Abstract Cultural heritage is a multifaceted concept encompassing dynamic meaning-making processes that involve diverse interpretations of the past. When examined through an educational lens, heritage acquires an additional layer of complexity, incorporating didactics, content, and values. The term “heritage education” is employed in various ways, often carrying different meanings. The purpose of this theoretical paper is to conceptualize heritage education by examining its distinctive characteristics, making it relevant for both formal history, social science education and moral education in a democratic society. The central argument is that heritage education serves as a tool for facilitating historical knowledge, with its primary objective being moral education. Specifically, it seeks to convey the social values and behaviors of communities to future generations in the present. These moral-social positions determine how heritage is practiced by individuals and communities as they choose to embrace or reject the past. In light of this, the second part of the paper explores how historical consciousness theory—particularly Rüsen’s typology—can be applied to classify different forms of heritage education. Additionally, it examines how this framework can inform approaches to moral education within heritage contexts.
Rudy Kisler (Thu,) studied this question.