• Antonella Nuzzaci Full Professor of Experimental Pedagogy, Department of Cognitive, Psychological, Pedagogical Sciences and Cultural Studies, University of Messina, Messina, Italy



Cultural Heritage Education, Scholastic Enjoyment, Cultural and Environmental Goods, School, Learning

Abstract [English]

The paper explores some links between educational research, the use of cultural and environmental heritage and education, where it is possible to combine knowledge, disciplines, and skills to strengthen the cultural profile of the school population, but also to bring about important changes in attitudes and behavior. The world's cultural and environmental heritage, which collects the traces of extraordinary but also tragic events in human history, can act as a unifying force for peaceful coexistence for the whole of humanity, enabling future citizens to participate in democratic debate and make informed choices about the social challenges they face. It therefore contributes not only to the development of knowledge, but also to the ability of children, young people, and adults to understand contemporary problems by placing them in human, social, environmental, historical, and cultural contexts that help them to live. For cultural heritage to contribute to the recovery of knowledge, researchers, teachers, and operators must be able to share a solid research background that allows them to address the various issues relating to the quality of the experiences of use carried out in school contexts, with the aim of improving the learning processes of users. In fact, the cultural and environmental resources of the territory can only be a real methodological resource for improving cognitive well-being and the overall quality of education at all levels if they are seen as useful tools for different types of learning (cognitive, social, etc.) and not as general educational tools. The paper therefore questions the use of cultural and environmental heritage in education and its adequacy with respect to learning conditions, pausing to consider also the role played by attitudes to fruition, highlighting those elements and dimensions that can contribute to redefining the relationship between education, goods, and environment, in the idea of strengthening interpretative repertoires in educational contexts.


Download data is not yet available.


Abbott, C. (2001). ICT: Changing Education. Cornwall: Routledge.

Anstey, M. (2002). "It's Not All Black and White": Postmodern Picture Books and New Literacies. Journal of Adolescent & Adult Literacy, 45(6), 444-457.

Anstey, M., & Bull, G. (2006). Teaching and Learning Multiliteracies: Changing Times, Changing Literacies. Newark, NJ: International Reading Association.

Bobbio, A. (2007). I diritti sottili dei bambini. Roma: Armando.

Bruner, J. (1988). La mente a più dimensioni. Bari: Laterza.

Cahill, C. (2007a). The Personal is Political: Developing New Subjectivities Through Participatory Action Research. Gender, Place and Culture, 14(3), 267-292.

Cahill, C. (2009b). Beyond "us" and "Them": Community-Based Participatory Action Research a Politics of Engagement. In M. Diener & H. Liese (Eds.), Finding Meaning in Civically Engaged Scholarship: Personal Journeys, Professional Experiences, 47-58. Charlotte, NC: Information Age Publishing.

Carlgren, L., Rauth, I., & Elmquist, M. (2016). Framing Design Thinking: The Concept in Idea and Enactment. Creativity and Innovation Management, 25(1), 38-57.

Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. Melbourne: Macmillan Publishers.

Diener, M., & H. Liese, H. (2009). Finding Meaning in Civically Engaged Scholarship: Personal Journeys, Professional Experiences. Charlotte, NC: Information Age Publishing.

Ginzarly, C. Houbart & J. Teller (2018). The Historic Urban Landscape Approach to Urban Management: A Systematic Review. International Journal of Heritage Studies, 25(16), 1-21.

Gough, N., & Gough, A. (2010). Environmental Education. In C. A. Kridel (Ed.), Encyclopedia of Curriculum Studies, 1, 339-343. Thousand Oaks, CA: Sage.

Hazler, V. (2012). Perception of Culturel Heritage and Monument Protection. Traditiones, 41(2), 123-134.

Herskovitz, M. J. (1948). Man and His Work. New York: Alfred A.

Karadeniz, B. C., Sari, S., & Özdemir, N. (2018). Ordu University Students' Cultural Heritage Perceptions and their awareness. 3. Uluslararası Felsefe, Eğitim, Sanat ve Bilim Tarihi Sempozyumu, Giresun.

Kluckohn, C. (1960). Mirror for Man. New York and Toronto: McGraw-Hill Book Company.

Laneve, C. (1992). La didattica museale verso un significato forte. In La Didattica museale, 36-41., Atti del Convegno di Foggia, Museo Civico, 28-31 marzo 1990. Bari: Edipuglia.

Laneve, C. (2000). Pedagogia e didattica dei beni culturali: viaggio nella memoria e nell'arte. Brescia: La Scuola.

Levi-Strauss, C. (1980). L'identità. Palermo: Sellerio.

Lingiardi, V. (2017). Mindscapes. Psiche nel paesaggio. Milano: Raffaele Cortina.

Luigini, A., & Panciroli, C. (2018). Ambienti Digitali per l'educazione all'arte e al patrimonio. Milano: FrancoAngeli.

Mead, G. H. (1966). Mente, sé e Società (1934). Firenze: Giunti Barbera.

Nuzzaci, A. (2011). Patrimoni Culturali, Educazioni, Territori: verso un'idea di Multiliteracy. Brescia-Lecce: Pensa MultiMedia Editore s.r.l.

Nuzzaci, A. (2006). Musei, pubblici e didattiche. La didattica museale tra sperimentalismo, modelli teorici e proposte operative. Cosenza: Lionello Giordano.

Nuzzaci, A. (2008). Quali Competenze Pedagogiche Per la Didattica Museale? In G. Molteni (a cura di), Il museo delle Esperienze Educative, 83-100. Pisa: Pacini.

Nuzzaci, A. (2012a). La didattica museale tra pedagogical literacy, heritage literacy e multiliteracies. Costruire il profilo del letterato del 21° secolo. Lecce-Brescia: Pensa MultiMedia Editore s.r.l.

Nuzzaci, A. (2012b). The Technological Good' in the Multiliteracies Processes of Teachers and Students. International Journal of Digital Literacy and Digital Competence, 3(3), 12-26.

Nuzzaci, A. (2012c). Experimentalism in the Field of Museum Education: Empirical Research on the School-Museum Relationship. Education, Special Issue, 31-42.

Nuzzaci, A. (2016). I beni culturali tra competenze, identità e atteggiamento verso la fruizione: il ruolo della ricerca educativa. In T. Aja, L. Calandra & A. Vaccarelli (a cura di), L'educazione outdoor: territorio, cittadinanza, identità plurali fuori dalle aule scolastiche, 178-193. Lecce-Brescia: Pensa MultiMedia Editore s.r.l.

Nuzzaci, A. (2018). Patrimoni locali, identità e linguaggi: educare "ai e con i" beni culturali e ambientali in aree ad elevata fragilità. In S. Mariantoni & A. Vaccarelli, Individui, comunità e istituzioni in emergenza. Intervento psico-socio-pedagogico e lavoro di rete nelle situazioni di catastrofe, 213-229. Milano: FrancoAngeli.

Nuzzaci, A. (2022). 'Existential and identity displacement' in catastrophic events. Teacher training: skills and strategies for coping. In L. Patrizio Gunning & P. Rizzi (Eds.), Invisible Reconstruction. Cross-disciplinary responses to natural, biological and man-made disasters, 313-327. London: UCL Press.

Nuzzaci, A., & Rizzi, P. (2021). Cittadinanza europea, Costituzione e Diritti: l'educazione come strumento di democrazia / European Citizenship, Constitution and Rights: Education as an Instrument of Democracy. Brescia-Lecce: Pensa MultiMedia s.r.l.

Okuyucu, A., & Somuncu, M. (2012). Determination of local People's Perceptions and Attitudes Protection of Cultural Heritage and Use of Tourism Purpose: Case of Centre of Osmaneli District. Ankara Üniversitesi Çevrebilimleri Dergisi, 4(1), 37-51.

Parancandolo, R. (1997). Opinione pubblica e opinione di massa. In J. Jacobelli, Scienza e informazione (pp. 162-166). Bari, Laterza.

Rhoten, D., & Pfirman, S. (2007). Women in Interdisciplinary Science: Exploring Preferences and Consequences. Research Policy, 36(1), 56-75.

Timmermans, D., Guerin, U., Rey da Silva, A. (2015). Heritage for Peace and Reconciliation Safeguarding the Underwater Cultural Heritage of the First World War. Manual for Teachers. Paris: UNESCO.

UNESCO (1972). Convention Concerning the Protection of the World Cultural and Natural Heritage. Paris: UNESCO.

UNESCO (2011). Recommendation on the Historic Urban Landscape, Including a Glossary of Definitions.

UNESCO (2023). Convention Concerning the Protection of the World Cultural and Natural Heritage. Paris. UNESCO.




How to Cite