Heritage learning may sound complex, but it’s easy to understand. It’s actually where cultural heritage and pedagogical practice meet. Thus, when cultural heritage is used in a pedagogical setting, it’s actually heritage learning that we are referring to.
This differs from the traditional way of approaching history. Normally we want to learn something about the past – and that of course is also important – but at NCK we want to use the past as a tool in our learning process. For example, through applying a cultural heritage approach and a historical perspective we create a new context to inspire and develop different skills.
Primarily, NCK works with four different settings of heritage learning: museums, Archives, Arts and other cultural institutions. While there are differences between these settings – different objects and environments require different methods – they also have a lot of things in common. You could say that different practices represent different pathways into the field of heritage learning and the process of learning through cultural heritage. Primarly, heritage learning is hands on and NCK works with pedagogical experiements in order to develop new methods.
Within a broader context we also seek to strengthen the field of heritage learning in the cultural heritage sector and society as a whole. Consequently, we work with policy development and connect heritage learning to social visions of lifelong learning and active ageing.
In a political context we use heritage learning to promote social inclusiveness and regional development. Lastly, NCK also carries out and supports the conduct of heritage learning research.