When one thinks of cultural heritage, one usually brings to mind artifacts like paintings, drawings, prints, mosaics and sculptures, historical monuments and buildings and archaeological sites. However, the concept of heritage has evolved and is now recognised to include intangible elements as well. These include traditions, oral history and performing arts, traditional craftsmanship, representations, and rituals, all of which are transmitted from generation to generation within a community. Examples of such intangible heritage can be found in music and dance like tango and flamenco, architecture, festivals and ceremonies, traditional craftsmanship skills such as weaving and embroidery, the Mediterranean diet, Viennese coffee house culture, the art of falconry, or the polyphonic singing of the Aka people of central Africa.
This wide definition of cultural heritage is important, as it enables the exploration of multiple aspects of a community and their relationship to each other. It also makes it possible to understand how different eras and events shape the present. In addition, the didactic utilisation of heritage is an ideal way to teach students how to critically analyse information gathered from sources and to construct their own interpretations.
However, a challenge that can be encountered when using cultural heritage in education is that the students may not have the same understanding of what constitutes a ‘heritage’ item. This problem is compounded by the fact that heritage items can be interpreted in a variety of ways depending on the context and the social values of a particular time and place. This is why the use of cultural heritage in education requires a broad interdisciplinary approach that encompasses the fields of humanities and sociology.
In order to overcome these challenges, the didactic utilisation of cultural heritage is an excellent tool to help students understand how historical antecedents interact with and influence the contemporary world. In this way, it can encourage a critical perspective that enables the identification of current problems and their causes. It can also contribute to comprehending the consequences of these issues, and to seeking solutions.
The use of cultural heritage as a source for history lessons is therefore an essential educational practice. Moreover, it is an invaluable tool to promote a global cultural identity and foster a sense of belonging amongst citizens in a given country.
In this context, the creation of an official section and positions in the Department of Culture and Tourism is recommended so that the cultural heritage can be adequately protected in the future. In addition, the provision of adequate budget, training and technical support will be helpful in preserving cultural heritage. This will ensure that the preservation of cultural heritage is carried out in accordance with its universal value. It will also enable the implementation of effective conservation programmes, and encourage the participation of local communities in this endeavour. It is important that all the members of a community are able to participate in and share the responsibility for the preservation of their cultural heritage.