Within compulsory education, whether or not a learner is inspired to learn (and use) cultural knowledge, skills and attitudes mainly depends on the teacher (European Commission, 2016). This poses a significant educational, scientific as well as societal challenge for educational policy related to multi-dimensional awareness raising. HADRIAN’s overarching goal is to develop and pilot a ‘teach-the-teacher’ toolkit in order to enhance teachers at secondary schools to facilitate acquisition of cultural knowledge, pointing to heritage, environmental and social awareness. Three different waterlines will operate as ‘entry points’ to the relation between Cultural Heritage and Social Engagement, linking different neighbourhoods within and among the participant cities in physical terms, while in conceptual terms combining different aspects of the societal value of culture, i.e. the sense of belonging and ownership, inclusion, identity-building. To this end, the main outcome of HADriAN will be to re-conceptualise Heritage Awareness (including cultural and environmental aspects) as a driving force to motivate students towards cooperation, community-building and social engagement for sustainable, integrated, place-and people-based urban development. Combining formal and non-formal educational approaches and methods, the replicable and transferable toolkit will include four specific tools: i) on-site exploration and field research of the local heritage waterline; ii) co-development and sharing (through an App) a common narrative about the waterline; iii) co-development of a shared vision on the waterline’s management; iv) student-led stakeholder mapping and engagement. While the waterlines represent a ‘horizontal physical/ conceptual flow’ that links different social-spatial geographies, the project employs certain schools that operate as ‘vertical pins’, capturing ‘moments’ of the waterline, where research and implementation will take place. These ‘vertical pins’ include: i) Greece: 12th Gymnasium Acharnon; 8th Gymnasium-High school Chalandriou; 1st Senior High School of Metamorfosi ii) Netherlands: G.K. van Hogendorpschool of Delfshaven neighborhood iii) Italy: Regina Margherita; Istituto di Istruzione Superiore Vincenzo Ragusa e Otama Kiyohara Water possesses horizontal dynamics, while schools possess the vertical ones. In this unique “grid”, three Major Objectives (MO) of HADRIAN are being addressed: - MO1 Strengthening the role of the educator (making teachers facilitators of collective processes, not only providers of knowledge) - MO2 Linking heritage awareness to social engagement - MO3 Preparing future generations to be problem-solvers when it comes to sustainable city, activating them as citizens and motivating them towards entrepreneurship, leadership and capacity building The Major Objectives are linked to 3 Specific Project Objectives (SPO), which in turn are being operationalised through 4 Implementation Work Packages: • SPO1 (contextualizing/ preparing): Defining the tangible and intangible dynamics within the relationship between the horizontal waterlines and the vertical pins. The aim is to contextualise the selected schools within their local environments, in spatial, historical, cultural, social, environmental and educational terms. HADRIAN will gain insight into the particularities of local areas through the physical and conceptual relation between the schools, the waterlines and the broader neighbourhoods. (linked to WP3-Implementation) • SPO2 (designing/ piloting): Designing and piloting the “teach-the-teacher” toolkit in order to enhance teachers at secondary schools to facilitate acquisition of cultural knowledge, pointing to heritage, environmental and social awareness. The aim is to develop and test untested, innovative tools in order to empower the relation between the schools, the waterlines and the broader neighbourhoods. (linked to WP4,5 - Implementation) • SPO3 (reflecting/ concluding): Revisiting the relation between the schools, the waterlines and the broader neighbourhoods and informing it with concrete transferable intellectual outputs. The aim is to employ Heritage Awareness (including cultural and environmental aspects) as a driving force to motivate students towards cooperation, community-building and social engagement for sustainable, integrated, place-and people-based urban development. (linked to WP6) HADRIAN duration extends over a period of 24 months. To ensure maximum implementation effectiveness and the delivery of high quality, credible research, the project’s overall work plan is divided into 6 Work Packages (WP), out of which 4 WPs are dedicated to implementation, while the other two refer to management and dissemination. Each WP includes specific tasks (T) and deliverables (D) that represent the different stages of HADRIAN.
Water possesses horizontal dynamics, while schools possess the vertical ones. In this unique “grid”, three Major Objectives (MO) of HADRIAN are being addressed: - MO1 Strengthening the role of the educator (making teachers facilitators of collective processes, not only providers of knowledge) - MO2 Linking heritage awareness to social engagement - MO3 Preparing future generations to be problem-solvers when it comes to sustainable city, activating them as citizens and motivating them towards entrepreneurship, leadership and capacity building The Major Objectives are linked to 3 Specific Project Objectives (SPO): • SPO1 (contextualising/ preparing): The aim is to contextualise the selected schools within their local environments, in spatial, historical, cultural, social, environmental and educational terms. • SPO2 (designing/ piloting): Designing and piloting the “teach-the-teacher” toolkit in order to enhance teachers at secondary schools to facilitate acquisition of cultural knowledge, pointing to heritage, environmental and social awareness. • SPO3 (reflecting/ concluding): Revisiting the relation between the schools, the waterlines and the broader neighbourhoods and informing it with concrete transferable intellectual outputs.
Within compulsory education, whether or not a learner is inspired to learn (and use) cultural knowledge, skills and attitudes mainly depends on the teacher (European Commission, 2016). This poses a significant educational, scientific as well as societal challenge for educational policy related to multi-dimensional awareness raising. HADRIAN’s overarching goal is to develop and pilot a ‘teach-the-teacher’ toolkit in order to enhance teachers at secondary schools to facilitate acquisition of cultural knowledge, pointing to heritage, environmental and social awareness. Three different waterlines operate as ‘entry points’ to the relation between Cultural Heritage and Social Engagement, linking different neighbourhoods within and among the participant cities in physical terms, while in conceptual terms combining different aspects of the societal value of culture, i.e. the sense of belonging and ownership, inclusion, identity-building. To this end, the main outcome of HADriAN is to re-conceptualise Heritage Awareness (including cultural and environmental aspects) as a driving force to motivate students towards cooperation, community-building and social engagement for sustainable, integrated, place-and people-based urban development.