Abstract
The present study investigates whether experiential learning through cultural promenades and ancient Greek drama can constitute an effective method of instilling cultural values in the new generation. For this reason, field research was conducted in the broader area of Acropolis in Athens, Greece. Qualitative research through in-depth interviews followed, in order to record 42 student teachers’ perceptions after their own experiential contact with the method of cultural promenades. This research method with teacher candidates during their vocational training as future teachers is of great importance, as it will indicate whether the method of instilling cultural values through cultural promenades and ancient Greek drama is effective enough to be adopted in later teacher candidates’ teaching in schools. The choice of the sample is strategic, since the teaching specialty of the majority is economics and management, and thus teachers get acquainted with an innovative experiential methodology on teaching economic and cultural sustainability, which—according to literature—are interconnected. The findings reported valuable insights on the effectiveness of the said teaching methodology. The present research is the first that focuses on the descriptive interrelations among cultural promenades, experiential learning, cultural values, and sustainability, and thus it provides policy makers and teachers with invaluable insights.
Highlights
According to Nassauer (1997), cultural sustainability should include and support landscape ecology [1]
In the present paper, the notion of cultural sustainability and landscape ecology is explored through cultural promenades and an innovative teaching methodology which involves experiential learning
The main objective of the present paper was to explore and examine how cultural promenades and ancient drama, as tools and methods of experiential learning, can help teacher candidates develop their cultural identity, and instill cultural values connected to sustainability in their students later on
Summary
According to Nassauer (1997), cultural sustainability should include and support landscape ecology [1]. Naveh (2007) suggests that cultural values should be modernized, yet, at the same time, appropriately adapted, in order to inspire the development of strategies that will benefit people as well as their economy, culture, urban landscapes, and rural landscapes [2]. For this reason, in the present paper, the notion of cultural sustainability and landscape ecology is explored through cultural promenades and an innovative teaching methodology which involves experiential learning. The main objective of the present paper was to explore and examine how cultural promenades and ancient drama, as tools and methods of experiential learning, can help teacher candidates develop their cultural identity, and instill cultural values connected to sustainability in their students later on
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