Heritage is a set of objects and activities that represent a history and an identity, usually shared by a community. It can include both tangible and intangible heritage, from buildings and art to language and dance. Moreover, it can range from national and patriotic pride to allegiance to a particular belief system. It also may encompass the ways of life of a people, including their food, clothing, and customs.
The term was first used in the 18th century, to refer to a collection of objects that have a value for society, reflecting events and beliefs from the past. Over the centuries, it has evolved to a more general concept of cultural heritage. It is now understood to refer to all the elements that form a human culture and its historical continuity, and that are worthy of preservation. It can be divided into intangible and tangible heritage, both of which are considered important in the development of a sense of identity and belonging.
Despite the fact that many different definitions have emerged over time, they all tend to recognise the importance of a holistic approach that links heritage with sustainable development, especially in low- and middle-income countries. This has been highlighted in the results of recent UNESCO research projects on heritage for development that aimed to use cultural and natural resources to accelerate the achievement of the Millennium Development Goals.
However, a challenge that has arisen from this is the question of how to define the term ‘heritage’, as different stakeholders will have their own perceptions and interpretations of what is a cultural heritage item or activity. The perceptions of a community or a nation are based on a complex combination of factors and influences, such as the political, economic, religious, and social circumstances in which they live. This is particularly true of intangible heritage, where a knowledge-intensive approach might be more suitable than the application of technical methods.
The physical aspects of heritage are often considered easier to preserve than the intangible ones. This is because cultural heritage can be preserved by using 2D and 3D techniques, which allow for the digital reproduction of artefacts and buildings. However, preserving intangible heritage is often more difficult, as it requires a knowledge-intensive approach that includes documenting, recording, and digitising the performance of traditions, such as music and dance.
Moreover, this heritage is often prone to natural disasters or unforeseeable human-made catastrophes, like the fire that destroyed the iconic Notre Dame Cathedral in France, and the destruction of cultural property in war zones. These examples highlight the importance of fostering critical thinking in children at an early age to promote the preservation of cultural heritage. To address this issue, a number of authors have developed activities that develop perception, investigation, conceptualisation, and reasoning skills in 4 to 5-year-olds. This can be done by encouraging students to consider the context in which they live, and their connection with heritage items and traditions. This can help them make informed decisions about the care and protection of their cultural heritage.