“The heritage is what is still visible of a world which has become invisible”

Heritage education  helps to make people feel responsible for their environment and its future  strengthens their community spirit  marks a step towards the affirmation of citizenship  ‘establishing lasting peace is the work of education’ (Maria Montessori)  tutor guided learning

 active and co-operative methods  problem solving skills  course collaboration  self-management and self- discipline  interdisciplinarity  interculturalism  partnership between pupils, teachers, local community, institutions and parents

 awareness that peace is an exception in history and must be protected, also by education  make pupils think and rouse their curiosity  forster comparative methods and a critical approach  encourage people to express their feelings and transmit their knowledge through presentation, exhibition  improve oral and written communication skills

 fieldwork : common research of war and peace monuments in 9 European countries (adoption of monuments): Belgium, France, Germany, Spain, Portugal, Italy, Finland, Greece, Denmark  visualisation in war films, poetry, short stories, music, arts, national anthems, media, war posters, cartoons, strip cartoons, war propaganda, pamphlets, photographs  historical research in archives, musea and on the Internet  oral history : case studies  theatre-initiation of warfare, tolerance and aggression

Comenius

 Publications ◦ results of bilateral and multilateral cooperations, encounters and project meetings ◦ final booklet War and Peace ◦ journals of activities of project work  Mobility of students, teachers, heads and parents and links between local authorities  Internet contacts  Webpages  Exhibitions

Comenius

Obstacles  project activities versus overcrowded curricula  frustrations by non-participants  time-intensive and extra worries  choice of partnerships and good partner schools  confrontation with other school climates Facilitators  involvement of pupils, teachers, heads, parents, local authorities and other  same level schools  sponsorship and work for paying travel costs  facilities for project co-ordinators

 admit advice from schools with experiences  look for schools on same level  start with small and realistic targets  need of a so-called “European cell” at school  regularly contact with pupils, parents and local media  mobility of pupils is crucial  choice of active methods  other languages besides English  integration of the project into the curricula (seeking help by pedagogical advisers)  working towards a final product (webpage, exhibition, booklet, etc. )  dissemination of project outcomes

 more attention for cultural heritage  tutor guided learning: teachers and pupils are cooperating in another way  teachers from different countries and pedagogical systems learn from each other  getting to know other European cultures  spark for university studies abroad  opportunity for pupils to demonstrate and practice other competencies  opportunities to practice foreign languages  enhancement of the European citizenship  multiplicator effects towards parents, families, local and regional authorities

 are the project goals reached ?  learning process by the students ?  transnational cooperation and interdisciplinarity  relation with the partner schools ?  involvement of teachers in the project ?  impact of the European dimension on school and region ?  enhancement of the quality of education ?  lessons for the future ?