Understanding historical cultural landscape as the way to “own the heritage”
| Autoři | |
|---|---|
| Rok publikování | 2025 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | In this proposal, we reflect on the question Who owns the heritage? in terms of the ownership concept. We understand ownership primarily as an obligation of care, not "mere" disposal of specific economic value property. Care is an activity motivated by a sense of responsibility and belonging: It manifests an understanding of a place, its historical and everyday value, and can result in the active preservation of heritage 'from below'. We focus on ways of building this ownership defined by caring in the education of future teachers of (not only) history and civics. We will present an educational approach focused on the critical exploration of the historical cultural landscape, which aims to strengthen the awareness of the cultural and historical values of the site and its development, the understanding of the past processes' effects on the present, and the resulting awareness of the need to preserve cultural heritage as something self-evident. However, we should remember that the interpretation of landscape as one's own, typical, or ours, thus with adjectives describing the relationship of belonging to landscapes and specific places, is also part of the re/construction of symbolic boundaries between groups, cultures, and nations. Therefore, critical reflection on heritage in landscape and landscape as heritage must also follow this line. Our contribution is based, among other things, on a practical interdisciplinary field course implemented at PED MU, the aim of which was to introduce students to how to work with historical cultural landscapes as an open textbook not only for history but also for civics, geography, etc., i.e., to draw attention to the fact that any physical intervention in the landscape is evidence of specific events, which, if adequately grasped, can be read from the landscape. |