Can encouraging the discovery of cultural heritage, near and far, be one way to gain the attention and interest of young people? And if so, how to support and motivate them for such activities?
First, it is useful to set a personal example. Taking a few minutes during a lesson to share a story with students about a visit to a museum, showing pictures of the sights seen during a weekend hike is bound to have a positive impact. If the teacher is an authority for the children, they may themselves want to go on a similar trip with their parents, and then tell their classmates about it.
Secondly, it’s great if the educator listens to the child’s story about the interesting place they saw. Students like to approach the educator, for example, during a break between lessons, and share their impressions and reflections of the place. An adult’s show of enthusiasm, praise, is an inspiration for a young person to continue exploring the world.
Even better from a psychological point of view, if you can combine the forms mentioned above. So how about a lesson in which everyone, that is, both the teacher and the students, can share their stories of learning about tangible and intangible heritage? Information on school social media or the school’s website that such a lesson has taken place is very inspiring for children. Knowing that their efforts are receiving a wider reception, among other teachers, students in other classes, parents, educational authorities and the local community is a source of pride and is good for a young person’s sense of self-worth.
Inviting the parents or grandparents of the students to the school, who can tell about their past related to local places, greatly builds the children’s self-confidence. It shows them the connection between past and present generations. It gives a sense of continuity of traditions and increases the need to discover more and more.
So, as you can see, the psychological support of students and encouraging them to learn about cultural heritage is based on two basic factors: a human with personal history, and motivating and building a sense of worth in young people. Feeling good and confident about what we want to do always has a positive effect on an individuals, regardless of their age. This approach seems especially valuable for young people who are just forming their value system. Building this system on heritage, traditions and culture in the broadest sense gives a chance for adulthood, in which there is room for curiosity and exploration of the world.
Written by: Ewa Grynicka, ARTeria
Cover photo by Freepik
