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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…mehr
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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Autorenporträt
Irene G. Curulli is a practicing architect and landscape architect, with a research and teaching focus on resilient industrial heritage waterscapes. She coordinates the e-CREHA project as well as other multi-disciplinary ERASMUS+ projects and international workshops. Deniz Ikiz Kaya is Assistant Professor in Heritage and Climate Change at Eindhoven University of Technology (TU/e), the Netherlands. Her research focuses on the nexus of cultural heritage and climate change. Arghavan Khaefi holds an M.Sc in Architecture and Building Planning from Eindhoven University of Technology (TU/e), the Netherlands. She has been involved in curatorial research and exhibition designs and is interested in contemporary issues reflected in the built environment.
Inhaltsangabe
Introduction xi Irene G CURULLI, Deniz IKIZ KAYA and Arghavan KHAEFI Part 1 Heritage Education Pedagogies and Approaches for Climate Action 1 Chapter 1 Cross-Disciplinary Pedagogies: Education on Heritage and Climate Change in Europe 3 Pelin GÜROL-ÖNGÖREN, Sibel ACAR, Asli ÖZBEK and Burçin YILMAZ 1.1 Introduction 3 1.2 Climate change and heritage education 4 1.3 Research and analysis 6 1.4 Conclusion 14 1.5 References 14 Chapter 2 Designing "Climatic Constructal Heterotopias" Using Constructal Thermodynamics: Connecting Theories on Architecture and Thermodynamics 17 Lazaros MAVROMATIDIS 2.1 Introduction and general context 17 2.2 Indeterminacy, autonomy, thermodynamics: the concept of constructal "climatic heterotopias" 19 2.3 Macroscopic and microscopic thermodynamics of architectural conception: entropy and evolution 23 2.4 Conclusion 25 2.5 References 28 Chapter 3 Training for Cultural Heritage Protection: The STRENCH Summer Schools 31 Anna KAISER 3.1 The STRENCH project 32 3.2 The STRENCH online summer schools (2020 and 2021) 33 3.3 On-site follow up exercises-the example of "TRITOLIA18" 36 Chapter 4 Pedagogical Aspects of Conservation-Restoration Practice in the Protection of Architectural Heritage 41 Yavor DANKOV, Yakim DEYKOV and Andjela DANKOVA 4.1 Introduction 41 4.2 Application of didactic principles in different target groups 43 4.3 Architecture and CH 46 4.4 The role of didactic games in forming knowledge and attitude toward the CH issues 47 4.5 Conclusion 49 4.6 References 49 Chapter 5 Educational Video Games on Climate Resilience of Built Cultural Heritage 53 Boyan BONTCHEV, Valentina TERZIEVA, Albena ANTONOVA, Yavor DANKOV and Dessislava VASSILEVA 5.1 Introduction 53 5.2 e-CREHA video games for climate resilience and built heritage 55 5.3 APOGEE approach for generation of enhanced maze video games 55 5.4 Results from two maze video games about resilience and vulnerability of built heritage 57 5.5 Conclusion 60 5.6 References 61 Chapter 6 Heritage Education for Climate Justice and Adaptation 65 Susan ROSS 6.1 Just Transitions: Heritage Education for Climate Adaptation 65 6.2 ICOMOS University Forum - June 3-4, 2022 67 6.3 Knowledge areas for heritage education: panel theme overviews 69 6.4 Land acknowledgement(s) and climate heritage education 71 6.5 Outputs and dissemination 72 6.6 References 73 Chapter 7 Education for Climate Resilient Architectural Heritage (e-CREHA): Multidisciplinary Blended Learning for Climate Resilient Heritage 75 Irene G CURULLI, Deniz IKIZ KAYA, Rossella NOCERA and Luciano DE BONIS 7.1 Introduction 75 7.2 Objectives and methodology 77 7.3 Course assessment activities 79 7.4 ISPs-design workshops 1 and 2 80 7.5 Lesson learned: advancing heritage critical thinking through interdisciplinary teaching 89 7.6 Acknowledgments 90 7.7 References 90 Part 2 Training on Heritage Vulnerability and Risk Assessment 93 Chapter 8 Re-enabling Co-evolutionary Patterns to Reduce Landscape Vulnerability 95 Luciano DE BONIS, Rossella NOCERA and Giovanni OTTAVIANO 8.1 Resilience and vulnerability 95 8.2 Flexibility and "resiliencery vulnerability" 97 8.3 Vulnerability of the Built Environment as natural/human system 100 8.4 Vulnerability of the BCE as vulnerability of landscape heritage 100 8.5 Climate resilient self-sustainable local developments 102 8.6 Fundamentals of climate resilient territorial project 106 8.7 A case study from the Molise region, Italy 108 8.7 References 112 Chapter 9 Lebanon: Landscape at Risk 115 Maria Gabriella TROVATO 9.1 Introduction 115 9.3 Lebanon 117 9.4 Heritage, climate change and the landscapes at risk 120 9.5 Method 121 9.5.1 Case study 122 9.6 Discussion 125 9.7 Conclusion 131 9.8 Acknowledgments 132 9.9 References 132 Chapter 10 Cultural Resilience of the Oploo Watermill 139 Eva STARK and Lina BEKKER 10.1 Methodology 140 10.2 History of the Oploo watermill 140 10.3 The Sint Matthias Guild 143 10.4 Heritage used for climate resilience 144 10.5 Survey results 146 10.6 Conclusion 146 10.7 References 148 Part 3 Education on Climate Adaptation of Heritage 151 Chapter 11 Case-Based Teaching for Climate Heritage Education: Climate Adaptation of Historic Watermill Landscapes as a Case Study 153 Deniz IKIZ KAYA and Irene G CURULLI 11.1 Introduction 153 11.2 Case study 155 11.3 The educational activities 156 11.4 Discussion: design-oriented pedagogical approaches for climate heritage education 159 11.5 Acknowledgments 160 11.6 References 160 Chapter 12 Increasing Climate Change Resilience by Adapting 20th Century Built Heritage 161 Nihan BULUT 12.1 Introduction 162 12.2 Adaptation of 20th century built heritage and its methodology 163 12.3 Expected results and discussion 171 12.4 Conclusion and further research topics 173 12.5 References 174 Chapter 13 A Transformative Approach to Cultural Heritage Education for Climate Action 177 Paloma GUZMAN and Jelle BUIJS 13.1 Introduction 177 13.2 Cultural heritage perspectives for integrative climate planning 179 13.3 A case study of transformative approaches in higher education 182 13.4 The role of architecture and planning education in fostering transformation towards sustainability? 185 13.5 References 187 Chapter 14 Recalibrating Seasonal Cultures with Communities 191 Scott BREMER 14.1 Seasonal cultures as intangible heritage for climate adaptation 191 14.2 Co-producing seasonal cultures within institutions 193 14.3 Mixed methods for studying and changing seasonal cultures 195 14.4 Affecting adaptation through seasonal cultures 198 14.5 Acknowledgments 199 14.6 References 199 Chapter 15 Integrating Climate Change Concerns in Capacity Building for World Heritage 203 Maya ISHIZAWA ESCUDERO, Eugene JO and Rohit JIGYASU 15.1 Climate change concerns in the World Heritage system 204 15.2 Shifting approaches to World Heritage Capacity Building 206 15.3 Conclusion: a way forward 211 15.4 References 212 Appendices Reflections on the Future of Heritage Education 217 Appendix 1 Heritage as a Discipline in the French Schools of Architecture 219 Lazaros MAVROMATIDIS Appendix 2 Climate, Heritage, Resilience 229 Irene G CURULLI and Deniz IKIZ KAYA Appendix 3 Reflection Paper on Degree and Master's Programs on Heritage and Resilience 231 Rossella NOCERA, Luciano DE BONIS and Giovanni PARISANI Appendix 4 Climate Change and Heritage Issues in Architecture Curricula: The Cases of Turkey, Finland, Denmark and MOOCs 235 Pelin GÜROL-ÖNGÖREN, Sibel ACAR, Asli ÖZBEK, Burçin YILMAZ and Irem KÜÇÜK List of Authors 239 Index 243
Introduction xi Irene G CURULLI, Deniz IKIZ KAYA and Arghavan KHAEFI Part 1 Heritage Education Pedagogies and Approaches for Climate Action 1 Chapter 1 Cross-Disciplinary Pedagogies: Education on Heritage and Climate Change in Europe 3 Pelin GÜROL-ÖNGÖREN, Sibel ACAR, Asli ÖZBEK and Burçin YILMAZ 1.1 Introduction 3 1.2 Climate change and heritage education 4 1.3 Research and analysis 6 1.4 Conclusion 14 1.5 References 14 Chapter 2 Designing "Climatic Constructal Heterotopias" Using Constructal Thermodynamics: Connecting Theories on Architecture and Thermodynamics 17 Lazaros MAVROMATIDIS 2.1 Introduction and general context 17 2.2 Indeterminacy, autonomy, thermodynamics: the concept of constructal "climatic heterotopias" 19 2.3 Macroscopic and microscopic thermodynamics of architectural conception: entropy and evolution 23 2.4 Conclusion 25 2.5 References 28 Chapter 3 Training for Cultural Heritage Protection: The STRENCH Summer Schools 31 Anna KAISER 3.1 The STRENCH project 32 3.2 The STRENCH online summer schools (2020 and 2021) 33 3.3 On-site follow up exercises-the example of "TRITOLIA18" 36 Chapter 4 Pedagogical Aspects of Conservation-Restoration Practice in the Protection of Architectural Heritage 41 Yavor DANKOV, Yakim DEYKOV and Andjela DANKOVA 4.1 Introduction 41 4.2 Application of didactic principles in different target groups 43 4.3 Architecture and CH 46 4.4 The role of didactic games in forming knowledge and attitude toward the CH issues 47 4.5 Conclusion 49 4.6 References 49 Chapter 5 Educational Video Games on Climate Resilience of Built Cultural Heritage 53 Boyan BONTCHEV, Valentina TERZIEVA, Albena ANTONOVA, Yavor DANKOV and Dessislava VASSILEVA 5.1 Introduction 53 5.2 e-CREHA video games for climate resilience and built heritage 55 5.3 APOGEE approach for generation of enhanced maze video games 55 5.4 Results from two maze video games about resilience and vulnerability of built heritage 57 5.5 Conclusion 60 5.6 References 61 Chapter 6 Heritage Education for Climate Justice and Adaptation 65 Susan ROSS 6.1 Just Transitions: Heritage Education for Climate Adaptation 65 6.2 ICOMOS University Forum - June 3-4, 2022 67 6.3 Knowledge areas for heritage education: panel theme overviews 69 6.4 Land acknowledgement(s) and climate heritage education 71 6.5 Outputs and dissemination 72 6.6 References 73 Chapter 7 Education for Climate Resilient Architectural Heritage (e-CREHA): Multidisciplinary Blended Learning for Climate Resilient Heritage 75 Irene G CURULLI, Deniz IKIZ KAYA, Rossella NOCERA and Luciano DE BONIS 7.1 Introduction 75 7.2 Objectives and methodology 77 7.3 Course assessment activities 79 7.4 ISPs-design workshops 1 and 2 80 7.5 Lesson learned: advancing heritage critical thinking through interdisciplinary teaching 89 7.6 Acknowledgments 90 7.7 References 90 Part 2 Training on Heritage Vulnerability and Risk Assessment 93 Chapter 8 Re-enabling Co-evolutionary Patterns to Reduce Landscape Vulnerability 95 Luciano DE BONIS, Rossella NOCERA and Giovanni OTTAVIANO 8.1 Resilience and vulnerability 95 8.2 Flexibility and "resiliencery vulnerability" 97 8.3 Vulnerability of the Built Environment as natural/human system 100 8.4 Vulnerability of the BCE as vulnerability of landscape heritage 100 8.5 Climate resilient self-sustainable local developments 102 8.6 Fundamentals of climate resilient territorial project 106 8.7 A case study from the Molise region, Italy 108 8.7 References 112 Chapter 9 Lebanon: Landscape at Risk 115 Maria Gabriella TROVATO 9.1 Introduction 115 9.3 Lebanon 117 9.4 Heritage, climate change and the landscapes at risk 120 9.5 Method 121 9.5.1 Case study 122 9.6 Discussion 125 9.7 Conclusion 131 9.8 Acknowledgments 132 9.9 References 132 Chapter 10 Cultural Resilience of the Oploo Watermill 139 Eva STARK and Lina BEKKER 10.1 Methodology 140 10.2 History of the Oploo watermill 140 10.3 The Sint Matthias Guild 143 10.4 Heritage used for climate resilience 144 10.5 Survey results 146 10.6 Conclusion 146 10.7 References 148 Part 3 Education on Climate Adaptation of Heritage 151 Chapter 11 Case-Based Teaching for Climate Heritage Education: Climate Adaptation of Historic Watermill Landscapes as a Case Study 153 Deniz IKIZ KAYA and Irene G CURULLI 11.1 Introduction 153 11.2 Case study 155 11.3 The educational activities 156 11.4 Discussion: design-oriented pedagogical approaches for climate heritage education 159 11.5 Acknowledgments 160 11.6 References 160 Chapter 12 Increasing Climate Change Resilience by Adapting 20th Century Built Heritage 161 Nihan BULUT 12.1 Introduction 162 12.2 Adaptation of 20th century built heritage and its methodology 163 12.3 Expected results and discussion 171 12.4 Conclusion and further research topics 173 12.5 References 174 Chapter 13 A Transformative Approach to Cultural Heritage Education for Climate Action 177 Paloma GUZMAN and Jelle BUIJS 13.1 Introduction 177 13.2 Cultural heritage perspectives for integrative climate planning 179 13.3 A case study of transformative approaches in higher education 182 13.4 The role of architecture and planning education in fostering transformation towards sustainability? 185 13.5 References 187 Chapter 14 Recalibrating Seasonal Cultures with Communities 191 Scott BREMER 14.1 Seasonal cultures as intangible heritage for climate adaptation 191 14.2 Co-producing seasonal cultures within institutions 193 14.3 Mixed methods for studying and changing seasonal cultures 195 14.4 Affecting adaptation through seasonal cultures 198 14.5 Acknowledgments 199 14.6 References 199 Chapter 15 Integrating Climate Change Concerns in Capacity Building for World Heritage 203 Maya ISHIZAWA ESCUDERO, Eugene JO and Rohit JIGYASU 15.1 Climate change concerns in the World Heritage system 204 15.2 Shifting approaches to World Heritage Capacity Building 206 15.3 Conclusion: a way forward 211 15.4 References 212 Appendices Reflections on the Future of Heritage Education 217 Appendix 1 Heritage as a Discipline in the French Schools of Architecture 219 Lazaros MAVROMATIDIS Appendix 2 Climate, Heritage, Resilience 229 Irene G CURULLI and Deniz IKIZ KAYA Appendix 3 Reflection Paper on Degree and Master's Programs on Heritage and Resilience 231 Rossella NOCERA, Luciano DE BONIS and Giovanni PARISANI Appendix 4 Climate Change and Heritage Issues in Architecture Curricula: The Cases of Turkey, Finland, Denmark and MOOCs 235 Pelin GÜROL-ÖNGÖREN, Sibel ACAR, Asli ÖZBEK, Burçin YILMAZ and Irem KÜÇÜK List of Authors 239 Index 243
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