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Seniors in the project “Common Cultural Heritage”

door Barbara Janic
Taal: EN
Document available also in: PL

Author: Danuta Sadownik, Maja Huminiłowicz

First published in Polish by Barbara Janic   


The project "Common Cultural Heritage" was implemented under the Erasmus+ program, in partnership with organizations from Poland, Italy and Spain. Students of three Third Age Universities - José Saramago in Cuenca, LUTE in Milazzo and the Academy of the Third Age in Jelenia Góra took part in a series of music, cultural and historical workshops. Within two years, groups of seniors supervised by teachers prepared to take part in international meetings in several cities in order to exchange experiences and share knowledge about common cultural roots as well as differences concerning diversity of history and tradition in particular countries or regions.



Each team prepared a multimedia presentation and activities focusing on pre-agreed topics, which were presented first during local and then international workshops. Both the students and the teachers truly engaged in creating such lesson plans which would be creative and unique. In this educational guidebook you can find a set of lesson plans which can be used during similar classes for students with either regional or international background. Every partner has prepared two teaching plans which have been put into practice and one plan based on experience and deep thoughts of their own training team.

Why do we recommend our experiences? The answer is easy – everything that our students have experienced together with their teachers is worth sharing and copying as it has truly broadened their knowledge concerning common roots and essential cultural differences. Moreover, the time spent during workshops as well as between them - when the students could undertake personal educational activity - was beneficial and fruitful. The five-day-long international workshops in Jelenia Góra entitled “Music soothes the savage beast” and the ones in Milazzo entitled “Art has no boundaries” were also an opportunity to use English in practice. What is more, we could make friends and despite Covid-19 pandemic, we still keep in touch thanks to instant messengers, regardless of big distances and constraints. Unfortunately, the pandemic made it impossible to organise in Spain the third international workshops entitled “Common past, common future”. However, we did not give up, and we met online using Zoom app and all the possibilities provided by the internet. It is really hard to describe the emotions which appeared during this meeting.

Being modern nowadays means moving with the times and being up-to-date. The Olympic motto “Faster, higher, further” is the essence of constant social changes. The ability to adapt, mobilisation or globalisation seem to be impossible without permanent acceleration. Something new is created in constantly shorter amount of time and it becomes out-of-date in the very same period of time. In this way, modernisation itself becomes a paradoxical process as it is excelled by itself and thereby, it makes itself overturned. [1]

Not only was the particular subject area a challenge for the participants to develop themselves. They also had to face acquiring knowledge and improving their self-esteem, which in the case of grown-ups and the elderly happens to be lowered these days due to the present cult of youth. Another challenge for them was to discover connections between countries which despite being far away are emotionally very close actually. The students were surprised to discover so far unknown connections  between the project countries and how many links in history, culture and art are shared by Poland, Italy and Spain.

We could realise how concurrent our activities were with the worldwide trends by analysing the report prepared for UNESCO by International Commission on Education for Twenty First Century. The Commission was established in 1993 and it finished its work in 1996 with a report entitled  "Learning: the treasure within”.[2] The authors of the report characterise modern civilisation by emphasising such features as globalisation, big economic dynamics, fast growth of knowledge, etc. They also point out far-reaching threats and tensions caused by these transformations. One of them is, for instance, blurring of every human’s belief and uniqueness. Another one is the disparity between a tremendous increase of knowledge and the human’s ability of acquiring it. According to the authors of the report this situation results in the need of searching for counter-measures which would allow overcoming mounting threats. Educational policy and education itself are perceived as these counter-measures.[3]

The mission of education in these new conditions is to discover, make up-to-date and develop all talents resting deep in every human. It also refers to the ones hidden like treasures. These talents are i.a. such areas as memory, thinking, imagination, fitness, aestheticism, effortlessness at communicating with other people, natural charisma of a leader. According to International Commission on Education for Twenty First Century, education needs to be seriously rebuilt to fulfil this mission and thereby serve social and economic development. In order to do that it is necessary to relate to the old-time concept of long-life learning, make it up-to-date and also specify and refine it both theoretically and practically.[4]

[1] E. Gruber Modernizacja poprzez zwiększenie elastyczności kształcenia ustawicznego w: U. Gartenschleger, H. HinzenPerspektywy i tendencje edukacji dorosłych, IIZ DVV, Warszawa, 2002, s. 20-21

[2]Edukacja – jest w niej ukryty skarb (przew. Jacques Delors), Stowarzyszenie Oświatowców Polskich, Warszawa 1998

[3]Tadeusz Aleksander „Edukacja dla nadchodzącej przyszłości w kontekście raportów i strategii krajowych oraz zagranicznych” w: Edukacja ustawiczna dorosłych 3/2009 s. 13

[4]Tadeusz Aleksander „Edukacja dla nadchodzącej przyszłości w kontekście raportów i strategii krajowych oraz zagranicznych” w: Edukacja ustawiczna dorosłych 3/2009 s. 13

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1 - 5 van 5 weergegeven
  • afbeelding van Danuta Sadownik
    Cieszę się, że można dostrzec entuzjazm, który towarzyszył działaniom do ostatnich chwil i jeszcze dłużej. Słuchacze zasugerowali (a trenerzy podchwycili tę myśl), abyśmy spotykali się na odległość jeszcze w kolejnym roku akademickim. Raz w miesiącu któryś z partnerów przeprowadzi zajęcia on-line dla słuchaczy z trzech Uniwersytetów/Akademii III Wieku. Jesteśmy gotowi podjąć to wyzwanie, mimo iż projekt formalnie został zakończony. 
  • afbeelding van Marcin Szeląg
    Bardzo ciekawy i intrygujacy wpis. Nie tylko ze wzgledu na sam projekt. Również Twoje uwagi na temat modernizacji i globalizacji są interesujące. Zastawiam się tylko czy bez tego,  co można uznać za owoce modernizacji i globalizacji jak chociażby międzynarodowa wymiana kulturalna i edukacyjna, tego rodzaju projekty są możliwe?
  • afbeelding van Karolina Suska
    Bardzo interesująca idea i spójność całego działania. Brawo, za niezaprzestanie działań w pandemii i podjęcie z Seniorami wyzwania online. Piszę o tym ponieważ sama na codzień obserwuję, jak dla Seniorów, bywa to trudne, jak się przełamują i podejmują wyzwania... a największa satysfakcja pojawia się na koniec. 
  • afbeelding van Ewa DUDA
    Bardzo ciekawa inicjatywa. Czytając artykuł czuje się entuzjazm i zaangażowanie inicjatorów projektu i jego uczestników. Ja również jestem bardzo ciekawa, jak przebiegła część projektu realizowana w pandemicznych warunkach. Zachęcam do przedstawienia kolejnego wpisu na blogu na ten temat. 
  • afbeelding van Nina Woderska
    Gratuluję. Szczególnie doceniam długofalowość projektu oraz danie wielu możliwości jego uczestnikom do rozwoju - także w formie wyzwań. 
    Jestem bardzo ciekawa jak Uczestnicy projektu sobie z nimi radzili - mam na myśli choćby spotkanie online. Ciekawa jestem także, jakie były Pani obserwacje i przemyślenia. Z przewodnikiem dydaktycznym, o którym Pani pisze, z pewnością się zapoznam. Raz jeszcze gratuluję i pozdrawiam.