Transformative learning

To safeguard intangible cultural heritage (ICH), it is important not only to spread awareness and learn about different dimensions of ICH, but also to enhance individuals’ personal and meaningful relationship with ICH. One of the central goals of the HEART project is to contribute to this aim by developing models for educators on how to facilitate a community art-based process in which the learners’ thinking develop and personal relationship with ICH is build. Hence, the learning goal of the process is not only to learn how to practice ICH, but also why it’s important and meaningful. This process could be described as a transformative learning or renewing learning process, in which identifying, reflecting and transforming one’s own ways of thinking and acting is central (Mezirow 1997).

During the second transnational meeting of the HEART project, our colleagues from University of Eastern Finland facilitated a workshop in which the other project partners mapped and recorded our attitudes towards, and understanding of, ICH. We first considered 'Preconceptions'.

Intangible cultural heritage along with tangible cultural heritage builds individuals’ and communities’ identity, even though this usually happens at an unconscious level. ICH is embedded in the communities’ everyday life, but the meaning of it is often not reflected consciously. In addition, the individuals actively practicing ICH may already have built a strong personal relationship with ICH, but for the other members of the community and especially for younger generations cultural heritage may seem some way irrelevant, boring, outdated or too conservative. This is why in a transformative learning process it is important to identify and reflect one’s own preconceptions, thoughts, feelings and ways of thinking related to intangible cultural heritage and one’s own cultural identity. Thus, ways of thinking are renewed and a more comprehensive perspective about ICH is built according to the principles of a transformative learning process. The goal is to learn something new about oneself, the community and the meanings of ICH and cultural diversity.

A second round of deliberations looked at the meaning and value of ICH.

Finally, the group considered the potential for change afforded by a heritage-oriented transformative learning process.

Intangible cultural heritage is also called ‘living heritage’, which implies the renewing and changing nature of ICH. Cultural heritage is passed down from generation to another and entails meanings of the past through traditions, but in order to stay living and alive the heritage must also be able to be renewed with the changing communities and society. That’s why in the transformative learning process it is important to create a safe space that allows discussion, critical reflection and even questioning to happen in an open and dialogical process. One central question arising in the process should be; what is the future of intangible cultural heritage?

References

Mezirow, J. (1997). ‘Transformative Learning: Theory to Practice.’ New directions for adult and continuing education 74: 5-12. https://www.ecolas.eu/eng/wp-content/uploads/2015/10/Mezirow-Transformative-Learning.pdf