Amongst the general principles of the Italian Constitution, grounded as the foundation of human modeling, article 9 establishes the commitment of the Italian Republic – intended as the organization of the State – to promote the development of culture, of scientific and technical research, as well as the safeguard of the environment and the National historic-artistic heritage as a factual testimony of our Country’s civilization and culture. This statement encompasses the freedom of artistic activities – both from a conceptual and from a production standpoint – as a constitutional right, and it also implies the protection, conservation and promotion of works of art, aimed at the advancement of culture. While carrying out the survey, which also highlighted a situation of severe abandonment of the National historic and artistic heritage, the Commission also acknowledged the essential homogeneity of the surveyed heritage, deeming it appropriate to classify them under the definition of “cultural heritage”, stating in Declaration n. 1 that “cultural heritage” is the definition of an asset constituting “a tangible testimony bearing the value of civilization”. The Franceschini Commission proposal of classifying the cultural heritage in five groups is still substantially effective: 1) archaeological heritage; 2) artistic and historical heritage; 3) environmental heritage; 4) archival heritage; 5) book heritage. During the 1970s, there was an inclination to classify as a cultural asset non only a single piece, but rather a cluster of pieces intertwined with one another and part of a specific context (for instance, the historic centers of old towns); there was also a trend to highlight the integration between cultural nature-related aspects (hence the essential notion of “environmental heritage”); and finally to acknowledge as cultural heritage not only the “matter” but also “activities” . Keeping on with the pursuit of analyzing the semantic evolution of “cultural heritage”, the Italian Law 112 of March 31, 1998, introduced an innovative point of view by simply eliminating the adjective “material”. A profound knowledge of our territory, from an environmental and historic-cultural perspective, is a fundamental and pivotal educational experience, which cannot simply be disregarded by the school system: reading our territory, taking hold of its natural and aesthetical substance and knowing its history, basically means to foster our culture, our values and the local dimension of life. Because even as individuals, we are all part of a shared “social and cultural being”.
The Italian Constitution and the Cultural Heritage. The Didactic-Educational Dimension of our Territory
Bosna C
2017-01-01
Abstract
Amongst the general principles of the Italian Constitution, grounded as the foundation of human modeling, article 9 establishes the commitment of the Italian Republic – intended as the organization of the State – to promote the development of culture, of scientific and technical research, as well as the safeguard of the environment and the National historic-artistic heritage as a factual testimony of our Country’s civilization and culture. This statement encompasses the freedom of artistic activities – both from a conceptual and from a production standpoint – as a constitutional right, and it also implies the protection, conservation and promotion of works of art, aimed at the advancement of culture. While carrying out the survey, which also highlighted a situation of severe abandonment of the National historic and artistic heritage, the Commission also acknowledged the essential homogeneity of the surveyed heritage, deeming it appropriate to classify them under the definition of “cultural heritage”, stating in Declaration n. 1 that “cultural heritage” is the definition of an asset constituting “a tangible testimony bearing the value of civilization”. The Franceschini Commission proposal of classifying the cultural heritage in five groups is still substantially effective: 1) archaeological heritage; 2) artistic and historical heritage; 3) environmental heritage; 4) archival heritage; 5) book heritage. During the 1970s, there was an inclination to classify as a cultural asset non only a single piece, but rather a cluster of pieces intertwined with one another and part of a specific context (for instance, the historic centers of old towns); there was also a trend to highlight the integration between cultural nature-related aspects (hence the essential notion of “environmental heritage”); and finally to acknowledge as cultural heritage not only the “matter” but also “activities” . Keeping on with the pursuit of analyzing the semantic evolution of “cultural heritage”, the Italian Law 112 of March 31, 1998, introduced an innovative point of view by simply eliminating the adjective “material”. A profound knowledge of our territory, from an environmental and historic-cultural perspective, is a fundamental and pivotal educational experience, which cannot simply be disregarded by the school system: reading our territory, taking hold of its natural and aesthetical substance and knowing its history, basically means to foster our culture, our values and the local dimension of life. Because even as individuals, we are all part of a shared “social and cultural being”.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
