An Odyssey to Heritage Education: The Inspiring Example of Bergama and Its Communities

Abstract

Heritage education constitutes an agenda that has an increasing influence and priority within the current conservation discourse. It is mostly because the notion of this specific type of education itself is not merely a provider of expertise anymore. On the contrary, it is a potential future-making tool whose target audience spreads to all segments of society, emerging generations in particular. By systematic theoretical foundation and applied practices, goal-oriented and innovative educational strategies may easily develop new methods of dialogue and inclusion that generate place-based bonds by propagating more sources of information. In the case of Bergama, or Pergamon and Its Multi-Layered Cultural Landscape as inscribed in the World Heritage List in 2014, the above-mentioned possibility is particularly relevant. As heritage education has become a widely recognized priority for the city, many studies have been carried out by local communities and institutions in line with a common vision. A systematic framework and the main principles of heritage education have been structured in a participatory manner. The heritage of the city, in this regard, has aimed to be transformed into an educational actor itself. This study aims to present the case of Bergama with regards to its pioneering potential in heritage education and communities, in connection with academia, whose guidance starts with the inventory of the urban cultural heritage and progresses with the nomination and inscription on the World Heritage List, and the subsequent capacity building process. Vernacular architecture, as the most fragile heritage with its tangible and intangible values, is also discussed in this holistic context. Following the traces of good practices and sharing broadening experiences provide a general understanding in a relatively new field while demonstrating an inspiring example in the wider context.