
The 2015 Paris Agreement, which recognizes adaptation as a global challenge and goal to be achieved across sectors through national and international cooperation, highlighted the importance of capacity building. Nonetheless, it is challenging to accommodate teaching and learning activities that are multi- and transdisciplinary, as well as inclusive and holistic, into traditional higher education curricula and models.
Furthermore, in a recent report that discusses the role of cultural heritage in the European Green Deal and climate resilience, the European Commission acknowledges the significance of bridging the research and education on cultural heritage and climate change, and yet, the heritage-climate change link is barely included in the existing educational structures (Council of Europe 2022). This is why the Commission puts an emphasis on systematic educational and training schemes that foster interdisciplinary and dynamic teaching and learning practices.
I.2. Taking action
Smith (2006), Harvey (2001) and Byrne (2014) interpret heritage as a process or series of practices that connect the present to the past, often favoring processes of change (Holtorf 2014; Dawdy 2016). In his critical assessment of heritage ontologies, Harrison (2018) addresses heritage as an interdisciplinary domain that takes into account multiple denotations and relevant practices that produce “multiple modes of being […] that work towards the production of multiple specific futures”. How much this disciplinary and ontological multiplicity is reflected in the curricula for heritage education remains to be said, however. The future of the field demands a more dynamic and adaptive approach toward heritage.
In their critical discussion over the heritage-climate change nexus, Harvey and Perry (2015) call upon a new heritage approach that crosses the existing ontological boundaries that is flexible and comprehensive regarding the notions of change embracing uncertainties, loss and damage in heritage, and is creative enough to propose adaptive solutions. In this wider context, culture and heritage can act as catalysts for positive transformational change by connecting people to places, encouraging a sense of place and belonging, and fostering social inclusion while accommodating integrative knowledge systems and ontological pluralism. Thus, heritage can serve as a powerful resource for deepening our collective knowledge, paving the way for new creative solutions to tackle the impact of climate change and contributing to transformational pathways.
While the role that cultural heritage plays in this transition for climate action has been newly recognized in national and supranational policymaking, there is still a gap that exists between policy, practice and local capacity building for heritage-oriented climate change mitigation and adaptation. There is thus an increasing need and demand to adapt heritage education and training to address climate issues in an interdisciplinary manner.
So, how can we advance heritage education in a way so that it can contribute to sustainable climate action?
To explore, develop and discuss new and innovative education perspectives on the above-mentioned heritage challenges, researchers from six European universities organized the webinar “Boosting resilience of Europe’s cultural heritage to climate change” in May 2022. The webinar was part of the Erasmus+ KA2 project entitled “Education for Climate Resilient Education Heritage & Architecture (e-CREHA)”, which aimed to develop and test innovative pedagogical approaches and teaching/learning methods that integrate heritage and climate science. The call for papers invited researchers, tutors, students, experts, professionals and policymakers to present best practices on cross-cultural pedagogies in Heritage Learning focusing on the vulnerability, impact, mitigation and adaptation of built heritage.
This book provides a rich collection of detailed case studies that presents a broad scope of pedagogical strategies that rely on theory and practice. The book covers a wide array of knowledge areas, international experiences, cases and practices. Stemming from the ontological and disciplinary plurality in the heritage-climate change nexus, it thus brings together lessons and experiences from multiple disciplines ranging from architecture, engineering, heritage studies, geography, tourism and social sciences in a cross-disciplinary manner. Bringing together knowledge, practices and experiences from different disciplines, this book fills in the gap in the heritage field that intends to adapt and transition heritage education toward sustainable development and climate action.
I.3. Roadmap
This book consists of three parts. Part 1 examines heritage education, training and capacity building pedagogies and approaches toward climate awareness, adaptation and mitigation.
In Part 1, Chapter 1 by Pelin Gürol-Öngören, Sibel Acar, Asli Özbek and Burçin Yilmaz, begins with an inventory and analysis of higher education courses offered by European universities in the field of built environment, landscape and heritage studies. The authors reflect upon how the existing courses cover the topics of resilience, impact, vulnerability and adaptation regarding the interconnection of built heritage and climate change, and point out the limitations in the existing curriculums.
Chapter 2, by Lazaros Mavromatidis, opens the debate for transdisciplinary knowledge and provides an example of their teaching that incorporates thermodynamics theories at the primary stages of architectural design in order to create a more comprehensive understanding of the “spatial hypotheses” that can lead to designs that are more sustainable and better suitable to the environment. Chapter 3, by Anna Kaiser, exemplifies multidisciplinary collaboration in training where multiple professional groups work together to define strategies for cultural and natural heritage protection that is at risk. Chapter 4, by Yavor Dankov, Yakim Deykov and Andjela Dankova, brings into discussion the importance of multiscalar education that targets different age groups, ranging from primary school education to higher education, in order to extend awareness and accessibility on heritage and climate education.
Chapter 5, by Boyan Bontchev, Valentina Terzieva, Albena Antonova, Yavor Dankov and Dessislava Vassileva, presents educational video games as a pedagogical tool to raise awareness and reach a broader audience to engage them in heritage and climate action through culture and entertainment. It also exemplifies how different disciplines, such as computer sciences, can also contribute to heritage and climate education.
The JTHECA experience described by Susan Ross in Chapter 6 further highlights the importance of building synergy among multiple disciplines, knowledge areas and pedagogical approaches that also take into account indigenous knowledge and experiences regarding equity, inclusiveness and just transition. The last chapter in Part 1, Chapter 7 by Irene G. Curulli, Deniz Ikiz Kaya, Rossella Nocera and Luciano De Bonis, discusses a multidisciplinary blended learning methodology for climate resilient heritage by addressing the design, programming, supervision and evaluation processes of the e-learning course, the e-CREHA Erasmus+ KA203 program, which this book volume is inspired by.
Part 2 presents examples and teaching practices that focus on cultural heritage vulnerability, risk assessments and the impact of climate change. Chapter 8, by Luciano De Bonis, Rossella Nocera and Giovanni Ottaviano, concentrates on territorial heritage and emphasizes reactivating the co-evolutionary dynamic of mutual adaptation between human beings and non-human environmental factors, in order to maintain a resilient heritage landscape. Focusing also on cultural landscapes at risk, Maria Gabriella Travato in Chapter 9 demonstrates student work on threatened landscapes in Lebanon as a case study. Another case study of cultural landscape is provided by Eva Stark and Lina Bekker in Chapter 10, exploring the transformation of watermill heritage landscapes in the Netherlands.
Part 3 focuses on heritage and climate adaptation practice and presents a wide array of methods, tools and policy approaches that are designed, evaluated and implemented. In Chapter 11, Deniz Ikiz Kaya and Irene G. Curulli demonstrate the use of real-life cases and collaborations as a pedagogical approach to investigating the climate adaptation of historic watermills in the Netherlands. In Chapter 12, Nihan Bulut calls attention to 20th-century architecture and the need to create a framework of intervention strategies for better climate adaptation and discusses the role that education can play.
Paloma Guzman and Jelle Buijs, in Chapter 13, provide a comprehensive and critical discussion on transforming existing pedagogies in heritage education through the integration of a value-based approach to foster knowledge integration and more critical, reflexive and problem-based pedagogies. In Chapter 14, Scott Bremer exemplifies this by integrating seasonal cultures into education and awareness-raising initiatives. Finally, in Chapter 15, Maya Ishizawa Escudero, Eugene Jo and Rohit Jigyasu describe the capacity-building efforts and training programs offered by international heritage organizations that incorporate climate science and knowledge into policies and capacity building for World Heritage sites, such as ICCROM, UNESCO, ICOMOS and IUCN.
The chapters are followed by reflections on the current national education programs and agendas in several European countries, including France (Appendix 1 by Lazaros Mavromatidis), the Netherlands (Appendix 2 by Irene G. Curulli and Deniz Ikiz Kaya), Italy (Appendix 3 by Rossella Nocera, Luciano De Bonis and Giovanni Parisani) and Turkey (Appendix 4 by Pelin Gürol-Öngören, Sibel Acar, Aslı Özbek, Burçin Yilmaz and Irem Küçük).
This volume brings together a variety of pedagogical approaches that promote an inquiry-based learning that encourages students to engage in problem-solving and experiential learning through exploration and high-level questioning concerning the nexus of heritage and climate change. Furthermore, these pedagogies foster collaboration and partnerships between experts, institutions and communities to leverage resources and expertise to promote sustainable climate action through heritage education. Thus, this book is a source of suggestions and ideas for scholars, educators and professionals who want to develop future climate leadership.
I.4. References
Byrne, D. (2014).
Counter Heritage: Critical Perspectives on Heritage Conservation in Asia.
Routledge, Abingdon.
Council of Europe (2005). Convention on the value of cultural heritage for society [Online]. Available at:
https://www.coe.int/en/web/culture-and-heritage/faro-convention
.
Council of Europe (2022). The Faro Convention’s role in a changing society: Building on a decade of advancement. Document, Council of Europe.
Dawdy, S.L. (2016).
Patina: A Profane Archaeology
. University of Chicago Press.
European Commission (2019). Cultural heritage and education [Online]. Available at:
https://culture.ec.europa.eu/cultural-heritage/cultural-heritage-in-eu-policies/cultural-heritage-and-education
[Accessed May 25, 2023].
European Commission Directorate-General for Education, Youth, Sport and Culture (2019). European framework for action on cultural heritage [Online]. Available at:
https://data.europa.eu/doi/10.2766/949707
.
Harrison, R. (2018). On heritage ontologies: Rethinking the material worlds of heritage.
Anthropological Quarterly
, 91(4), 1365–1383.
Harvey, D.C. (2001). Heritage Pasts and Heritage Presents: Temporality, meaning and the scope of heritage studies.
International Journal of Heritage Studies
, 7(4), 319–338.
Harvey, D.C. and Perry, J. (eds) (2015).
The Future of Heritage as Climates Change Loss, Adaptation and Creativity.
Routledge, Abingdon.
Holtorf, C. (2014). Averting loss aversion in cultural heritage.
International Journal of Heritage Studies
, 21(4), 405–421 [Online]. Available at:
https://doi.org/10.1080/13527258.2014.938766
.
ICOMOS-Climate Change and Cultural Heritage Working Group International (2019). The future of our pasts: Engaging cultural heritage in climate action. Technical report, International Council on Monuments and Sites, Paris [Online]. Available at:
https://openarchive.icomos.org/id/eprint/2459/
.
Smith, L. (2006).
Uses of Heritage
. Routledge, New York.
UNESCO-Climate Change Education (2023). Climate change education [Online]. Available at:
https://www.unesco.org/en/education-sustainable-development/climate-change
[Accessed 8 May, 2023].
Notes
Introduction written by Irene G. CURULLI, Deniz IKIZ KAYA and Arghavan KHAEFI.
PART 1Heritage Education Pedagogies and Approaches for Climate Action
1Cross-Disciplinary Pedagogies: Education on Heritage and Climate Change in Europe
1.1. Introduction
Cultural heritage in Europe, as well as worldwide, is threatened by climate change, which impairs its integrity and threatens its values. In addition to amplifying existing vulnerabilities and threats, climate change creates new risks to cultural heritage (Masson-Delmotte et al. 2021). Cultural heritage includes not only physical artifacts, but also the knowledge and skills gained through human practices, representations and experiences related to the objects and spaces recognized by communities as cultural heritage (UNESCO n.d.). Cultural heritage assets such as historical buildings, archeological sites and monuments, as well as their contents and collections, are legacy items from our past that lend a sense of place, identity and esthetic well-being to local communities (Sesana et al. 2021). Accordingly, the value of cultural heritage extends beyond its physical presence. People connect with places through their cultural heritage. It is a part of people’s identities and inherent in almost every aspect of their life. As a result, it fosters a sense of belonging, promotes social inclusion and brings individuals together to collaborate more effectively. Thus, cultural heritage can be used to raise awareness about climate change and the need for climate action. Heritage may be impacted profoundly by climate change. However, it can also be a source of creativity, innovation and knowledge that can inspire and guide transitions to low-carbon, climate-resilient futures (Potts 2021, p. 6). This dual approach to climate change is promoted by the International Council on Monuments and Sites (ICOMOS), which seeks to both address the risks climate change poses to cultural heritage, and promote heritage as a source of resilience and a resource for climate action (ICOMOS n.d.).
The role of architecture in reducing climate change effects (transition to zero-emission, energy-efficient and resilient buildings) is crucial. Over the past decade, climate change issues have become increasingly relevant to architectural design, urban planning, heritage studies and relevant disciplines. The Architects’ Council of Europe (ACE) has urged architects to become more prominent in climate adaptation. ACE promotes a holistic approach to the built environment that serves all stakeholders economically, socially, environmentally and culturally (ACE 2021). Knowledge, expertise and experience from different fields and disciplines must be integrated when addressing climate change and embracing heritage as a resource and driver for sustainable development. This situation requires a focus on heritage and climate change in architectural education. This study focuses on the built environment, defining human-made environments, which also indicates cultural heritage that includes monuments, groups of buildings, sites and cultural landscapes, which are “combined works of nature and of man” (UNESCO 2011).
1.2. Climate change and heritage education
Climate change effects are well known worldwide, but research and quantification of their impacts on cultural heritage are still limited. To manage cultural heritage at risk, it is essential to implement effective strategies at all levels, from government policies to field practice. This requires awareness of climate change action, skilled human resources and capacity building. Professionals with solid skills in sustainable design and resilience are needed to develop and apply mitigation and adaptation measures. Therefore, it is critical to apply, update and develop professionals’ skills continuously. In this regard, education and climate change are becoming more relevant and intertwined. Climate change’s effects on heritage must be an integral part of architectural education. The curricula in architecture schools must emphasize the built heritage’s vulnerability to climate change and the heritage’s role in developing mitigation and adaptation strategies.
There is a complex relationship between climate change and cultural heritage (science, economics, society, politics, morals and ethics). This research shows a disparity between research, education and practice. To overcome this disparity, a multidisciplinary and holistic approach is needed in research, education and practice. Additionally, it is necessary to use innovative learning methods such as information and communication technology (ICT)-based learning processes in heritage and climate change education.
The Education for Climate-Resilient European Heritage Architecture (e-CREHA) project addresses the gaps. It aims to constitute the knowledge between education and research recommended by the 2018 European Union (EU) modernization agenda. The project’s objective is to foster cooperation between research and education, theory and professional practice to enhance our understanding of how cultural heritage and design can contribute to climate change. The project aims to train and educate the next generation of tutors, researchers and professionals to help create a climate-resilient European cultural heritage. Multi-disciplinary experts and students from different European Higher Education Institutions (HEIs) have collaborated to formulate an innovative e-learning course and methodology focusing on developing climate resilience for European cultural heritage. The course focuses on resilient architectural heritage and climate change, and adopts an innovative approach and new interpretations of the content and methods. It is designed for graduate students in built environment-related programs to expand their intellectual resources and provide them with a new set of skills. The course includes modules with lectures, quizzes/games, video clips, assignments and students’ virtual forum(s). Four main concepts are covered in the course:
RESILIENCE (built heritage and resilient concepts): The term “resilience” is defined by the Intergovernmental Panel on Climate Change (Mach et al. 2014, p. 127):
The capacity of social, economic, and environmental systems to cope with a hazardous event or trend or disturbance, responding or reorganizing in ways that maintain their essential function, identity, and structure, while also maintaining the capacity for adaptation, learning, and transformation.
IMPACT (built heritage and impact of climate change): The IPCC Special Report on Climate Change and Land (van Diemen 2019, p. 815) defines the term “impact”:
The consequences of realized risks on natural and human systems, where risks result from the interactions of climate-related hazards (including extreme weather and climate events), exposure, and vulnerability. Impacts generally refer to effects on lives; livelihoods; health and well-being; ecosystems and species; economic, social, and cultural assets; services (including ecosystem services); and infrastructure. Impacts may be referred to as consequences or outcomes and can be adverse or beneficial.
VULNERABILITY (heritage as a resource for climate change): The IPCC SRCCL (van Diemen 2019, p. 826) explains “vulnerability”:
The propensity or predisposition to be adversely affected. Vulnerability encompasses a variety of concepts and elements, including sensitivity or susceptibility to harm and lack of capacity to cope and adapt.
ADAPTATION (resilient heritage solutions): The IPCC SRCCL (van Diemen 2019, p. 804) defines “adaptation”:
In human systems, the process of adjustment to actual or expected climate and its effects, in order to moderate harm or exploit beneficial opportunities. In natural systems, the process of adjustment to actual climate and its effects; human intervention may facilitate adjustment to expected climate and its effects.
The report “Cross-disciplinary Pedagogies” (CDP), as the first intellectual output of the e-CREHA project, attempts to understand the current state of the art on how heritage in architectural education is responding to climate change. This research relies on the research and analysis of current interdisciplinary learning/teaching methods and approaches in different categories related to cultural heritage and climate change.
1.3. Research and analysis
Implementation of the e-CREHA e-learning course is based on a blended learning approach and setting up a new/experimental course. CDP aimed to specify and assess current approaches, interpretations and mediums in cross-disciplinary studies addressing heritage and climate change. In that framework, an Excel form was created for partners to list relevant courses and collect data on their content and methods. All partners filled in this table1 by searching architecture/built environment schools and related academic institutions in their network. They also used search engines (Google, Bing and Baidu), Web of Science, Scopus and online learning platforms to search the Massive Open Online Course (MOOC) between February and August 2021.
A convenient sampling based on geographic specialization was applied, including the methods/tools adopted in consortium countries, starting from their home countries which are most accessible to the partners. In the data collection phase, the limitations were the language barrier, the inaccessibility of related information, lack of information, or out-of-date online data about educational programs on the websites. For the qualitative analysis, in some cases, the nature of the data was not descriptive in terms of the contents and methods that they used2.
The research results include 37 courses offered by institutions in nine different countries3. As a first analysis, we looked at course distribution by country, institution and year. It reveals that there is a greater interest/awareness/study of climate change and built heritage in The Netherlands and France than in other partner countries (Figure 1.1).
Figure 1.1.Distribution of courses by country
There has been an increase in the number of courses since 2017 (Figure 1.2). The reason may be that the impact of climate change has become more severe and threatening over the years. An increase in the number of courses coincides with the increasing international policies on climate change. In line with the Paris Agreement and the Sustainable Development Goals (SDGs), Europe has committed to cutting greenhouse gas emissions and transforming its economy and society in a zero-emission direction. Consequently, capacity-building efforts have made the built environment and environmental systems more resilient. Academies and institutes have begun to develop courses addressing issues associated with climate change.
Figure 1.2.Number of courses by year
As part of our study, we also examined course types, contents and target groups, as well as learning environments, methods and tutors’ expertise areas. The courses vary in terms of their scopes, objectives, target groups, concepts, duration, pedagogical methods and learning environments. CDP shows that most courses are designed by HEIs (Figure 1.3). Regarding their target groups, the courses can roughly be classified as summer schools, MOOCs and undergraduate and graduate courses. Summer Schools are short-term events aimed at a broader audience than students (Figure 1.4). Regarding target groups, climate change and built heritage are generally considered graduate-level topics.
Figure 1.3.Number of courses offered by HEIs and non-HEIs
Figure 1.4.Course type by number
Regarding the learning environment of the courses, there are lecture-based and studio courses. Most studio courses focus on case studies, including fieldwork and workshops to develop adaptation and mitigation strategies. Courses focusing on heritage impact assessment methods, heritage vulnerability and conservation mostly offer a model of lectures and seminars together. Most of the courses in the curriculum are instructed by architects and urban planners. These courses have limited cooperation with other fields such as engineering, sociology, history, economy, management, environmental and climate sciences. MOOCs, on the other hand, are often taught by groups of experts with backgrounds in architecture, urban planning, civil engineering, history, environmental economics, social sciences and climate change.
When we analyzed courses according to their focus and extent of dealing with climate change and heritage, two main categories are evident: the courses offered in the built environment-related programs (A) and the climate science courses (B) (Table 1.1).
Heritage and climate change-related courses offered in architecture/built environment/urban planning departments present varieties regarding their scopes and the extent of their studies. Four categories of courses are observed in this category. A1 courses are the built environment courses. Neither climate change nor heritage is the main focus, yet climate change’s impact on heritage is one of the issues discussed. A2 courses deal with the issues of the built environment and climate change. However, they do not devote the entire course to heritage and climate change studies. These courses are offered in Architecture, Civil Engineering, Building and Energy Technology departments at both the undergraduate and graduate levels. While the broader focus of these courses is on climate change and the built environment, climate-resilient heritage is a small part of them.
Courses on built heritage constitute the third category (A3). These courses focus on built heritage throughout the entire semester/trimester/quarter. One of the topics they discuss is climate-resilient heritage as part of a broader discussion. Most of these courses are offered in architecture and urban planning graduate programs provided by architects and urban planners. Sometimes, engineers, landscape architects, historians and experts from different areas join the team as well. These courses differ in approach and focus; thus, they are divided into two subcategories. There are some design courses (A3.1) that develop adaptation proposals for the heritage at various scales, including rehabilitation and retrofitting. Another category of courses (A3.2) is mainly offered by graduate programs in conservation, preservation or building science. Within the context of conservation, these courses discuss the impact of climate change, vulnerability and adaptation of built heritage.
The last category of courses on built environment-related programs (A4) addresses both climate change and built heritage. The courses focus on climate change and built heritage throughout the semester/quarter/trimester. These courses can be examined under three subcategories (A4.1, A4.2, A4.3). The first subcategory (A4.1) includes courses offered by graduate programs in conservation, preservation or building science. These courses deal with the risk and impact assessment of climate change on built heritage. Design courses constitute another subcategory (A4.2). Courses in this category give students a critical perspective on vulnerability and adaptation through design to adhere to governmental measures on flood areas and the SDGs (Goals 6, 11, 13). The last subcategory (A4.3) contains courses focusing on heritage assessments and rehabilitation, and also examines multidisciplinary aspects of cultural heritage as a resource for mitigation and adaptation.
The courses offered by the Departments of Natural and Social Sciences on climate change constitute category B. Although these courses do not directly address its impacts on built heritage, climate change is addressed as a phenomenon to be understood through the lens of natural sciences. Climate change has complicated causes and implications rooted in historical, social and economic factors. With a foundation in both natural and social sciences, these courses deal with climate change issues with a focus on cultural geography, history and sociology. Courses in Category B can be evaluated in three subcategories according to their main focuses: climate science courses (B1), courses dealing with social and geographic implications of climate change (B2) and courses addressing the built environment as an agent for mitigation or intensifying climate change (B3).
Table 1.1.Courses according to their focus and extent of climate change and cultural heritage4
Categories of courses according to their focus and extent of climate change and cultural heritage
Main focus of the courses
Title of the courses
A. The built environment and climate change courses
A1. Built environment courses where neither climate change nor heritage is the main focus.The impact of climate change on heritage is one of the issues discussed
Structure and materiality of architecture
Construction and Durability (ENSA Toulouse, France)
A2. Courses with a focus on the built environment and climate change heritage is one of the issues discussed
Climate resilient built environment
Climatic Heterotopias (INSA Strasbourg, France)
Climate-adapted Construction and Operation (BTU Cottbus, Germany)
Radical Sustainable Architecture (Aarhus School of Architecture, Denmark)
Climate Change and Design (Eskişehir Osmangazi
University, Türkiye)
(Re)Imagining Port Cities: Understanding Space, Society, and Culture (TU Delft, The Netherlands, MOOC by Edx)
A3. Courses on built heritageClimate change is just one of the issues addressed
A3.1 Adaptation through transformation at various scales, including rehabilitation and retrofitting
Heritage and Architecture Design Studio: Research and Architectural Design (TU Delft, The Netherlands)
Architecture, Heritage, and Eco-construction (ENSA Bretagne, France)
Heritage and Old Buildings (ENSAP Lille, France)
Trans-Form (ENSA Normandie, France)
Architecture and Heritage (ENSA Grenoble, France)
A3.2 Vulnerability, conservation, preservation, restoration
Geophysics and Cultural Heritage (University of Venice Conservation Science and Technology for Cultural Heritage, Italy)
Environmental Impact on Materials Deterioration and Aging (Università di Bologna Laurea Magistrale in Science for the conservation-restoration of cultural heritage, Italy)
Course on Architectural Heritage (INSA Strasbourg, France)
TD de techniques patrimoniales d’intervention durable (ENSA Clermont-Ferrand, France)
Doctrines Intervention on Built Environment (INSA Marseille, France)
Heritage under Threat (Universiteit Leiden Centre for Global Heritage and Development, The Netherlands, MOOC by Coursera)
Atelier Architectural Restoration Project (Politecnico di Torino, Italy)
World Heritage and Site Management (Kadir Has University, Türkiye)
A4. Built heritage and climate change courses
A4.1 Vulnerability, adaptation, and conservation
Climate Change and Risk Assessment for Cultural
Heritage (ICOMOS Argentina, MOOC)
Heritage Impact Assessment Transformation Strategies for Climate Change (BTU Cottbus, Germany)
A4.2 Adaptation and transformation
Master Project on Vulnerability (TU/e, The Netherlands)
Design course: de Haven van Antwerp (RAvB, The Netherlands)
A4.3 Climate resilient heritageHeritage as an asset for mitigation and adaptation
Graduation project-topic: Resilience and climate change (TU/e, The Netherlands)
Built-up Heritage Over Time (TU/e, The Netherlands)
B. Climate change coursesHeritage is minimal or absent in the content
B1. Climate science courses
Making Climate Adaptation Happen (Wageningen University, The Netherlands, MOOC)
B2. Courses dealing with social and geographic implications of climate change (the content of the course based on both natural and social sciences)
Adaptation Governance (University of Groningen, The Netherlands)
Design of Climate Change Mitigation and Adaptation Strategies (Wageningen University, The Netherlands)
Uncertainty and Climate Change. Challenges for a UNESCO World Heritage City (UNED, Spain, Summer School)
B3. Courses focusing on the built environment as an agent for mitigation or intensifying climate change.
Climate Change, Health and Architecture (Aalto University, Finland, Summer School)
Planning for Climate Change in African Cities (United Cities and Local Governments of Africa, African Local Government Academy, Erasmus University Rotterdam, Institute for Housing and Urban Development, MOOC by Coursera)
Climate-Responsive Planning and Design (Wageningen University, The Netherlands)
For the above courses, two different analyses were made. Figure 1.5 illustrates how many times the concepts of resilience, impact, vulnerability and adaptation appear in their content. Figure 1.6 is a graphic presentation of our results that indicates which of the concepts of resilience, impact, vulnerability and adaptation are studied in conjunction with one another5. Resilience, impact, vulnerability and adaptation are mostly addressed together. Resilience, vulnerability and adaptation are the second most frequently addressed concepts. Adaptation is the most addressed concept. Vulnerability is most often addressed alongside adaptation.
Figure 1.5.Frequency of each theme
Figure 1.6.The groups of concepts of resilience, impact, vulnerability and adaptation
1.4. Conclusion
The research revealed that heritage education addresses climate change issues in several ways with different methods and objectives. While some have a clear focus on mitigation through nature-based solutions, others study in the scope of heritage studies. However, the curricula of HEIs lack a specialized course on the intersection of cultural heritage and climate change. ICOMOS promotes a dual approach to climate change, which addresses the risks climate change poses to cultural heritage by declaring heritage as a resource for climate action and resilience. Yet, this dual approach is rarely considered in the curricula and courses. Understanding the role heritage plays in climate actions and how it contributes to community resilience is important for future architects. In order to take part in climate action, architects need to comprehend how multi-level planning mechanisms and cultural heritage conservation can be integrated. Yet, it can be challenging because of the lack of interdisciplinary knowledge on climate change and cultural heritage in architectural education.
It is obvious that there is a need to bridge the gap between the mechanisms, governance and research and education in order to comprehend multi-level planning mechanisms and deal with potential conflicts between diverse levels of planning frameworks. Future practitioners/policymakers/designers need to be better trained and qualified to apply traditional construction techniques, cultural meanings and implications, and innovative technological approaches in adaptation. Therefore, the curricula should include courses that emphasize how built heritage is vulnerable to climate change and the pivotal role it plays in developing climate-adaptive strategies.
1.5. References
ACE (2021). A sustainable, fair and beautiful built environment to address the climate and biodiversity crisis. Statement presented at “Climate Change & Built Heritage” Conference, ACE, Brussels, October 28, 2021 [Online]. Available at:
https://www.ace-cae.eu/fileadmin/user_upload/ACE_CC_CONF_DRAFT_STATEMENT.pdf
[Accessed 13 January 2023].
van Diemen, R. (2019). Annex I: Glossary. In
Climate Change and Land: An IPCC Special Report on Climate Change, Desertification, Land Degradation, Sustainable Land Management, Food Security, and Greenhouse Gas Fluxes in Terrestrial Ecosystems
