Heritage Education for Climate Action /

Bibliographic Details
Other Authors:	Curulli, Irene G., Kaya, Deniz Ikiz, Khaefi, Arghavan
Format:	eBook
Language:	English
Published:	Newark : John Wiley & Sons, Incorporated, 2024.
Edition:	1st ed.
Series:	Science, Society and new technologies series. Research in architectural education set ; v. 2
Subjects:	Cultural property > Study and teaching. Environmental education.
Online Access:	Connect to the full text of this electronic book

Table of Contents:

Cover
Title Page
Copyright Page
Contents
Introduction
Part 1. Heritage Education Pedagogies and Approaches for Climate Action
Chapter 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
Chapter 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
Chapter 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
3.3. References
Chapter 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
4.2.1. Target group 1
children and young people
4.2.2. Target group 2
students whose disciplinary expertise directly corresponds to the CH issues
4.2.3. Target group 3
students whose disciplinary expertise does not directly correspond to the CH issues
4.2.4. Target group 4
citizens with extracurricular status
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
Chapter 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
Chapter 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
Chapter 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
Chapter 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
8.7. References
Chapter 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
9.5.1. Case study
9.6. Discussion
9.7. Conclusion.
9.8. Acknowledgments
9.9. References
Chapter 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
Chapter 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
Chapter 12. Increasing Climate Change Resilience by Adapting 20th Century Built Heritage
12.1. Introduction
12.1.1. Problem definition
12.1.2. Research aim
12.2. Adaptation of 20th century built heritage and its methodology
12.2.1. Understanding the context
12.2.2. Significance of the 20th century built heritage for adaptation
12.2.3. Methodology of interventions
12.2.4. Development of the framework
12.3. Expected results and discussion
12.3.1. Evaluation of the process
12.3.2. Integration of the outcomes into heritage education
12.4. Conclusion and further research topics
12.5. References
Chapter 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
Chapter 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
14.3.1. Critical ethnography
14.3.2. Workshops and walkshops
14.3.3. Art-science collaboration
14.4. Affecting adaptation through seasonal cultures
14.5. Acknowledgments
14.6. References
Chapter 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
15.2.1. From training to capacity building
15.2.2. The heritage place approach
15.2.3. Nature and culture
15.2.4. Practice-Research-Policy Nexus
15.2.5. Resilience and disaster risk management
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
EULA.