Changing Horizons in Geography Education - HERODOT Network ...

farthest corners of the earth, seeking places where the original traditions and customsare still alive and respected. But it is not only foreign cultures that are interestingand inspiring to us. Very often we know little of our own heritage that is falling intooblivion, although we would like to preserve it. The Open Air Village Museum inLublin is the frequent host of events with folk artists and craftsmen who representold, vanishing professions, showing their tools and techniques. Old rites and customsare presented, that have almost disappeared. The events are immensely popular withthe residents of Lublin and its environs, which confirms the need for learning aboutone’s own “roots” and identifying with one’s region’s heritage.Historical, political, and natural conditions have impact on the longevity ofcultures. Some have continued to exist up to the present day, preserving their distinctive,genuine, and unique character; others have disappeared, and their heritage cannormally only be seen in museums or heritage parks. So, in order to ensure culturalcontinuity, we must make sure that tradition and history are remembered, and onthe other hand in order to guarantee the constant development of regions, youngergenerations should be raised in the spirit of respect for and attachment to their “littlehomelands”. Building and developing one’s own regional identity does not aim toform conservative or xenophobic attitudes towards all that is strange or unfamiliar.Being conscious of one’s own “roots” favours waking the sense of responsibility forone’s own region in the future, it also gives motivation for work in support of itsdevelopment. Instilling in young people the sense of emotional ties to their ”littlehomeland” increases chances that their adult lives will be connected with their region,and they would promote the assets of their land in the country and the world, seekingways of solving problems and help its versatile development.Shaping a regional identity through education in the Polish school systemShaping of regional identity should start in childhood. At the early stage of life, thebond with one’s own surroundings is natural. The ”little homeland” is the spacewhere the early phase of learning about reality occurs; first patterns, values, and ideasabout the world are formed. (Hibszer 1997). The child’s immediate surroundings arefor him/her the reference point for everything that is more distant. Children’s strongemotional bond with their environs can be seen in their idealistic attitude. In a surveyconducted among primary school pupils of the fourth grade, questions were askedconcerning their assessment of the landscape in the place where they live. Most ofthe children, irrespective of the true aesthetic value of their neighbourhood, judgedthe landscape as very nice, tidy and favourite. Such evaluation was given even bythe children who were living in an unattractive industrial district. Therefore to shaperegional identity is to support the natural bond of the child with his/her environsby way of instructing and educating. Besides the family, it is the school that has toaccomplish the task. Regional contents are present in the Polish schools’ curriculaat all the levels of teaching.The education reform conducted in Poland in 1999, has introduced a new formof classes to the education system, so called cross-curricular, or interdisciplinarypathways. Apart from their didactic function, they play an important educational277