Discussion Group Reports

ICCROM (2013)

Anotações

(24/02/2023 19:36:28)

““CONNECTING IN”: How can science connect with and be of greater benefit to conservation practice?” (ICCROM, 2013, p. 3)

“Education & Training (group a): Exploring education paths for conservation scientists and education strategies for science communication Members: Sebastian Dobrusskin (rapporteur) Stavroula Golfomitsou (moderator) Marcella Ioele Joseph King Eduardo Muñoz Gonzales Navin Piplani Norman Tennent (speaker) Yu Zheng” (ICCROM, 2013, p. 11)

“It is imperative that the scope of CS includes the broadest dimensions of cultural heritage whilst addressing the specificities of each culture and its context.” (ICCROM, 2013, p. 12)

“CS education and training should incorporate mainstream science and traditional knowledge.” (ICCROM, 2013, p. 12)

“It is essential that science is incorporated in the education of other cultural heritage specialists, decision-makers and stakeholders. This will help develop a deeper understanding of scientific principles, investigations and alternatives whilst addressing the issues and challenges related to the conservation and management of cultural assets. Today, the field of heritage conservation involves a wide spectrum of experts and interest groups and therefore it is crucial that all these individuals and groups provide a more informed and inclusive solutions.” (ICCROM, 2013, p. 12)

“2. DREAM” (ICCROM, 2013, p. 13)

“ CS should bridge traditional and contemporary conservation through research. There seems to be an ever-widening gap between traditional building knowledge systems and modern conservation approaches. We dream of this new scientific domain to establish a two-way link or a dialogue between traditional and contemporary approaches to conservation through structured and informed research and inquiry.” (ICCROM, 2013, p. 13)

“ CS to have deep sensitivity towards cultural heritage issues.” (ICCROM, 2013, p. 13)

“conservation of cultural heritage involve a broad spectrum of issues social, economic, political, cultural, ethical, anthropological, environmental, identity, gender and so forth” (ICCROM, 2013, p. 13)

“The application of science in conservation should try and understand all the various aspects of cultural heritage conservation and develop sensitive solutions to each specific problem.” (ICCROM, 2013, p. 13)

“CS should be versatile and develop problem-solving creative approach. Unlike some of the hard sciences, the new domain of conservation science should be more flexible, sensitive and inclusive.” (ICCROM, 2013, p. 13)

“The domain of CS will only be effective and relevant if it attempts to embrace diversity” (ICCROM, 2013, p. 13)

“One size fits all approach should not be imposed upon any region/ country/ context; instead CS education, training and research methodologies should be designed using local, national and regional understanding of cultural heritage issues.” (ICCROM, 2013, p. 13)

“t would be crucial to raise awareness of CS field among scientists and public through good and effective communication. This might be a new domain in many countries and therefore heritage professionals, cultural studies experts, conservation practitioners, scientists, researchers, decision-makers and the general public need to be made aware about the various aspects of this field. CS education and training modules and courses need to be developed keeping in mind this aspect of outreach and learning where CS as an emerging new domain is made easily accessible in terms of its vision and benefits for conservation practice and the society at large.” (ICCROM, 2013, p. 14)

“Education & Training (group b): Exploring education paths for conservation scientists and education strategies for science communication” (ICCROM, 2013, p. 15)

“Members: Gerhard Banik (speaker) Marie Berducou Tharron Bloomfield Kyeong Soon Han Marc Jacobs Yohei Kiyonaga Maria João Melo Luiz A. C. Souza (moderator) Dean Sully (rapporteur)” (ICCROM, 2013, p. 15)

“Conservation training requires a foundational understanding of scientific methods in order to apply science to conservation problems. As an applied science, the challenge for conservation science is to maintain the rigour of research, whilst retaining its relevance to real world problems.” (ICCROM, 2013, p. 16)

“Conservation graduates need to have a multidisciplinary approach that allows them to work with others to solve problems. Training is required to produce open minded, self-confident professionals with a multidisciplinary broad based understanding. They are required to be able to innovate, anticipate, negotiate, and communicate with others to solve conservation problems.” (ICCROM, 2013, p. 16)

“Conservation graduates are required to act as mediators and brokers between heritage and people, to balance the needs of international and national heritage institutions with local institutions ensuring an equitable balance between top down and grass roots actions.” (ICCROM, 2013, p. 17)

“Conservation research offers a prism though which to study the world and is interwoven in the making the world of which we are a part.” (ICCROM, 2013, p. 17)

“Socially responsible heritage processes are required to respond to the needs of society in a way that can influences policy makers.” (ICCROM, 2013, p. 18)

“Conservation projects can mediate relationships between the different actors in heritage processes to ensure social justice. Solution orientated research is required that links researchers with practitioners and with those who fund the process as taxpayers, and visitors.” (ICCROM, 2013, p. 18)

“The justification of such approaches should be evaluated in terms of the impact of conservator’s work via feedback from the people they serve (local people, connected people, communities of practice, villagers, interest groups, stakeholders, communities, clients, and more).” (ICCROM, 2013, p. 18)

“Conservation research needs to move away from internally generated closed expert systems towards open co-produced, co-designed, open sourced research systems. Conservation research outcomes can be linked with cultural health and human health, social stability, economic development, social identities, self-determination, education, jobs, energy consumption, housing, and more. Crosscutting multidisciplinary projects that break down the boundaries between heritage disciplines and institutions allow us to see heritage research in a new way.” (ICCROM, 2013, p. 18)

“2. To develop interactive didactic teaching tools through international cooperation, which can be feely available nationally, regionally and locally, through top down and grass roots practice. The production of didactic tools for use by training institutions: online resources, interactive case studies, models. These resources should be open access, multi lingual, and multi cultural. This could be generated by an international courses/seminars/workshop to develop new tools that can then be disseminated broadly. ICCROM could be the provider of such a course.” (ICCROM, 2013, p. 19)

“The focus of training conservators should be on how they help people to conserve their heritage.” (ICCROM, 2013, p. 19)

“Dissemination (group a): Improving dissemination of scientific knowledge across cultures and disciplines through published and unpublished literature, and other media” (ICCROM, 2013, p. 21)

“1. Variety of levels of information keeping in mind the end-user. Knowledge in conservation science is a parallel coexistence of oral traditions and practice (intangible form of information) versus modern scientific knowledge (tangible form of information). A balanced compromise consisting of the best of both types leads to good results. Communication, dissemination and accessibility of knowledge are key factors.” (ICCROM, 2013, p. 22)

“Need for common platforms and glossaries adapted to the context” (ICCROM, 2013, p. 22)

“Common language is not only related to the language as such but also to the terms used to describe the state of conservation (i.e. Stone glossary of ICOMOS, existing in several languages). It should be in a form by which craftsman can use it.” (ICCROM, 2013, p. 22)

“Value of interesting narratives that demonstrate the applicability and usefulness of scientific knowledge Media: can play an important role in bringing knowledge of conservation science and cultural heritage in general to the public even though there is a lot of concurrence like childcare. Via the media we should try to sensibilize the community and dramatize stories to attract the audience to CH.” (ICCROM, 2013, p. 23)

“1. Provide open and credible information A dream might be that everything is available, open literature, free of costs.” (ICCROM, 2013, p. 23)

“2. Reach as many end-users as possible Dream is that conservation science information reaches all types of end-users (public, stakeholders, a wide audience) hence as much people as possible.” (ICCROM, 2013, p. 23)

“Listen to the needs; Define the level of communication/language; Build up on the content (that might already exist, although the process of delivery might be different); Short projects” (ICCROM, 2013, p. 24)

“Strategy of dissemination: How will we launce the information into the nation? It could be via the national museums to give it a national sanction” (ICCROM, 2013, p. 24)

“Encouraging the aspect of CS: creating an environment where people are stimulated to contribute, a culture of sharing; a culture with a trend towards another way of publishing;” (ICCROM, 2013, p. 24)

“Wikipedia could be a tool to develop a common glossary.” (ICCROM, 2013, p. 25)

“Dissemination (group b): Improving dissemination of scientific knowledge across cultures and disciplines through published and unpublished literature, and other media” (ICCROM, 2013, p. 26)

“Members: Mandana Barkeshli Giacomo Chiari (moderator) Veerle Meul (speaker) Salvador Muñoz-Viñas (rapporteur) David Saunders Katriina Similä Xingling Tian Stefan Wülfert” (ICCROM, 2013, p. 26)

“the importance of face-toface engagement cannot be overstressed. This is a crucial aspect of communication, and effective communication cannot be based on the authority the scientist presumes she or he has (or is conceeded by the audience), but on other factors, that unfortunately depend on personal skills and can hardly be systematized. Perhaps, the best recommendation here would again being language- and content-aware.” (ICCROM, 2013, p. 28)

“In fact, this last aspect is of paramount for the effective dissemination of science. Simply put, the contents of the message transmitted by scientists need to be interesting to the listener or to the reader. In practical terms, this means that the messages of conservation science must be oriented towards dealing with topics that the audience cares about.” (ICCROM, 2013, p. 28)

“s well as the media and the language, the contents need to be adapted to the intended target audience. In doing so, conservation science will undoubtedly increase its practical relevance in the heritage scene – which will be beneficial to all of the involved actors.” (ICCROM, 2013, p. 28)

“BUILDING THE FUTURE: How can we build an integrated and impactful future for science in conservation?” (ICCROM, 2013, p. 72)

“An integrated and impactful future for science in conservation is important:  To ensure that usefulness and relevance of conservation science is more effectively evident  To build capacity to deliver solutions more effectively  To improve visibility of the professional community” (ICCROM, 2013, p. 73)

“Recommendations for integration: 1. Map the existing professional community 2. Strengthen and expand our community to an inclusive one that is capable and willing to reach out to engage with other communities 3. Define a common vision and mission describing the shared aims to lead this professional community towards the final goal of preserving cultural heritage in a sustainable way leading to national research strategies 4. Create a knowledge infrastructure, from local groups to global networks, integrating other communities and the society at large (case histories) 5. Exploit opportunities to promote conservation science on existing platforms (meetings, conferences, etc) 6. Develop participative science (including the public in projects, citizen science, crowd sourcing)” (ICCROM, 2013, p. 73)

“Key messages to conservation institutions” (ICCROM, 2013, p. 78)

“2. Research & Development projects must include all concerned (i.e. scientists, conservators, other heritage experts) who together will define the issues and objectives.” (ICCROM, 2013, p. 79)

“Conservation Institutions should share resources and expertise to be more efficient, increase access and reduce inequalities. Example: This can be realised by fostering scholarly exchanges, sharing instrumentation and experts, providing workshops, internships for scientists.” (ICCROM, 2013, p. 79)

“Key messages to educators” (ICCROM, 2013, p. 80)

“Members: Tharron Bloomfield Kenza Dufourmantelle Stavroula Golfomitsou Joe King Eduardo Muñoz Gonzales Salvador Muñoz-Viñas Kyeong Soon Han Stefan Wulfert” (ICCROM, 2013, p. 80)

“2. Educators should value traditional knowledge systems as part of the cultural heritage in their own right. Conservation science could be used as a means of better understanding this traditional knowledge.” (ICCROM, 2013, p. 81)

“3. Conservation education should consider the social and political dimensions of conservation in addition to technical and scientific. This should include how conservation can contribute positively to societal priorities.” (ICCROM, 2013, p. 81)

“Educational programme must provide communication skills so that students may dialog effectively with a variety of audiences (political, community, professional, etc.) and be strong advocates for conservation” (ICCROM, 2013, p. 81)

“Conservation education should foster collaboration at the university, professional, governmental, and community levels” (ICCROM, 2013, p. 81)

“Key message to the public Members: Kathy Lithgow Katriina Simila Marie Berducou Linda Lindblad Yohei Kiyonaga Nia N. Hasanah Ridwan” (ICCROM, 2013, p. 82)

“What Conservation Science can do for People through Cultural Heritage? 2. Why it is Important? Because we, the cons” (ICCROM, 2013, p. 83)

“The Message should:  Be co-authored with the public  Be optimistic - give hope by telling inspiring stories  Provide intellectual space for personal connection  Use emotionally engaging narratives (tranquil – energetic)  Be inclusive for all people involved/affected by cultural heritage (e.g. traditional practitioner experts in culture heritage)  Be relevant locally or globally  Reflect the ‘Spirit of the Place’ where the message is located  Be designed for and value diverse audiences e.g. traditional workers, migrants, visitors, tourists and locals” (ICCROM, 2013, p. 83)

“4. Examples of how these might be progressed • The message needs to be matched to the communication tools available locally and globally. • Example tools: media, internet, TV science shows, face to face, demonstrations, passive/interactive exhibitions, training camps, mobile laboratories, conservation science tents, cartoon, comic, games ‘the young conservation scientist box’. • Example audience: the young (children) and adults, local inhabitants, global, migrants, and tourist.” (ICCROM, 2013, p. 83)

“5. Recommended themes Cultural Heritage...  is about making connections  is about people  is about enabling people to travel through time from the past through the present to a good future  is personal (belongs to you and us)  is a resource” (ICCROM, 2013, p. 84)

“6. Possible messages that conservation science investigations could contribute to: • Heritage Connects People in Time and Place • Heritage is Yours • Heritage is Open for Restoration/Conservation • Cultures Caring for Culture through Conservation Science • Common Interest, e.g. Dust Connects Heritage with Individual • Discover for Themselves Treasures and Possibilities • What can You Tell Us about Your Heritage? • Access to Heritage is Your Human Right” (ICCROM, 2013, p. 84)

“Dissemination and publication Members: Gerhard Banik Mandana Barkeshli Alison Heritage Marcella Ioele David Saunders Norman Tennent” (ICCROM, 2013, p. 88)

“WHEN? (AND FOR HOW LONG?) Outcome 1. Very short term: a press release. Short lifespan Outcome 2. Short term: focused statement documents Medium lifespan (to be largely superseded by 3.) Outcome 3. Medium term: our substantial ‘publication’ Longer lifespan Outcome 4. Long term: evolving content on web platform with continuing contributions and feedback Potentially indefinite until superseded” (ICCROM, 2013, p. 89)

“WHAT? Outcome 1. Press release and supporting press pack Electronic by email and release to web Outcome 2. Focused statement documents synthesizing and summarizing results of table discussions Web release Outcome 3. Longer substantial document giving in depth analyses of discussions and supporting material Web release and print-on-demand Outcome 4. Evolving content, to include all background material, documentation and comments produced throughout forum and afterwards and potentially as a repository for other related documents and links Web only with moderated feedback” (ICCROM, 2013, p. 90)

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