Reports to the Ticcih seminar v. 090321 (redigerat)

T r a n s a c t i o n s / Wo r k i n g P a p e r s The TICCIH Seminar o n Tr a i n i n g a n d E d u c a t i o n within the Field of Industrial Heritage Stockholm and Norberg, Sweden, June 8 – 11, 2008 Edited by Jan af Geijerstam, Stockholm 2008/2009 Seminar organizing committee: Maths Isacson, Marie Nisser, Dag Avango, Jan af Geijerstam, TICCIH Division of History of Science and Technology, Royal Inst. of Technology, Stockholm SIM – The Swedish Industrial Heritage Association Participants in the Norberg conference on Training and Education within the Field of Industrial Heritage, Sweden June 8 –11 2008 (referring to the group picture) From left to right. front row, squatting: Emese Nehéz (Hungary), Helmuth Albrecht (Germany), Olga Deligianni (Greece), Jan af Geijerstam (Sweden). From left to right, middle row, standing: Györgyi Nemeth (Hungary), Irina Iamandescu (Rumania), Yiping Dong (China), Graciela Viñuales (Argentina), Geneviève Dufresne (France), Moulshri Joshi (India), Bosse Lagerquist (Sweden), Maths Isacson (Sweden), Marie Nisser (Sweden). From left to right, back row, standing: Dag Avango (Sweden), Norbert Mendgen (Germany), Marija Dremaite (Lithuania), Patrick Martin (USA), Thomas Brandt (Norway), Neil Cossons (United Kingdom), Tuija Mikkonen (Finland), David de Haan (United Kingdom), Michael Mende (Germany), Waldemar Affelt (Poland), Anders Houltz (Sweden), Isabelle Dussauge (Sweden). Missing in picture: Eusebi Casanelles (Spain). 2 (125) Contents Preface ............................................................................................................................. 4 Introduction: Our Industrial Past and Present – Challenges in Training and Education, by Marie Nisser ............................................................................................................ 7 1. Report on Poland, by Waldemar Affelt ......................................................................... 6 2. Bachelor- and Master-Programme for Industrial Archaeology of the Technical University Freiberg/Germany, by Helmuth Albrecht .................................................. 24 3. ”From Industrial Culture to Culture Industry” – a Master Course in Industrial Heritage management, by Thomas Brandt.............................................. 30 4. Ironbridge Institute Heritage Archaeology Course, by David de Haan ........................ 34 5. Status and Problems of the Research on Industrial Heritage in China, by Yiping Dong.......................................................................................................... 39 6. Lithuania: Educational Experiences and Plans, by Marija Drėmaitė ........................... 42 7. Industrial Heritage, Education and Training Programmes in France, by Geneviève Dufresne,.............................................................................................. 45 8. Training, Education and Research within the Field of Industrial Heritage in Romania, by Ioana Irina Iamandescu.......................................................................................... 52 9. Education and Research in Industrial Heritage, Department of Conservation, University of Gothenburg, by Bosse Lagerqvist .......................................................... 57 10. Training, Education and Research within the Field of Industrial Heritage Studies in Sweden, by Marie Nisser ........................................................................................ 61 11. A Doctoral Program in Industrial Heritage and Archaeology at Michigan Tech, by Bruce E. Seely and Patrick E. Martin..................................................................... 68 12. MS Program in Industrial Archaeology, Michigan Technological University, by Patrick Martin........................................................................................................ 81 13. Braunschweig University of Art, Brunswick, by Michael Mende................................ 86 14. Industrial Archaeology and Culture, University of Applied Sciences, Saarbrücken, by Norbert Mendgen................................................................................................... 89 15. E-learning as Method in Industrial Heritage Education, by Tuija Mikkonen............. 91 16. Training, Education and Research within the Field of Industrial Heritage Studies in Hungary, by Emese Nehéz ..................................................................................... 95 17. Specialisation in Industrial Heritage Studies A new Educational Programme for Undergraduate Students at the University of Miskolc, Hungary, by Györgyi Németh .................................................................................................. 102 18. Professional Training in Industrial Heritage in France: An Assessment of Supply and Demand, by Marie-Noëlle Polino ............................................................................. 110 19. Argentina – Investigation, Education and other Advances, by Graciela Maria Viñuales ...................................................................................... 122 3 (125) Preface In order to map and evaluate educational efforts within the field of industrial heritage, an international workshop was summoned to Sweden and the small mining community of Norberg in Sweden 8-11 June 2008: TICCIH Workshop on Training and Education within the Field of Industrial Heritage. The Transactions of the workshop bring together the papers submitted by the participant for the benefit of the discussions. All contributors were given the opportunity to revise their paper after the workshop. When revisions are used, this is noted. In addition to these papers an article by prof. emer. Marie Nisser is republished as a summary and introduction. It has previously been published in Patrimoine de l’industrie/Industrial Patrimony, no. 20, 2008. The publication of these papers is dedicated to Michael Mende, an outstanding historian and expert on the industrial heritage, who had long been a regular delegate to TICCIH conferences. During the seminar discussions in Sweden he was very active, knowledgeable and enthusiastic. A month later his life was sadly and suddenly ended, leaving us with a memory of a very fine scholar and a good friend. * Over the latest decades, there has been a strong trend to favour the internationalisation of higher education. At the same time, there are more Universities than ever offering courses within the field of Industrial Heritage. The need to train and to develop professional skills within this field is equally great. This was proved during the 13th International TICCIH conference in Terni in Italy in 2006, which was an impressing manifestation of ongoing activities all over the world. It was obvious that there is a wide range of urgent tasks that require different skills and approaches such as the continuing documentation of our industrial past, the listing and preservation of significant sites and objects, the extensive work concerned with land reclamation and urban transformation and the efforts to develop a new platform for an industrial society in transition. For many years national and multinational actions have been taken in order to organize training and develop professional skills. Extensive work has been carried out to make use of the different competences of the departments involved and to offer students a wide variety of approaches to Industrial heritage within their education. A fair number of Universities have in addition to the training activities also promoted research projects. 4 (125) The objective of the TICCIH conference on Training and Research within the Field of Industrial Heritage was to further the development of international educational programmes. There were several central tasks and questions to be dealt with. One was to create an overview of the available courses within the field of industrial heritage and the contents of those courses with regard to objectives, themes, approaches, methods etc. What could be the content of an international master’s program, if there is an agreement to promote such an idea? What would be the future for a student with an exam in Industrial Heritage studies? Which are the work opportunities? How can a program be organized and funded? The seminar was truly international with 25 participants from 15 countries and three continents: Europe, Asia and America. The participants represented University departments carrying out active work in giving courses / programs in industrial heritage, as well as the cultural heritage and museum sectors. The discussions became focused, intense and creative. New perspectives were opened up and new questions formulated. One of the main issues was the demand for international cooperation. At the end of the seminar it was agreed that an international master’s program should be further developed. A small group followed up the meeting in Sweden during the workshop at Michigan Technological University in September 2008. Technische Universität, Bergakademie Freiberg, Michigan Technological University (MTU) and The Royal Institute of Technology (KTH) in Stockholm will continue to develop a curriculum for a master’s program. The conference was organised by Industrial Heritage Studies at the dept. of Science and Technology, The Royal Institute of Technology, TICCIH and the Swedish Industrial Heritage Association (Svenska industriminnesföreningen, SIM). The results for these deliberations will be presented and further discussion at a TICCIH workshop on training and education at the XIV International TICCIH Congress in Freiberg, Germany 30th August – 5th September 2009. The papers here published will hopefully constitute a foundation for these continued discussions. * With gratitude the organising committee acknowledge financial subventions to plan, realize, and host the seminar participants with special reference to Sven and Dagmar Salén’s 5 (125) Foundation, The Wenner-Gren Foundations, The National Museum of Science and Technology, the Division of History of Science and Technology at the Royal Institute of Technology, SIM – The Swedish Industrial Heritage Association and the Municipality of Norberg. Jan af Geijerstam has edited the transactions. Maths Isacson Marie Nisser Dag Avango Jan af Geijerstam 6 (125) Introduction: Our Industrial Past and Present – Challenges in Training and Education1 by Marie Nisser Challenges Over the past years training and education in the field of industrial heritage has been in focus for a great number of actions and discussions worldwide. Various training courses have been given within the academia as well as in the cultural heritage and the museums sectors. Since the arena for Industrial heritage activities has continuously expanded, the professionalisation in the field has become more and more in demand for a multiple of different needs. All this has happened in the latest decades where we have seen the transition of societies and the challenges to tackle the problems of a changing world. In Europe and other parts of the world, industrialisation has set its impact on landscape and society for slightly more than two centuries. The glorious days of Industrial development and progress– signified by the first and second Industrial revolution – have reached their peak and come to an end.2 In the history of mankind this is a short time span. It has, however, been the most influential social and economic force that still exerts influence on the global societies of today. The de-industrialization processes have hard hit the old industrial countries. At the same time other countries like China, India and Brazil have seen a wave of Industrialization in historic proportions where rural societies are becoming Industrial.3 Furthermore, we have also witnessed another fundamental change in the latest four decades: the expansion of a technological revolution centred on information technologies, the formation of a global economy and transition to a new society, defined as the informational society still acting in a capitalist framework of social institutions.4 The transformations that The following is a revised and somewhat abridged version of an article published in Patrimoine de l'Industrie / Industrial Patrimony, no. 20, 2008 The first industrial revolution based on energy among many other things, started England in the Eighteenth century. The second industrial revolution occurred in the latter part of the nineteenth century. It was scientifically based and fostered mass production and urbanization. For further readings I would like to refer to Sir Neil Cossons, ”Industrial Archaeology: The Challenge of the Evidence” The Antiquaries Journal, 87, 2007, pp 1-52. Manuel Castells has described a third revolution with the following words: New technologies that have emerged in their applications in full strength since the mid 1970s, are transforming production and consumption, management and work, life and death, culture and warfare, communication and education, space and time. We have entered a new technological paradigm”. Quotation from Manuel Castells “European Cities, the Informational Society, and the Global Economy”, Journal of Economic and Social Geography (1993) reprinted in: Richard T. LeGates and Fredric Stout, The City Reader, London and New York (1st ed. 1996) second ed. 2000, p 559. 4 3 2 1 7 (125) are taking place in our cities today are shaking up the foundations of our existence and they have occurred rapidly. A post-modern society embedded in a new environment has gradually taken over. New cultural patterns have been created – the network society is on the way. Whether we like it or not, we are left with the heritage of industry setting its impact on society, on the built-up environment and landscapes. Most of that material and immaterial legacy will be left to future generations – the huge agglomerations with abandoned industrial city areas, obsolete traffic systems and industrial landscapes impregnated with contaminated soil and derelict physical structures reminding us of a glorious industrial development as well as its shortcomings some hundred years later. We can still see how the age of industry has set its impact in peoples´ minds and ways of thinking. Most of the heritage of industry will be left to future generations in one form or another. As time goes by the first-hand knowledge and direct experience of industry and all it represented will evaporate. And the legacy that we will hand over to our children, grandchildren and their followers calls for actions. It is our responsibility to safeguard sufficient material evidence so that new generations will be able to see, to understand and to gain some knowledge about the impact of industrialisation, powerful in its fulfilment and unique as a force of innovation and development. The formation of a new discipline in its own right The landscape of Industrial heritage training and research has definitively changed over the past years. With its feet so firmly anchored in practical matters linked with documentation of industrial buildings and sites, conservation and adapted re-use, the field of studies has had difficulties to be accepted within the university world as a discipline in its own right. The traditional academic disciplines were – with some exclusions – more theory oriented and focused on one subject field. The Industrial Heritage Studies normally searched for a broader context based on a multi-disciplinary approach with links to economic history, business history, geography, ethnology, and anthropology, and sociology, history of art, architecture and urban planning.5 In this respect Industrial Heritage Studies are similar to History of Technology with its broad approach to the field of studies. It could create an impression that I prefer to use the term Industrial Heritage instead of Industrial Archaeology since it – in my opinion – refers to a broader context than Industrial Archaeology. In both cases however; focus is set on the material and immaterial evidence of industry 5 8 (125) Industrial Heritage Studies are loosely defined and lack a theory of its own. That is, however, not the case. In its early days of existence History of Technology witnessed the same difficulties to be recognized and legitimized as a bona fide field. It was said: “History of Technology is a bogus concept, artificially abstracting out of context bits and pieces of human experience. These bits and pieces only make sense in the context and thus, History of Technology, which reinforces this abstraction, is, intellectually wrongheaded.”6 Today, History of Technology has become recognized as an important field of studies with chairs, masters and doctoral programs and many important research projects being funded by national or multinational foundations. And the same is almost true of Industrial Heritage Studies. The scholars have developed their own theories and methods. A great number of important journals and books are being published. International and national conferences are frequently being held. The organizations of training with focus on theories, methods, knowledge and experience add to the consolidation of a profession in its own right. The academic recognition of Industrial Heritage Studies has followed the pathway of History of Technology but just a bit later. It is, however, well on its way. It has seemed appropriate to link new chairs of Industrial Archaeology or Industrial Heritage Studies to the technical universities. That is the case of the first chair in the field set up in 1992 at the Royal Institute of Technology in Stockholm, followed some months later by a chair at Technische Universität, Bergakademie, Freiberg, and later on at Michigan Technological University. Good as it has been to meet the challenges of finding a platform among future oriented teaching programs in technology; it has also been hard to get the acknowledgement of a field focusing on historical perspectives with the aim to preserve the legacy of the industrial past. The pioneering initiatives of Birmingham University and Ironbridge Institute to create a joint education program some thirty years ago were important in the field of training and emphasized the importance of industrial heritage education as a joint commitment shared between a university and a museum organisation. It took however long time to get any Said by David F. Noble, professor of the History of Technology at MIT. A quotation from: Svante Lindqvist, The teaching of History of Technology in USA – A Critical Survey in 1978. Stockholm Papers in History and Philosophy of Technology. Report TRITA-HOT 5003. Stockholm 1981. 6 9 (125) followers in other parts of the world. Not only training programs on a national basis are arranged but also on an international arena. The increasing demand for professional skill has, however, paved the way for an acceptance for our field of studies within the Academia. We have seen how the scope of training has expanded from a few scattered courses under the guard of history, economic geography, art history and architectural history. We have moved on from part time training to full time programs for a master’s degree and from being anchored in one discipline to take further steps towards multi-disciplinary and multi-national courses. We have also seen a trend to switch over from national training programs to joint international ventures covering full attendance for one or two full academic years. Since university organizations are like old flagships or vast cargo vessels they tend to take their time to turn around into another direction. With that in mind the speed of recognition with regard to Industrial Heritage Studies is not bad at all. Industrial Heritage Studies as a teaching field in its own right has become an important actor in the academic world with a strong foothold in universities and technological institutes in places like Padova, Paris, Evora, Freiberg, Leicester, Stockholm and Houghton. In the TICCIH Directory of Training and Education thirteen courses or programs in Industrial Archaeology and Industrial Heritage Studies are listed and certainly there are more courses to mention than the ones that have inscribed themselves on the list. Outcome for the students and responsibilities of the teachers All the mentioned courses are important per se and the will enable students to become professionals. The students will acquire a skill to become actors in industrial heritage conservation, industrial culture heritage management, urban planning, adapted re-use and industrial heritage tourism. These new experts with an insight in industrial heritage matters are already upholders of industrial technical and scientific culture and they will assist in increasing the understanding of the dramatic changes of industry and the transformation of industrial society that we have seen in the past decades. They will act in assessing the role that tangible as well as intangible heritage of industry plays in today’s society and will play in that of tomorrow. Since the field of activities is expanding in the wake of industrial transformation, the demand for skill and expertise in care taking of the industrial heritage has increased and will continue to do so for many years to come. 10 (125) As teachers we have to recognize that we have a responsibility in our efforts to build a firm platform for training and education in industrial heritage skills and awareness. We must be able to guarantee good quality in teaching and practice. The internationalization of teaching in a multi-disciplinary context is a challenge and requires an overview of ongoing activities. What is the content in various courses? What knowledge and which abilities should be the outcome of that education? Should there be a consensus about theories and methods to be used? Where do we find the good examples for field studies and for scientific case studies? Is there a need for a list of publications to be used for course readings? And should there be an agreement for credit requirements in an international context? A growing market for professional skills Landscape designers, architects and town planners are contracted for the ongoing transformation of former industrial areas and environment. The cultural heritage sector needs professional consultation in how to deal with our industrial heritage and museum attendants, among others, are challenged to develop skills and knowledge about the built up environment, and learn how to deal with the products and infrastructures of former industries, the tangible and non-tangible remains of our industrial past. Accordingly, the issues of training have become more and more in demand. There are more Universities than ever offering courses within the field of Industrial Heritage. Over the last decades we have also seen a strong trend among universities towards the internationalisation of higher education in general. Extra mural courses for upgrading skills have also become more popular than ever. The need to train and to develop professional skills was proved, not at least, during the 13th international TICCIH conference in Terni in Italy in 2006, which was an impressive manifestation of ongoing activities all over the world. It was obvious that there is a wide range of urgent tasks that require different skills and approaches. The continuing documentation of our industrial past, the listing and preservation of significant sites and objects, the extensive work concerned with urban transformation and land reclamation of abandoned and contaminated “deserts” once created by industry. And in addition to all that are the needs to develop a new platform for an industrial society in transition. For many years national and multinational actions have been taken in order to organize training and develop professional skills. Extensive work has been carried out to make use of the different competences of the university departments involved and to offer students a wide 11 (125) variety of approaches to Industrial heritage within their education. National master’s degree programs have been launched already in the 1990s and at present the Erasmus Mundus Masters TPTI: Industrial Heritage Technologies and Territories: History, Enhancement and Education are promoting multi-disciplinary training as a joint international venture shared by three universities in Padua, Paris and Evora. A fair number of universities have in addition to the teaching activities for undergraduate students also promoted research projects that include doctoral students. A seminar for the enhancement of international co-operation The time has now come to list all these efforts and evaluate them. Many questions need to be answered. What has been achieved? How can the experience we have gained from all those activities be a platform for further international co-operation in training and research in the future? Is there a need for additional training courses besides the already existing ones? Is there a demand big enough to accommodate a second international master’s program as a joint venture by a number of universities? How international should an educational program or a master’s program be – European or worldwide? How could it be funded and where should it be located? Those were some of the questions set up for a seminar on training and education within the field of Industrial Heritage arranged by the Section of Industrial Heritage Studies at the Royal Institute of Technology (KTH) together with the Swedish Association of Industrial Heritage in collaboration with TICCIH, that took place in Stockholm and Norberg in June 2008. Altogether twenty-six scholars and representatives from the cultural heritage sector and museum attendants from fifteen countries in Europe, the U.S., Latin America and Asia took part in the seminar. Most of them had beforehand completed an overview of the situation in their respective countries that was included in a report compiled for the seminar, transactions that will also be published at the web-site of TICCIH together with the minutes and conclusions from the very intensive seminar discussions. The objective of the seminar was to further the development of joint international educational programmes. There were several central tasks and questions to be dealt with. One was to create an overview of the available courses within the field of industrial heritage, which was partly fulfilled through the above-mentioned report. A second task was to discuss the contents of those courses with regard to objectives, themes, approaches, methods etc. 12 (125) Some questions were raised. What would the outcome be for a student with an exam in Industrial Heritage Studies? Which are the work opportunities? Which are the responsibilities of teachers and how could Industrial Heritage Studies be developed as an academic discipline and a professional field within the cultural heritage sector? How can additional masters´ programs (additional to the TPTI-program) be organized and funded? An important end product of the seminar was to create a work plan for the development of one or more international educational programs, to be presented at a special session at the 14th TICCIH Congress in Freiberg in 2009. Seminar discussions outlining new perspectives The seminar participants were extremely committed to the subject in question but also had a great experience and knowledge in the field. The workshops were intense and it was proved that there is a need to discuss the matters of training and education within an international forum. It is hard to summarize the discussions since they were so rich in information and gave rise to so many new perspectives. The following summary is to a great extent personal. It was important that the participation in the seminar included newcomers from Asia – China and India – and from Latin America – Argentine– but also newcomers from some old industrialised countries in Europe. The participants represented the Academia as well as the cultural heritage and museum sectors. Initially the discussions were focused on finding out the need and demands for Industrial Heritage training. Why should anyone want to study Industrial Archaeology or enrol to Industrial Heritage courses? The demand for expertise was another issue for discussion, as well as the market for students. Some time was also devoted to find out whether the word “industry” is a turn off or not. Is “Industrial” a bad word to use if the target is to convince funding agencies and politicians? In Germany, it seems that the use of the word “heritage” may be a problematic one to use at the moment, since heritage may be seen as the opposite to economic development in the minds of many decision makers. On the other hand it could be argued that the industrial heritage has been and can further be developed to become a motor for economic renewal when making use of abandoned industrial areas for new purposes as well as for tourism development. Sir Neil Cossons formulated some central points for the discussion: • The nature of the industrial transition 13 (125) • • • • • • The technologies, processes and structures The social and economic consequences The nature of surviving evidence: meanings The relative importance The nature of de-industrialisation The ability to make valued judgements based upon the above All those points were penetrated with regard to their inclusion in teaching agendas. In durational co-operation One of the main issues was of course the demand for international co-operation. Since Industrial Archaeology and Industrial Heritage Studies still remain small training programmes in the realm of universities it is of utmost importance to have an international recognition both for the sake of an international context in the topics being taught and for the international endorsement. There are also better opportunities to offer a broader spectrum of specialists' knowledge and for filling the gaps of expertise. Teachers can travel as well as students when requested. Much of the time was spent in identifying the difference between degree programs and shorter courses, the benefits of distant education and e-learning. It was acknowledged that the demands are different: for younger students a course should be seen as the road leading to employment and for professionals as a way to be updated and upskilled. The participants did eventually split up in three groups for even more intense discussions on course curriculas, on the nature of a full academic program, special courses and training in various fields and for different target groups: students, teachers and professionals in the field. Joint international projects were also in focus for discussions. Concluding remarks At the end of the seminar it was agreed that an international master’s program should be further developed. It should be outlined for a first semester at the home university, a second semester to be spent at a partner university; a third semester could include an option to take a course in another university with specialisation in a new field. The fourth and last semester should be spent at the home university writing the thesis and getting the exam. It was underlined that each country could offer a course in a special field and those courses should be listed and acknowledged. It was agreed that the starting up of a master’s program should be on a small scale and further on be developed to form a sustainable program. 14 (125) An agenda for further discussions was also agreed upon. A next meeting was planned for a smaller group coming together at Michigan Technological University in Houghton, U.S., at the end of September 2008. Further discussions should be organised in the form of a TICCIH section on training and education at the XIV International TICCIH Congress in Freiberg, Germany 30th August – 5th September 2009. A small group thus followed up the meeting in Sweden during the workshop at Michigan Tech in September this year. Technische Universität, Bergakademie Freiberg, Michigan Tech and The Royal Institute of Technology (KTH) in Stockholm will continue to develop curricula for a master’s program. The current discussions have only been dealing with training and education. Research issues are important within the realm of international co-operation, but time was too limited to embark upon such an important theme. In order to meet such demands for discussions in an international forum, Industrial Heritage Studies at the Royal Institute of Stockholm is planning a seminar to be organised in 2010. So far, the rewarding discussions have had good results. Work plans for the international enhancement of training within the field of Industrial Heritage Studies will form a good platform for further actions to be discussed in Freiberg 2009. * 15 (125) 1. Report on Poland7 by Waldemar Affelt, PhD, ICOMOS, TICCIH, Forum UNESCO “University & Heritage” Gdansk University of Technology, Poland affew@pg.gda.pl Introduction My approach to the heritage of technology is based on conservation and preservation principles. As conservator of architecture and civil engineer I have found much interest in objects and sites significant not due to their decorum but ability to serve people’s socioeconomical development. Those objects often safer from less interest of public in general and the officers responsible for heritage protection in particular. That lack of piety, respect and their value appreciation directed my area of research, studies and activities. Promotion of technical heritage in Poland started in 1993 when the first international conference had been organized at the Politechnika Gdanska. That tradition was continued with focusing respectively on industrial heritage in 1995, engineering heritage in 1999 and heritage of technology in 2005. Those meetings gathered distinguished specialists from abroad that presented state-of-arts in related sciences that inspired Polish researchers. I was secretary to those conferences and editor of the Proceedings. Important result of those activities was safeguarding the bridge over the Vistula river by listening it in 2000 and obtaining its recognition by the American Society of Civil Engineers as the International Historic Civil Engineering Landmark in 2004. Another outcome is the new course titled “Cultural Aspects of Construction” for civil engineering students has been delivered at Gdansk UT since 1998. I developed its concept under the Tempus framework 1996-1998 in the Netherlands, where the project partner Hanzehogeschoole van Groningen had shown much interest in such broadening of curriculum. The first syllabus was agreed according to the Dutch needs; students-volunteers heard 20 hours of my lectures and were obliged to submit report in form of individual study of chosen object. Afterwards they were granted with the scores for supplementary studying. In 2000 I was invited to the Universita degli Studi di Trento for similar purpose. To talk about industrial heritage to the Italians who are so addicted to their historical environment was a real challenge. Next year the Polish Committee for UNESCO asked me to talk about the concept of “sustainable heritage” during the UNESCO International Summer School on the 7 This revised version of the original paper was submitted 18 August 2008. 16 (125) Preservation of Cultural Heritage in Zamosc. Since then I run there annually the workshop on “sustainable heritage” according to my scenario and methodology. Experience gained during those years brought me to finding out the crucial point of industrial heritage teaching and effective methods of its promotion based on scholarly recognition, interpretation, valorisation and assessment. Experience and characteristics of undertaken activities in teaching: Gdansk University of Technology, Faculty of Civil and Environmental Engineering, 1998–2008 At the beginning the course was run under Tempus project umbrella during the 6th semester. It combined 30 hours lectures and 30 hours of classes, but since 2001 only lectures were delivered for students of the 8th semester. Students were asked to select topic of their projects on their own, however I suggested to choose rather an object “in need”, unknown, abandoned, neglected or even “mystical” for some personal reasons. Monumental architecture was excluded from the scope of interest and priority given to technical, industrial and civil engineering heritage resources. Characteristic: Level: MSc. Duration: 1 semester. Objectives: job opportunity extension towards market for renovation demands. Number of students: at the beginning ca 100 per year; since 2004 ca 200 per year. Duration of classes: 30 hours. Duration of fieldwork: individual sightseeing and investigation. Forms of examination: evaluation of course project (paper version). UNESCO International Summer School on the Preservation of Cultural Heritage in Zamosc, Poland, 2001–2007 In September 2008 will be organized the 10th Summer School in Zamosc. Participants from Eastern and Central European Countries represent variety of professions and backgrounds related to cultural heritage. It is quite challenging to arrange in advance a workshop scenario that would be acceptable and approachable by all of them equally. The workshop theme must be related to the historic city of Zamosc inscribed into World Heritage List as “a perfect example of a late16th-century Renaissance town. It has retained its original layout and fortifications and a large number of buildings that combine Italian and central European architectural traditions.” Because of that I decided to present my method for the Sustainable Heritage Values Assessment in much contrast manner to the traditional narrative about monumental architecture. Thus case studies from repertoire of technical heritage perfectly suit that purpose. On the other hand I try to avoid paternal interpretation of local problems that are 17 (125) real topics to be investigated and solved by the workshop participants. So, they should develop their own thoughts and to express them to each other in friendly atmosphere provided by the workshop leader. Characteristics: Level: upgrading course. Duration: two weeks. Objectives: presentation of complexity of heritage values assessment. Number of students: 20. Duration of classes: 40 h. Duration of fieldwork: several hours. Forms of examination: public presentation of the course project carried in groups. Nicolaus Copernicus University in Torun, Faculty of Fine Arts Only in Poland full academic recognition in conservation may be obtained from the Nicolaus Copernicus University in Torun. The curriculum here is oriented onto formation of prospectus public officer responsible for heritage issues within the state or local government institutions. I was asked to deliver specialized course on heritage of technology within three different programmes have been run there. Level: MA (regular), 2004–2008 Duration: 1 semester. Objectives: introduction to the heritage of technology issues, mostly theoretical. Number of students: ca 20 per year. Duration of classes: 30 h. Forms of examination: active participation. Level: MA (post BA), 2004–2008 Duration: 2 semesters. Objectives: introduction to the heritage of technology issues, practical. Number of students: 6 per year. Duration of classes: 16 h. per year. Forms of examination: active participation. Level: postgraduate, 2007 – 2008 Duration: 2 semesters. Objectives: methodological presentation of heritage value assessment. Number of students: ca 40 per year. Duration of classes: 2 x 8 h. Forms of examination: oral exam with drawn questions. Lodz University of Technology, Faculty of Architecture, 2007 Level: postgraduate studies. Duration: 2 semesters. Objectives: discussion of heritage of technology values. Number of students: 17. Duration of classes: 6 h. per semester. Forms of examination: active participation in the workshop. 18 (125) Local initiative on heritage of technology preservation in Zabrze, 2006 2007 City of Zabrze is one of dense populated coalmine and steel industry region of Silesia. Town Hall of Zabrze in cooperation with the Katowice School of Economics (Górnośląska Wyższa Szkoła Handlowa) organizes annual conferences on industrial tourism. Audience consists of NGO representatives, officers responsible for heritage preservation, tour-operators and others enthusiasts of local history. My presentations: 2006 – SWOT Analysis of Historic Saline in Ciechocinek; 2007 – Methodological approach to Values Assessment of Industrial Heritage; and, 2008 (planned) – Aesthetic Power of Industrial Monument. My presentations were very well received and followed by off-stage discussions, thus this year special workshop for local stakeholders will be arranged and conducted. The chosen subject is “Social and Tourist Enhancement of Industrial Heritage”. Methodological approach to Sustainable Heritage Values Assessment Methodological value assessment is a basic research tool in historical monuments preservation. The method includes sequences of investigation, interpretation and evaluation supported by means of archive and iconography studies, and archaeological, architectural and technical surveys. Those provide basis for carrying out the related programs of protection, conservation and relevant exposition. The value assessment has a multidisciplinary nature that requires cooperation of numerous specialists being an expert in various fields of science, technology and arts. That procedure applied to technical, industrial and engineering heritage is quite complicated and difficult particularly in Polish case, as here the post-romantic tune in understanding the heritage as a set of distinguished monuments of architecture and art still prevails. The proposals for modern approach to the evaluation issue emerged at the beginning of the 20th century, pointing out the importance of timeline and appreciation of both a past and a present. At the end on the 20th century a new argument of evaluation has been brought to attention according to the concept of sustainable development. The vision of future generations as possible users of the heritage resources requires a strategic planning within historic preservation of monuments and cultural landscapes protection. Officers should change their attitudes from arbitral decision making towards softer stewardship to the society and its heritage. 19 (125) Developed by myself method combines twelve values, which form two sets: retrospective cultural cluster and prospective socio-economical cluster (Table 1). Table 1. Names of values assembled into two sets. Cultural values – retrospectus Social identity value Authenticity Integrity Rarity (uniqueness) Artistic value Historical value Value of special significance meaning Socio-economical values – prospectus Utility Functional value Economical value Educational value Aesthetic value Political value The aim of all my activities is to present and exercise an application of terms and procedures related to sustainable preservation of the tangible and intangible cultural heritage in general, and to apply the list of heritage values in particular has been set according to international documents (Table 2). Case studies of historic landmarks “in need” are discussed in details: Saline in Ciechocinek (1832), Road Bridge over the Vistula river in Tczew (1857), hydro-engineering structures on the Lower Vistula estuary (1847–1917), old shipyards in Gdansk (1855–1996), cotton textile factory in Lodz (1875) and old brewery in Poznan revitalized. Additionally a managerial approach is announced by means of SWOT analysis, AIDA promotional standard, SMART pattern of reports and feasibility study contents, particularly those related to revitalisation projects. Table 2. International documents as source of reference for the cultural values assessment of historic masterpiece of technology. Documents The Venice Charter for the Conservation and Restoration of Monuments and Sites, 1964. UNESCO Convention Concerning the Protection of the World Cultural and Natural Heritage, Paris, 1972. Council of Europe Recommendation R (90) 20 “The protection and conservation of the industrial, technical Social identity Authenticity Integrity Unique ness (rarity) Artistic value Historical value + + + + + + + + + + + + + + + + + 20 (125) and civil engineering heritage of Europe”, 1990. The Nara Document on Authenticity, ICOMOS, 1994. The European Landscape Convention, Council of Europe, 2000. UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage, 2003. TICCIH The Nizhny Tagil Charter for the Industrial Heritage, July 2003. UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions, 2005. UNESCO Operational Guidelines for the Implementation of the World Heritage Convention, 2005. Council of Europe Framework Convention on the Value of Cultural Heritage for Society, Faro, 2005. + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + Primary assumption: heritage of technology is an important however neglected part of common cultural heritage that combines authentic and non-renewable assets thus the protection, preservation and safeguarding of its resources are eligible to follow the concept of sustainable development (Table 3). Table 3. Socio-economical values in relation to sustainable development A +++ ++ ++ +++ +++ ++ B ++ + +++ ++ ++ + C ++ ++ + + ++ ++ D + +++ ++ ++ + +++ Socio-economical values Utility Functional value Economical value Educational value Aesthetic value Political value Legend: A – social pillar; B – economical pillar; C – environmental pillar; D – cultural pillar; number of “+” marks depicts tension of relation between certain value and a pillar. 21 (125) Secondary assumption: the past is embodied in built environment, and particularly the cultural heritage resources provide the sort of environment indispensable to a balanced and composite life. In the face of a rapidly changing civilisation (deindustrialisation, demilitarisation, restructuring, agriculture, globalisation, communication technologies eruption) people today have an instinctive feeling for the values of their heritage – source of individual, corporate, social and national identity. Heritage diversity and integrity should be passed on to future generations in its authentic state and in all its variety as an essential part of the memory of the human race. Otherwise, part of man’s awareness of his own continuity will be destroyed and present generation will suffer from diminishing of cultural landscape meanings. Conclusions Number of students educated on values of heritage of their profession at Gdansk UT is approaching 1.200, and those from other institutions circa 200. They are equipped with a thinking tool that hopefully allows them to appreciate a diversity and richness of various resources, and not only those of monumental architecture and fine arts. Moreover they gained a basic knowledge on managerial issues of safeguarding the cultural heritage (e.g. archaeological, architectural, civil engineering, household, industrial, rural, technical, urban, vernacular etc.) concern and a good practice of conservation-restoration treatment being carried within the context of sustainable development for benefit of future generations. General and Polish references Feilden B., Jakilehto J. (1993), Management Guidelines for World Cultural Heritage Sites, UNESCO/ICOMOS/ICCROM, Rome Recommended sources from http://www.pg.gda.pl/fuuh/ Affelt W. (1999), Dziedzictwo w budownictwie, albo o obiektach budowlanych jako dobrach kultury ksiąg dziesięć, Wydawnictwo Politechniki Gdańskiej, Gdańsk Affelt, W. (2001), [hasło encyklopedyczne] “Archeologia przemysłu”. Wielka Encyklopedia PWN. Wydawnictwo Naukowe PWN, t. 2. Warszawa, p. 237 – 238. Affelt, W. (2004), Tężnie ciechocińskie. w: Zabytki techniki krajów Wyszehradzkiej Czwórki, t. 2, Lezerpont Studio, Miskolc, p. 108 – 115. Affelt, W. (2005) [hasło encyklopedyczne] ''rozwój zrównoważony''. Wielka Encyklopedia PWN, t. 31, (Suplement+ CD). Wydaw. Nauk. PWN. Warszawa, 2005, p. 376. Affelt, W. (2007), Most drogowy przez Wisłę w Tczewie. W: Zabytki techniki krajów Wyszehradzkiej Czwórki, t. 3, (red. Z. Rawicki), PZITB, Warszawa 2007, p. 29 – 48. * 22 (125) 23 (125) 2. Bachelor- and Master-Programme for Industrial Archaeology of the Technical University Freiberg/Germany by Prof. Dr. Helmuth Albrecht Institute for History of Science and Technology TU Bergakademie Freiberg, Germany Helmuth.Albrecht@onlinehome.de Introduction The chair for History of Technology and Industrial Archaeology at the Technical University of Freiberg was established in 1992. Its roots are dating back to 1954, when an Institute for History of Mining was founded at the Mining Academy of Freiberg. In 1962 a chair for History of Mining was established in this institute (Prof. Dr. Eberhard Wächtler). In 1968 the denomination of this chair was changed into History of Economy and History of Production Forces. After the German reunification and with the foundation of the Institute for History of Science and Technology at the TU Mining Academy Freiberg in 1992 the denomination changed again into History of Technology and Industrial Archaeology (1992 – 1996 Prof. Dr. Otfried Wagenbreth, since 1997 Prof. Dr. Helmuth Albrecht). While there are several chairs for History of Technology at German Technical Universities (often in the combination with History of Science or History of Economy) the denomination for History of Technology and Industrial Archaeology in Freiberg is unique. This denomination is based on the fact that the Freiberg Institute for History of Mining played a major role in the scientific documentation of technical and industrial monuments in the German Democratic Republic since the 1950ies. To continue this tradition was and is one of the major goals of the Institute of Science and Technology and the chair for History of Technology and Industrial Archaeology in Freiberg. A special academic course for industrial archaeology was established at the TU Freiberg in 2001. It started as a specialisation in a combined diploma course of 8 semesters for Archaeometrics and Industrial Archaeology. After 4 semesters of common basic studies in mathematics, natural sciences, engineering, archaeology and history the students could specialize during the following 4 semesters into archeometrics or industrial archaeology. With the suspension of the chair for Archaeometallurgy the archaeometric part of the study programme had to be closed in 2004. A new diploma course for Industrial Archaeology was established in 2005. As a result of the Bologna process in Europe this diploma course was recently changed into a new bachelor- (October 2007) and master-programme (April 2008) for Industrial Archaeology. 24 (125) The Freiberg bachelor- and master-programme for Industrial Archaeology is a consecutive programme with a 7 semester bachelor-course and a 3 semester master-course. The regular final degree for every student is the master degree and not the bachelor degree. But their bachelor graduates of 6 semester bachelor programmes have the opportunity to join the master course after passing through a special designed pre-semester. 25 (125) The Bachelor-Programme for Industrial Archaeology The bachelor-programme for Industrial Archaeology at the TU Freiberg is a 7 semester course with 3 semester basic studies, 3 semester advanced studies and a final semester for a practical course and the bachelor thesis. The whole course is organized in modules. The programme always starts at the winter term (October). Each module combines lectures, seminars and practice and differs from 3 to 9 ECTScredit-points (CP). The total number of credit-points is 210 (30 CP for each semester). The Master-Programme for Industrial Archaeology The master-programme for Industrial Archaeology at the TU Freiberg is a 3 semester course with two semesters of studies and a final semester for the master thesis. As a consecutive master-programme this 3 semester course is only open for bachelor graduates of the bachelorprogramme for Industrial Archaeology of the TU Freiberg. The master-programme starts always at the summer term. Graduates of other bachelor-programmes can join the master-programme after passing an examination and a special pre-semester course in the winter term. The combination of the modules of this special pre-semester course depends on the bachelor-degree of each student (historians, architects, engineers etc.). The examination committee for the master-programme selects them. Objectives and goals of the Industrial Archaeology programme For two reasons the consecutive bachelor- and master-programme at the TU Freiberg is a multi-disciplinary academic study programme: 26 (125) • The working field of industrial archaeology is very broad. The search for and the documentation, analysis and valuation as well as the development and realization of preservation-, restoration- and conversion-concepts for technical and industrial artefacts, structures and systems need a broad knowledge base in such different areas like • Structure and function of technology (natural sciences, material sciences, technology), • Historical development of technology and industry (history of science and technology, history of economy, history of industrial architecture, history of industrial culture), • Methods of industrial archaeology (search, documentation, research and analytical methods from archaeology, historical sciences, natural sciences, material sciences, architecture, geology and geography etc.), • Heritage organization and policy (heritage and planning laws, heritage organizations and institutions, project management, marketing etc.). • The field of jobs for graduates of industrial archaeology is on one hand very narrow and on the other hand very broad: • The number of jobs in classical fields like heritage administration, technical and industrial museums or academic research is small, • An increasing number of jobs can be found in new working fields like architecture, urban and landscape planning, public relations, journalism and even as industrial archaeology entrepreneur, • In all these fields industrial archaeologists are standing in a hard competition with other competitors like architects, historians (especially of arts or technology), geographers etc. From our point of view the answer to this challenge for the academic education of industrial archaeologists is: • A well founded but not to specialised basic education in natural sciences, technology, archaeology, architecture, business administration, project management and marketing to insure that the graduates are able to understand the potentials of these disciplines and of their methods for industrial archaeology studies and practice and to enable the industrial archaeologists to work together with representatives of these disciplines in interdisciplinary teams. • A comprehensive education in theory and practice of industrial archaeology and its historical background disciplines like history of science and technology, history of arts and architecture, history of economics and cultural history. • A practice and research orientated education with close contacts to the practical problems of the possible future working fields for industrial archaeologists. The Freiberg programme for Industrial Archaeology tries to answer these challenges especially with the following expedients: • A structured study course with the three steps (each in 3 semesters) of basic studies (basic disciplines, basic methods) and advanced studies (focus on industrial archaeology, history of technology, academic research and practical fieldwork, teamwork) in the bachelor-programme and scientific studies (focus on industrial archaeology, industrial culture, history of science and technology, environmental 27 (125) • • • • • history, heritage and planning law, marketing, project management and cultural studies) in the master-programme. Three project seminars for fieldwork or projects with external partners (heritage administration, museums, institutions, companies etc.) in the 4th, 6th and 8th semester. In these project seminars students of all relevant classes are working together in small teams under the guidance of the lecturer. All teams have to give a final presentation in front of the external partner of the project. In the 7th semester all students have to leave the university for a 12-week practical course within a partner institution (heritage administration, museum, company etc.). Bachelor- and master-thesis are in most cases the result of a research project with external partners. The Institute for Science and Technology at the TU Freiberg has cooperation agreements with several extern partners (heritage administration, museums, companies etc.) that offer the students a better chance to get places for practical courses and research projects for their bachelor- and master-thesis. In some cases the external partner pays these projects. The Institute for Science and Technology at the TU Freiberg offers students the opportunity to study for one or two semesters at a university in a foreign country. Specials of the Freiberg programme in Industrial Archaeology Within the broad variety of possible education topics of industrial archaeology the programme at the TU Freiberg offers especially a well-founded basic education in natural sciences and technology, a focus on history of science, technology, economy and environment, and a network of established research cooperation with extern partners. The TU Freiberg is the only university in Germany with its own historic mine as a teaching and research mine. Together with the fact that Saxony is one of the home regions of German industrialization and that around 20.000 technical and industrial monuments from the middle ages up to the 20th century are still representing this industrial history, the region offers students and researchers a large “laboratory” for industrial archaeology. The Freiberg project seminars are therefore giving the chance for industrial archaeology practice in such different topics like mining, metallurgy, textile, engine building, power systems, industrial infrastructure etc. Since summer term 2008 a special course in mining archaeology is using the opportunities of our historic mine and of the mining landscape of the Erzgebirge Freiberg. It is planned to develop this course to a summer-course open for foreign students. Statistics In 2008 the Freiberg programme for Industrial Archaeology has in total around 60 students (50 students in the old diploma-programme, 10 students in the new bachelor-programme). The capacity of the new bachelor-programme is limited to 20 students each year. 28 (125) Teaching stuff: 1 professor (industrial archaeology, history of science and technology), 4 scientific assistants (history of science and technology, architecture, economy, museum sciences), 4 lecturers (history of economy, history of technology, archival work, industrial architecture). Others: 1 secretary, 1 mechanic (restoration). Lecturers of other faculties of the TU Freiberg hold the lectures in science, technology or business administration of the programme. Special equipment: Historic model collection, University museum, historic chemical laboratory, and restoration-workshop. Research topics: Industrial archaeology, history of science and technology, environmental history, history of innovation, history of higher technical education. Fund raising of the Institute for History of Science and Technology at the TU Freiberg for special research projects: 100.000 € (2006), 160.000 € (2007). * 29 (125) 3. ”From industrial Culture to Culture industry” – a Master course in industrial Heritage Management by Thomas Brandt, PhD Department of History and Classical Studies NTNU, Trondheim thomas.brandt@hf.ntnu.no Course Data • Title: KULMI3065 “Fra industrikultur til kulturindustri” (From industrial culture to culture industry) • Name of institution: Norwegian University of Science and Technology (NTNU), Department of History and Classical Studies, Trondheim • Level: Master • Date of establishment: January 2007 (The course ran for its 2nd time Spring term 2008) • Number of students: 6 – 10 • Duration: 24 hrs (6 x 4hrs) “Can factories and production machinery actually be considered heritage?” This question seems to loom in many of my students’ minds when they first approach the course plan and curriculum for the master course in industrial heritage management. They have all done a bachelor degree in heritage management, where focus has been on legislation, registration methods, museology and general history. The master program in heritage management is more focused on modern heritage than on pre-reformation archaeological and other preindustrial material culture. The aim of the course in industrial heritage management is to learn about some of the particular considerations and requirements involved when dealing with industrial heritage; the problems of scale, the conventional contrast between ‘culture’ and ‘industry’, environmental issues and physical planning issues are some important topics. The name of the course is “Fra industrikultur til kulturindustri” (“From industrial culture to culture industry”). As the title suggests, the course also emphasizes the discussion of the “post-industrial” transformation of Western society from production based to consumption oriented cultures. The re-use of Henry Ford’s Highland Park as a shopping mall is a case in point. As highly visible, oversized, “ugly” and hazardous, the remains of industrial activity, of machinery and systems of production, appear unwieldy for most students. The course aims at making industrial heritage manageable for candidates who will go into important positions in museums, public cultural heritage bureaus and town administrations. Even if the course only started two years ago, the recruitment seems satisfactory and the candidates have rather good job-opportunities. The program is too new to give a reliable assessment of its potential. The industrial heritage sector is however growing in Norway as elsewhere, with interesting 30 (125) projects like the documentation and virtual exhibition of the offshore oil production facilities (www.kulturminne-ekofisk.no and www.kulturminne-frigg.no). Thus skilled professionals are in demand for documenting, preserving and presenting industrial heritage projects. Through a portfolio assessment the students’ learning is monitored as they are required to work with both practical and theoretical assignments, and to present their findings orally as well as written, in teams and individually. This is a small course, with 24 hrs of teaching (or 1/8th of a university term). As a specialized master course the number of students is quite low; they are only 5–10 people, which make the course vulnerable as students are not formally required to follow the classes. A basic introduction is given to the history of technology and industrialization to help students understand some of the important mechanisms and developments in the various phases of industrial production. The interest in preserving technical and industrial material as heritage is quite recent. Students are introduced to a brief history of this part of the heritage movement in general, and in particular how Norwegian heritage authorities have conceived it (“Riksantikvaren”, the Norwegian directorate for cultural heritage is the most important of these). Industrial heritage has not been as high on the agenda in Norway as in neighbouring Sweden. “Riksantikvaren” and their Department for the Preservation of Vessels and Technical Heritage have held some courses in documentation. Apart from that our university course is the first and only training in a higher education setting. Our course mostly takes place outdoors at excursions to different local sites. Trondheim (population ca. 165 000) was never a major industrial city, but it is nevertheless possible to find examples and themes that raise important questions. The river harbour is dominated by a former ship-builder, “Trondhjem Mekaniske Verksted”, established in 1872 that was closed down in 1983 and later rebuilt as a post-industrial residential, office and shopping zone. Some of the old brick buildings are left, and a few cranes and objects are kept for aesthetical purposes. Architects, managers and former workers are invited to share their thoughts on dilemmas arising in the transformation of an industrial site to a shopping mall. This broad approach pinpoints the close relationship between urban planning and heritage management. Apart from historical industrial production sites we use other examples of industrial heritage; hydro power plants, railroad bridges, workers’ homes, engineering laboratories and training facilities. For students not accustomed to considering industry and technology within 31 (125) a heritage frame of mind, these excursions provide a new awareness to the importance of industrial heritage. The major challenge with teaching this course is the resources needed to organize lots of excursions, and to ascertain the quality of the inputs from the relevant practitioners invited to accompany us. A challenge is finding teachers that can handle theoretical, methodological and historical issues as well as the technical, material skills required for documentation and preservation in most industrial heritage projects. Therefore, we rely on involving engineers, industrial workers, plant managers and professional heritage consultants in the teaching. A course in industrial heritage management can hardly be thought entirely indoors, but my impression is that balancing between classroom teaching for important historical, methodological and theoretical issues and field trips is a crucial key to good learning. We are currently looking at ways to strengthen the teaching of documentation skills that are so important for industrial heritage management. Another balance is between the local history and the broader, national and international picture; industrial heritage management is a truly international activity, and thus the ideal plan for this course would involve an excursion abroad. We are working on finding the funds for doing so. In the meantime we resort to “virtual excursions” to places like Ruhr, Coalbrookdale, Detroit, and of course Swedish sites like Norrköping and Avesta. Reading requirements Alfrey, Judith & Putnam, Tim (1992), The Industrial Heritage. Managing resources and uses, London Alzén, Annika & Burell, Birgitta (2005), Otydligt. Otympligt. Otaligt: Det industriella kulturarvets utmaningar, Stockholm Andersen, Håkon With & Brandt, Thomas et. al. (eds. 2004), Fabrikken Avango, Dag & Lundström, Brita (eds., 2003), Industrins Avtryck – Perspektiv på et forskningsfält, Stockholm Darley, Gillian (2003), The Factory Lowenthal, David (1985), The Past is a Foreign Country, Cambridge, Suggested reading David Byrne, "Industrial culture in a post-industrial world. The case of the North East of England", City, vol. 6, No. 3, 2002. 11 p. Arwel Edvards/Llurdés i Coit: "Mines and Quarries. Industrial Heritage Tourism", Annals of Tourism Research, vol 23, no. 2, 1996. p. 341 – 363 ”Industrilandskapet vid Strömmen i Norrköping. Återvänding av unikt industriområde. Stadsförnyelsekampanjen, 1980 – 81”, Norrköping. 15 p. 32 (125) Calvin Jones & Max Munday, "Blaenavon and United Nations World Heritage Site Status: Is Conservation of Industrial Heritage a Road to Local Economic Development?", Regional Studies, Volume 35, Issue 6, Aug 2001, p. 585 – 590 Brita Lundstrøm (2006), Grundat 1876. Historia och företagsidentitet inom Ericsson, diss., KTH Maurseth Anne B., Andersen Håkon With & Børresen, Anne Kr (eds. 2003), Jernverk og Samfunnsendring, Skriftserien nr. 40, Institutt for historie og klassiske fag, NTNU Anja Kervanto Nevanlinna (ed. 2007), Industry and Modernism: Companies, Architecture, and Identity in the Nordic and Baltic Countries during the High-Industrial Period, Helsinki Svein Henrik Pedersen: ”Industriarkitektur i Østbyen, ca. 1870 – 1940”, i Ola Svein Stugu (red.): Historiske fabrikasjonar, n. 4 i Skriftserie fra forskningsprosjektet ”Fabrikken”, 2001. Anna Storm (2008), Hope and Rust – Reinterpreting the Industrial Place in the Late 20th Century, diss., KTH, Stockholm Lucy Taksa, "Machines and Ghosts: Politics, Industrial Heritage and the History of Working Life at the Eveleigh Workshops." Labour History Vol. 85, 22 p. http://www.historycooperative.org/journals/lab/85/taksa.html * 33 (125) 4. Ironbridge Institute Heritage Archaeology Course8 by David de Haan Ironbridge Institute Telford, UK d.dehaan@bham.ac.uk The Ironbridge course is a synthesis of two pioneering courses – Industrial Archaeology, first offered in 1981, and Heritage Management, which started in 1986. Some 800 graduates have completed the degrees and several heritage management courses have since been established in the UK in imitation of the Ironbridge programme. The course is appropriate for people working or planning to work in industrial heritage sites, museums, conservation and recording agencies, environmental education and archaeology. It provides managers with transferable skills, which they can apply in their specialist fields, whether related to collections management, visitor services, site management, education or interpretation. The aim of the Industrial Archaeology programme is to provide participants with an awareness of necessary skills to manage the monuments of the industrial age and their associated landscapes in a modern environment. It achieves this aim through modules in Heritage Conservation Management and in Business Management & Finance for Heritage. This provides the necessary legislative and management framework for those working in the heritage industry and equips them with the skills for the active management of archaeological projects. The other two modules develop an awareness of the range of industrial monuments and their landscape settings, and provide practical training in how to recognize and record them. It then moves on to consider the management of industrial sites within the World Heritage Site at Ironbridge and particular issues raised by the conservation and regeneration of industrial landscapes and sites, with an emphasis on the environmental issues that industrial sites generate. Modular Structure The course is taught at Ironbridge and organised in four intensive modules, each lasting three weeks. Two take place between October and Christmas, and two from January to March. We take great pride in the quality of our teaching which entails: • Comprehensive manuals detailing learning objectives are provided for each module 8 This revised version of the original paper was submitted 12 August 2008. 34 (125) • Teaching within modules takes many forms: lectures, field work, debates, presentations • Visiting lecturers provide valuable contacts with professional networks • Field trips are included in every module • Each student works closely with a personal tutor • Written feedback is provided on assignments and oral feedback on presentations • Students and tutors work to agreed objectives which are regularly monitored • Practical training in report-writing, public speaking, spreadsheet packages and presentations. The Heritage Conservation Management module Everyone responsible for a part of the heritage is working with a finite resource, which must be managed appropriately to ensure its long term survival. Key concepts such as stewardship and sustainability are considered in this module in all sectors of the heritage. The premise that creative conservation can only be achieved through economic viability and accountability runs through the sessions. Core training is provided in conservation and planning legislation, visitor management, integrated management of historic properties and sites, collections management and carrying capacity. The Business Management & Finance for Heritage module During this module students examine finance in heritage situations with a focus on fundraising and funding applications. Students are provided with an introduction to management and financial accounting, strategic management, income generation, personnel management, performance appraisal, and budgeting. Current issues such as charging for admission, European funding and The National Lottery, and tax advantages such as GiftAid are fully considered. The Industrial Monuments and Landscapes module This module provides a combination of lectures and site visits to give a basic grounding in the development of industrial processes and the archaeological evidence that results from these processes. The lectures also provide an introduction and background to the political and social history of the Industrial Revolution, outline key technological process involved, and give training in the use of documentary sources of information. Within this, the emphasis is placed the core industries and changes that constitute surviving industrial sites and landscapes. These are examined through tutored visits to specific monuments and landscapes to develop skills in recognition, in understanding monuments in modern settings, and assessing significant elements in relation to issues of conservation and presentation. Visits focus on themes such as power, transport and extractive industries. 35 (125) The Managing the Industrial Heritage module Using the broad variety of industrial sites within the World Heritage Site at Ironbridge and elsewhere, students examine at first hand the issues of planning, conservation, recording, museology, curation and interpretation within the context of a working heritage environment. Students are introduced to industrial processes and their resulting waste products with two specific aims: first, to enable them to identify chemical and environmental problems raised by these residues; and second, to raise awareness of the range of scientific analyses that exist to understand the information on technological processes that they hold. Students then go on to examine the broader issues raised by the conservation, management and regeneration of brownfield and industrial sites in both rural and urban settings and the opportunities and threats raised such by such schemes. Assessment Each module is currently assessed by one 5000-word assignment, making a total of 20,000 words over the four modules. An assignment may be a case study, a survey, and a set of budgetary projections. All are word-processed and develop into portfolios of work for presentation at interviews. After completion of assignments, MA students proceed to researching and writing a 12,000-word dissertation, for submission in the September of their last year of registration. Placements Masters students are required to undertake a minimum 6-week placement following the completion of the taught elements of the course. The Institute has a wide network of professional contacts within the UK and overseas who can act as placement providers. Higher Degree Research Opportunities The popular and well-respected postgraduate programmes taught at the Ironbridge Institute offer an ideal springboard for those intending to move on to further research. All the programmes allow students to develop high-grade research skills in assembling and assimilating primary data and can offer considerable scope for personal development. We welcome those who wish to progress from degrees offered from other Universities or who desire to undertake a further degree as part of their professional development. The unique status of the Ironbridge Institute, which is jointly run by the Institute of Archaeology and Antiquity at the University of Birmingham and the Ironbridge Gorge Museum Trust means 36 (125) that we are able to offer research students a rich diversity of topics reflecting each institution’s respective spheres of activity. In alliance with the Ironbridge Gorge Museum Trust, for example, we can offer particular research specialisation in: Site and Museum Management For over two decades, the Ironbridge Gorge Museums Trust has been working within the management frameworks of the World Heritage Site. They represent also one of the world’s most successful independent museums. This has enabled the development of considerable expertise in attracting grants from local, national and international sources, and of particular skills among the staff in dealing with the day-to-day problems and overall strategic vision necessary to running such sites. This unique combination – together with the close links developed with local government and national heritage agencies – provides a superb base for research into the practices and institutional aspects of heritage management here and elsewhere. Heritage values Recent critiques have challenged the idea of unique national heritages with academic value only. The simultaneous rise of concerns for sustainability and the social values of the heritage have loosened the hold of the academic community as sole custodians of the past. Research into the values the heritage holds – intellectual, economic, and social – is essential if we are to understand the phenomenon of heritage as a contemporary category. As communities – local, descendant, indigenous – take greater hold of their pasts, the implications for the material representing that past, for academics studying it and for the communities themselves, requires understanding. World Heritage Sites such as Ironbridge Gorge provide locales where these competing value schemes meet and collide, providing an environment ideal for their investigation. The Archaeology of the Industrial Age For 30 years, Ironbridge has been a leading force in teaching and research in the archaeology of the Industrial Age. This increasingly important area of archaeology is still a relatively new discipline that calls for particular skills in dealing with the very large amounts of data available for study. 37 (125) Working in partnership with the Institute of Archaeology & Antiquity and its commercial wing, Birmingham Archaeology, the Ironbridge Institute can also offer scope for research in: Landscape and Environmental Archaeology Staff of the Institute of Archaeology and Antiquity has considerable experience in innovative and high quality research on archaeological landscapes. This encompasses traditional research into landscape history, including the environmental evolution of landscapes, but data are increasingly being interrogated with the new visualisation technologies such as GIS. Archaeological Resource Management This is an increasingly important area of research within the Institute of Archaeology and Antiquity. Combining the strengths of the Institute – especially those relating to landscape, environment and visualization – together with those of the Ironbridge Institute in aspects of heritage, research in this area has recently focused upon the twin themes of cultural resource management and sustainable heritage tourism in the Americas, Africa and Eastern Europe. Research themes are not limited to this, however, and can make a significant contribution to the development of archaeology as a contemporary discipline. Visualisation and Graphical Interpretation The facilities and staff of the HP VISTA Centre, based within Birmingham Archaeology, offer unparalleled scope for research into all forms of visualisation of landscapes through the use of GIS, geophysical techniques and Virtual Reality. * 38 (125) 5. The Status and Problems of the Research on Industrial Heritage in China by Yiping Dong Tongji University, China ETH Zurich, Switzerland dong@arch.ethz.ch As the concept of ‘Industrial Heritage’ was known by academies in mainland of China in the late 1990, the research and education on this topic tend to be much slower than practice activities and mass media. In the Universities and Colleges, there is still no any specific department or institute focus on ‘Industrial Archaeology’ or ‘Industrial Heritage’. But many professional journals and the mass media are discussing these words recently. Especially in the field of architectural colleges, that is really a hot topic both in theory and design now. Because of the special participators group, the research on industrial heritage in China is mostly on industrial buildings and landscapes, relatively less discussion on the site of the original places or the original machines. Firstly I would like to review the pre-‘Industrial Heritage’ -concept-time, what have the Chinese researchers have done in this field. As the definition of ‘Industrial Heritage’ is based on many relative subjects, the former research results are scattered in the study of modern history, history of science and technology, the history of economy, and etc. Most of these researchers are interested in the ancient inventions and techniques. There are some publications about the history of ship-building, the history of mechanics, mining, textile, foundry, alcoholic, social relation of modernization, modern architecture etc. Some famous companies collected and published their archives and records, which are also important resources for further research. But compared to the vast amount of ancient results, the publications of modern industrialization are quite fewer. Mr. Stuart Smith said in 2005: “Now people feel free to discuss and research almost every aspect of the history of people in the last three or four hundred years, under the title ‘industrial archaeology’.” But the situation of China is quite different. We haven’t established such an idea of ‘industrial archaeology’ yet, not only in the mass media, but also the academia as well. Of course some industrial museum is under construction; however they are mainly focusing on the texts and pictures records, rather than original machines and sites. The second point I will explain why the discussion of ‘industrial heritage’ are mostly aroused in architectural field. In the turning point of centuries, some metropolises in China like Beijing, Shanghai and Chengdu, are experiencing the structural up-date, from the formal 39 (125) labour concentrated industry such as textile industry to knowledge concentrated industry such as information and creative industry. While the formal suburban factories are empty and the land is becoming in the centre of the city, these places are the targets of urban regeneration and redevelopment. How to treat these old industrial buildings and surroundings is the problem facing governors, urban planners and architects. The academic channel of knowing about ‘industrial Heritage’ is through the introduction about the urban-renewal cases and conservation cases in western countries, such as Ruhrgebiet in Germany, the Butlers Wharf and Docklands in London. These introductions focused on the adaptive re-use of the listed warehouses and docks, which gave the Chinese strong impression that the warehouses – normally considered to be demolished for new development – had great importance and value. These introductions usually use the concept of ‘Brown fields’, ‘Terrain Vague’, and ‘historic buildings’ but seldom use ‘industrial heritage’ directly. Since 2004 some symposiums has the sub-topic on ‘Industrial Heritage’. In 2006 and 2007, several professional magazines made the specific collections of the discussion on the practices of ‘adaptive re-use of industrial buildings’. Actually the spontaneous re-use of the empty warehouses and factories by modern artists started in the mid 90s for the economic reasons. Then late 1990s, some key persons introduced this concept of ‘industrial heritage’ through their practices. Their international educational backgrounds make the respect of the industrial buildings consciously. Mr. Deng Kunyan, a famous architect from Taiwan, in 1998 he started his own studio in a converted historical warehouse along the riverside of Shanghai. In 2004, UNESCO awarded Mr. Deng for his practice and efforts to preserve this warehouse area, which makes this concept more recognized both in professions and ordinary people. The Project of “Zhongshan Qijiang shipyard Landscape Park’ (finished in 2001, designed by Prof. Yu Kongjian), could be considered the first real landscape project which has the intention to preserve the industrial landscape and industrial memories. This project is awarded by ASLA in America, and then it is well known in both the academia of architecture and landscape. From the point of view of architects and urban planners, the first step has been achieved to record the building by survey, but they seldom realize the importance of the machines, workers’ oral history, the former manufacture processes. Now the largest urban regeneration project in Shanghai is the EXPO Park 2010, which is in the former shipyards and steel factories waterfront area, meeting the problems of how to preserve the historical sites of the first self-demand industrialization period. 40 (125) Another related concept is ‘Industrial Tourism’, which is firstly introduced to China from “Route Industriekultur” by some human geographer, is a major keyword in the discussion of ‘Industrial Heritage’. The introduction of England and Germany’s industrial tourism cases is increasing and prompts to establish Chinese industrial museums and visit programs to the modern factories. Shanghai has founded its own industrial tourist attraction nets (www.itripsh.gov.cn). In the field of archaeology and museums, in Apr. 18, 2006 a symposium in Wuxi was held, and the ‘Wuxi Proposal’ was given by the committees and experts from ICOMOS China and other fields as the first official documentation about ‘Industrial Heritage’ in China. Although we haven’t found a special organization, society or charity focused on this ‘industrial heritage’, the Chinese States Administration of Cultural Heritage started a largescale survey for the cultural heritage around whole country is undergoing since April 2007 until December 2011. (www.sach.gov.cn) This survey has a specific branch is focusing on the industrial heritage and the main target is the heritage of 20th century. Finally, I want to summarize my review of Chinese research and education on Industrial Heritage. 1. The importance of industry heritage has been recognized and widely accepted. 2. The pre-modern archaeology research and preservation on industrial heritage has made its own achievement. The research on modern Industrial heritage is mainly involved with urban regeneration and architectural survey. 3. Lacking of the systematically education and research guide lines on industrial heritage meanwhile the practice and real projects demand more specific knowledge. * 41 (125) 6. Lithuania: Educational Experiences and Plans9 by Marija Drėmaitė Vilnius University Lithuania marija.dremaite@gmail.com Industrial heritage being a marginal field of heritage studies and practice, gained a new focus after the international, mainly Scandinavian/Nordic-Baltic courses, that started in 2000 as a part of the large Nordic-Baltic Project “Industrial Heritage Platform 2000-2002” (www.ihp.lt) financed by the Nordic Council of Ministers. The project organized two international training courses in Lithuania in 2001 and 2002; I took part in organising and managing the courses. The course “Recording Living Industrial Heritage” was held in Kaunas in the match factory in 2001. It was focused on inventorying methods: material records as well as social studies of an industrial enterprise. Training course in Klaipeda in 2002 was the second part of the course “Industrial Heritage and Urban Change”. The main idea of the course was to compare industrial heritage in two industrial harbour cities – Helsingborg (Sweden) and Klaipeda (Lithuania). In Klaipeda the Lindenau Shipyard was investigated as the zone of tensions where the traditional heritage of the former castle, the remains of the shipbuilding, Soviet heritage, contemporary ship repairing practice and the needs of the city to make the area a public place as well as commercial interests to re-use the place confront. The questions discussed at the course were not only industrial buildings and their re-use but also the impact of industries on the social, economic and urban changes of the cities. Both courses had a lot of publicity and broadened the concept of industrial heritage in Lithuania both on the level of professionals and the authorities. In 2004 the pilot course “Industrial heritage” (32 hours – 2 academic hours weekly; 16 students) was introduced at Vilnius University, Department of Theory of History and Cultural History. The course later was expanded to a 64-hour course “New Concepts of Cultural Heritage” (master programme of “Cultural Heritage Management”, number of students 25). The lectures of industrial heritage were combined with the lectures of dissonant, immaterial and landscape heritage. Industrial heritage lectures focus on the history and formation of industrial heritage as a scientific discipline, the history of international and Lithuanian industrial history issues and heritage, and the protection and re-use of industrial heritage. The examination consists of an individual research paper (50%) and a written test (50%). 9 This revised version of the original paper was submitted 19 July 2008. 42 (125) In 2007 a new pilot course “Industrial Culture” was introduced for the first level students of History faculty (3rd-4th year of Cultural History and Anthropology; number of students – 40; duration 32 academic hours). The objectives of the course are to study industrial culture of the 19th-20th centuries, to define it’s features and main issues, to understand the impact of industry into the cultural developments of the modern society, and to understand the methods of industrial history. The course is based on four themes: issues of industrial society; themes of industrialization (industrial revolution, history of technology, factory system, history of work and workers); industry and modernism (industry as a generator of modernism, industrial architecture and modern architecture; modern technopolis, mass production and consumerism); and industrial heritage (de-industrialization and awareness of post-industrial society, genesis of industrial heritage, and industrial heritage practice). Students also carry a group project on researching the industrial history (fieldwork, interviews and working in archives). The seminars are organised on the following readings: Davies, Norman (1996), Europe. History, (chapters Revolutio, Dynamo, Tenebrae, Divisa et Indivisa) Foucault, Michel, Discipline and punishment (chapter: Discipline) Benevolo, Leonardo (1998), History of the European City (chapters: Industrial city and Modern city) Hobsbawm, Eric (2000). Age of Extremes. 1914-1991 Supplementary readings and studies of material include: Palmer, Marilyn & Neaveson, Peter (1999), Industrial Archaeology: Theory and Practice, London Kalm, Mart & Ruudi, Ingrid (eds., 2005), Constructed Happiness. Domestic Environment in the Cold War Era, Estonian Academy of Arts Proceedings 16, Tallinn Nevanlinna, Anja (ed. 2007), Industry and modernism. Companies, Achitecture and Identity in the Nordic and Baltic Countries during the High-Industrial Period, Studia Fennica Historica 14. Helsinki Darley, Gillian (2003), Factory, London Pollard, Sidney, Peaceful Conquest: the Industrialization of Europe, 1760-1970 Markus, Thomas A. (1993), Buildings and Power: Freedom and Control in the Origin of Modern Building Types (Chapter 10 Production) Hurricane, John & Winter, Jay (eds., 2006), Europe 1789 to 1914, Encyclopaedia of the Age of Industry and Empire. 6 volumes Roe Smith, Merrit & Leo Marx, Leo (eds. 1994), Does Technology Drive History? The Dilemma of Technological Determinism, Cambrdige (Mass.) Mokyr, Joel. The Rise and Fall of the Factory System: Technology, Firms and Households since the Industrial Revolution http://www.faculty.econ.northwestern.edu/faculty/mokyr/pittsburgh.PDF Group research project is organized following the conceptual scheme of the travelling Nordic-Baltic exhibition Dream Factories: Industry and Modernism in the Nordic and Baltic 43 (125) Countries 1945-1990. (http://dreamfactories.eu). The group of six people (max.) research the selected company in Vilnius. They collect and write the short history of a factory or enterprise and interview a person (preferably a veteran) employed at a factory. The six themes include: the dreams about a factory, the work at the factory, the leisure time, the home and the factory, the society and the factory and the end of dreams. Students showed a huge enthusiam for this project which trains both their skills of historian and the anthropologist reasearching industrial history which includes history of work, design, production and technology. The form of examination combines the presentation of a group research project plus the report of a project (70%) and a written test on a course material (30%). After comparing the academic programmes and the short-term intensive training courses it is evident that the courses are more effective, because they are purpose built (e.g. focused on a special issue, like, for example, inventory methods), intensive, have a motivated audience and include a lot of fieldwork with a tutor on site. At the academic course there is a part of students that are less motivated, the course includes more theory, history and less fieldwork and tuition. However it is necessary to reach the broader audience and to form an important approach towards industrial history. For a small country like Lithuania (3 million inhabitants) lacking a significant industrial history, industrial heritage remains on the outskirts of the mainstream cultural heritage practice. The introductory course for the first level history students proves to be important, since it brings understanding of the importance of industrial history and industrial heritage. The most effective seems to be specially designed, short-term course for master level students and professionals where prerequisite readings and fieldwork is combined. The international short-term training courses, summer schools and alike are very effective too, because of the features mentioned above: field work, intensive discussion, and sharing experiences. * 44 (125) 7. Industrial Heritage – Education and Training P r o g r a m m e s i n F r a n c e 10 by Geneviève Dufresne, PhD Vice présidente du CILAC TICCIH National French Representative genevieve.seurduf@orange.fr At the last international TICCIH congress held at Terni in 2006, Marie-Noëlle Polino and Florence Hachez-Leroy took stock of the French situation concerning education and training programmes on the industrial heritage. Since 2006, this situation has evolved and the aim of this present paper is to update the information and to present some new realities. The level of studies in the field of industrial heritage is postgraduate, Masters 1 or 2. Places where these study programmes are organised are very few: about ten institutions all told, scattered throughout the country and most of these teaching or training institutions are associated with universities or other high-level educational establishments. Studies on the industrial heritage are often an optional specialisation included within a more general course on the cultural heritage and there are very few students in each course. And, for various reasons —inadequate advertising for the courses, paucity of students, financial difficulties, etc.— these courses are not necessarily repeated from one year to the next. The courses are often comparatively expensive for universities to run, because of the need to organise field workshops and visits, and to invite external specialist contributors for relatively small numbers of students. University education in France is State-run and there is no real tuition system, even where specialised professional training is concerned. Who can register in the training courses? Most of the young graduates hope to work in the field of the industrial, scientific or technical heritage, but they are generally aware that the employment opportunities are thin on the ground. They are looking for professional training, not only limited to theoretic courses on industrial archaeology or the industrial heritage, but encompassing survey work, case studies, archival research, field workshops, foreign examples, etc. They want to be in contact with various professionals in the field, such as museum and heritage curators, architects and historians specialised in industrial and technical history, and they appreciate the opportunity 10 This revised version of the original paper was submitted 24 July 2008. 45 (125) to be involved in training programmes combining their courses with authentic work experiences. Opportunities for employment Opportunities for professional work in the field of the industrial heritage exist in France but are not very numerous. First of all, at the level of employment by the state (essentially the ministry of culture) or as agents in what are known as the ‘collectivités territoriales’ (i.e. the local authorities of communes, departments and regions), jobs today are fewer and further between, and recruitment is organised by means of a highly selective competitive entrance examination (Concours d’attaché territorial de conservation du patrimoine, option patrimoine scientifique et technique). For others forms of employment most are short-term contracts (CDD: Contrat à durée déterminée), which now cover the majority of cases and involve anything from a few months’ work to three years at most. In some regions or in a handful of towns and cities where cultural or tourist projects are based on the industrial heritage, opportunities for work can be found for young graduates, particularly in the field of the restoration and re-use of industrial sites. A sound knowledge of industrial history, research in archives, field investigations and sociological surveys are necessary. In the private sector, even if several companies now take an interest in their own history, in the management and use of their historic archives and, less often, in the conservation of their old industrial buildings, most of these are not still prepared to employ a well-trained student in order to study or do inventory work on buildings, machines or manage company archives. When employment is offered, it is often a temporary job required for the organisation of an event such as an exhibition or an anniversary celebration, generally organised under the auspices of a public relations department of the firm. As for architects specialised in the conversion of industrial buildings to new uses, it is extremely rare for them to hire people to study the past of the factories they are dealing with. For most architectural practices, unfortunately, the preservation of the memory of a site is not their foremost preoccupation. If they need somebody to do some historical research, they often prefer to use a specialised agency. Who manages the training courses? Diverse bodies and professionals manage the training courses: 46 (125) University academics: historians, geographers, town-planners who are specialised in industrial, scientific or technologic history. Some of these participated in the Louis Bergeron’s seminars (EHESS, Paris) between 1979 and 2000. These seminars often invited foreign speakers on industrial archaeology or in industrial or technical history. Others took place at the Documentation Centre for Technical History (CDHT), founded by Maurice Daumas, which hosted the Diplôme d’études approfondies, DEA, created in 1997, (now Master 1 Recherche) on the history of techniques, co-organised by three academic bodies, the CNAM (Conservatoire national des arts et Métiers), the EHESS (Ecole des Hautes Etudes en Sciences sociales) and the Sorbonne university (Paris-IV). Among professionals, the following should be mentioned: Some engineers trained in France’s major engineering schools (Grandes Ecoles); Curators from industrial, scientific or technical museums, themselves trained at the Ecole Nationale du Patrimoine, founded in Paris in 1990 and which became the Institute National du Patrimoine in 2001; Curators or researchers working for the Direction des Musées de France or for Inventory services (Ministère de la Culture et de la Communication); and, Members of industrial heritage associations, in particular France’s national association, the CILAC. List of training programmes in France 2007/2008(which are planned to be continued in 2008/2009) Université Paris I, Panthéon-Sorbonne, Master 2 Professionnel Histoire et gestion du patrimoine culturel (History and management of the cultural heritage). Number of hours specifically devoted to the industrial heritage: 20. Number of students: 25. Université Paris I, Panthéon-Sorbonne, Master Erasmus Mundus TPTI Techniques, Patrimoines, Territoires de l’Industrie: histoire, valorisation didactique (Technical history, heritage, industrial territories, history and didactic interpretation). In partnership with Evora University (Portugal) and Padua University (Italy). 25 European and non-European students; duration: two years. Université de Bourgogne – Dijon. Master 2 professionnel: Administration économique, sociale et culturelle, (Economic, social and cultural administration) Métiers de l’art, de la culture et du patrimoine, option gestion et valorisation du patrimoine industriel, scientifique et technique. (Art, culture and heritage professions, option management and valorisation of industrial, scientific and technical heritage). Number of hours 47 (125) specifically devoted to the industrial heritage: 170, including museum studies and field workshops. Number of students: 10. Université de Nantes, Master 1 Recherche Histoire des sciences et des techniques (Scientific and Technical History). Number of hours specifically devoted to the industrial heritage: about 20. Number of students: 15. Université de Nantes, Master 2 Recherche Number of hours specifically devoted to the industrial heritage: about 20. Number of students: 20 Université Bretagne-Sud (Vannes-Lorient), Centre de Lorient, Master 1 Métiers du patrimoine: politiques patrimoniales et développements culturels (Heritage professions: policies and cultural development). Number of hours specifically devoted to the industrial heritage: 25 to 28. Number of students: 25 Université Bretagne-Sud (Vannes-Lorient), Centre de Lorient, Master 2, professionnel Métiers du patrimoine: politiques patrimoniales et développements culturels (Heritage professions: policies and cultural development) Bretagne occidentale (Brest-Quimper), Centre de Quimper, Master 1: Culture et sociétés Gestion des patrimoines architecturaux, artistiques et culturels (Management of architectural, artistic and cultural heritage). Number of hours specifically devoted to the industrial heritage: 25 à 28. Number of students: 25. Université de Haute-Alsace (UHA)- Mulhouse, Master 2 professionnel Patrimoine et musées (Heritage and Museums). Number of hours specifically devoted to the industrial heritage: 40. Number of students: 40. Université de Haute-Alsace (UHA)- Mulhouse, Master recherche Histoire des économies et des sociétés industrielles en Europe (History of industrial economies and societies in Europe) organised in collaboration with the technological university of Belfort-Montbéliard (UTBM) and the University of Franche-Comte. Number of 48 (125) hours specifically devoted to the industrial heritage (with a special module entitled ‘From Factory to Heritage’): 25. Number of students: 12 to 15. Université de Savoie (Centre de Chambéry), Master 2 Patrimoine industriel, scientifique et technique (Industrial, scientific and technical heritage). Number of hours specifically devoted to the industrial heritage: about 40. This training course was interrupted in 2007 but is to be resumed in 2008/2009 Université d’Artois (pôle d’Arras), Master 1 Mise en valeur du patrimoine (interpretation of the industrial heritage). Number of hours specifically devoted to the industrial heritage: about 50 Université d’Artois (pôle d’Arras), Master 2 Mise en valeur du patrimoine en Europe (interpretation of the European heritage). Number of hours specifically devoted to the industrial heritage: about 30. This course replaces the Master 2 option Patrimoine industriel scientifique et technique (industrial, scientific and technical Heritage) which ran from 2002 to 2008 and proposed about 122 hours specifically devoted to the industrial heritage. ENSAM (Ecole Nationale Supérieure d’Arts et Métiers) de Cluny, Master Spécialisé (6ème année, admission charges), Technologie, culture et patrimoine (Technology, Culture and Heritage) Number of hours specifically devoted to the industrial heritage: variable, a free choice curriculum based on a project, with training courses and a professional report. Number of students, about 10. Université Jean Monnet – Saint-Etienne, Master 1 recherche, Territoires, patrimoine et environnement (Territories, heritage and environment) Number of hours specifically devoted to the industrial heritage: 40. Number of students: 50. Université Jean Monnet – Saint-Etienne, Master 2 recherche, Territoires, patrimoine et environnement Option: Métiers du patrimoine (Territories, heritage and environment, option heritage professions). Number of hours specifically devoted to the industrial heritage: 30. Number of students: 40. 49 (125) Université Jean Monnet – Saint-Etienne, Master 2 professionnel, Territoires, patrimoine et environnement (Territories, heritage and environment) Number of hours specifically devoted to the industrial heritage: 12. Number of students: 15. Université Jean Monnet – Saint-Etienne, Master Erasmus Mundus-Maclands (Master in cultural landscapes) Scholarship for 32 students from non-European countries. Partnership with the universities of Stuttgart and Federico II Napoli. Duration: two years École Nationale d’Architecture de Paris-Belleville, D.S.A (diplôme de spécialisation et d’approfondissement) Option Architecture et patrimoine (Patrimoine architectural et urbain du XXe siècle) Option: Architecture and Heritage (Architectural and urban heritage during the 20th century). Number of hours devoted to industrial architecture and conversion projects: about 100. Number of students: 40. Duration: two years CILAC Seminar (in collaboration with the University Jean Monnet of Saint-Etienne)(Regional and Heritage studies Institute). 14-16 mai 2007, Saint-Etienne “ Intervenir sur le patrimoine industriel. Outils pour l’interprétation des sites et l’aménagement du territoire “(Intervention on the industrial heritage. Tools for interpreting sites and their territories). This was the first training seminar organised for the CILAC by Marie-Noëlle Polino, in charge of the scientific and educational contents. Training courses and field visits. Duration: three days. Number of participants: 35The next seminar will be organised in early 2009 in partnership with the architecture school of Paris-La Villette and the heritage service of the Seine-Saint-Denis department. From primary school to secondary school (collège to lycée.)Examples of training programmes and pedagogical practices in the field of industrial heritage. Champagne-Ardenne Region (APIC –Industrial Heritage Association in ChampagneArdenne). A special report on the teaching of the industrial heritage at secondary schools was published in May 2008 in the educational journal Historiens-Géographes, n°398. In this report, the overall coherence which exists between pedagogical practices recommended by the French state educational services (outdoor activities, environmental studies, case studies) and industrial heritage studies was demonstrated. Several articles present pedagogical procedures and experiences from primary school to university level. 50 (125) Following the national charter (April 2002) entitled ‘Adoptons un patrimoine’ (Adopt a heritage place), awareness programmes on industrial heritage issues have been tried out in the Champagne-Ardenne region by the association APIC. They are called ‘Les Mercredis du patrimoine’ (Heritage Wednesdays). The aim is to present and analyse an industrial heritage site for groups of about twenty primary school teachers. The APIC association has prepared a map of twelve industrial sites in the Marne department, easily understood by children. This map, distributed in all the schools and documentation centres of the department, are the basis of the ‘Heritage Wednesdays’. For secondary school teachers (who work on Wednesdays), some field workshops have been organised one Saturday a month and one weekend a year. For these teachers, the most important teaching aid is the Atlas of the industrial heritage of the Champagne-Ardenne region, published in 2005. After five years, all these training experiences are always well subscribed. North-Pas-de-Calais Region. Since 2002, in the North of France, the artistic and cultural educational regional Pole (Préac) has been coordinating training initiatives in the field of industrial heritage. This network of resources is managed by the association ‘Labour Memories’ (Mémoires du travail). It includes several institutional partners: the Regional Direction of the Cultural Affairs (DRAC), the Rectorat (local education authority), the Regional Center of Educational Documentation of the North-Pas-de-Calais Region and of the University Institute of teacher education (IUFM). Mémoires du travail aims at making a broad audience, including primary and secondary school teachers, better aware of the memory of the industry. The questions of preservation of adaptive re-use and the transmission of memory are at the core of its action. The Association federates, on behalf of the North Pas-de-Calais Region, initiatives and skills in the field of industrial heritage. Every two years it organises a two-day seminar. The 2008 edition was entitled “Le travail de mémoires: la valorisation et ses enjeux” (The work of memory: interpretation and its issues). Next year, in 2009, the seminar will deal with “30 years of industrial archaeology in the North Pas-de-Calais region, development and perspectives” * 51 (125) 8. Training, Education and Research within the Field of Industrial Heritage in Romania by Ioana Irina Iamandescu University of Architecture and Urbanism "Ion Mincu" Department of History, Theory of Architecture & Heritage Conservation Bucharest, Romania irina_iamandescu@yahoo.com, arheologieindustriala@gmail.com Introduction Industrial Archaeology is still a rather new and not very well defined discipline in Romania that does not exist at its own in the University curriculum. However, one can observe a clear tendency of integrating industrial heritage issues in the rehabilitation, conservation & restoration programs. This tendency follows the philosophy of the Romanian restoration school that considers as more useful the integration of particular approaches (such as industrial heritage, heritage of the 20th century etc) into the general formation of our students, rather than creating very specialized independent courses on matters that are, still, closely related in terms of methodology and practice. Therefore, a few courses and practical applications in industrial heritage were introduced at the University of Architecture and Urban Studies “Ion Mincu” in Bucharest – UAUIM (in the frame of the conservation & restoration curriculum), and at the University “Eftimie Murgu” in Reşiţa (in the frame of the cultural tourism curriculum) and were as well included in the programs of the Center for Continuous Professional Training in Culture (while the Center is also trying to establish a data base regarding Romanian professionals competent in the field). A two weeks Intensive Training Program was organized in 2004 in Timisoara under the coordination of the University of Padova and another one is now under preparation. Periodic events like the series of the international workshops in industrial archaeology organized in Romania by the Ministry of Culture starting with 2001 have essentially contributed to a better understanding of the industrial archaeology in Romania and can also be considered as formative experiences for those attending. As an outcome of this growing concern for this field in the academic milieu, many architectural graduation projects and Master diplomas were dedicated to industrial heritage and some related PhD research studies are in course at the moment. The research activity is also illustrated by a series of research projects developed either in the same UAUIM, or by technical Museums (Technical Museum Stefan Procopi in Iasi: Memory of Industrial Heritage – www.memopatind.ro), or research institutes in related fields 52 (125) (Research Center in Cultural Fields: Deindustrialization, Urban Regeneration and Cultural Industries ) which started to produce valuable contributions in terms of research methodologies, inventory practice and public perception of the industrial heritage. International projects were initiated, each having a research component: Industrial heritage between land and sea – for a European network of ecomuseums – a Culture 2000 project of several European partners, developed under the patronage of TICCIH (www.amers.info); Forcopar – a Leonardo European project for a feasibility study regarding distance learning in industrial archaeology (www.forcopar.com); A number of articles and studies mostly related to particular sites or towns were published lately and a few web pages were developed for introducing some of these projects. The short presentation following gives a brief overview of the activities developed in the field of industrial heritage by the University of Architecture and Urbanism “Ion Mincu” in Bucharest – UAUIM. Other activities mentioned above, developed by other institutions, although quite worthy of attention, were not subject to this report. Training and education The UAUIM is organized in several Faculties and post graduate studies programs and still represents an exception in the Bologna system, functioning in a 12 semesters study frame for the main faculty of Architecture (further details on UAUIM can be found on www.iaim.ro). The Department of History, Theory of Architecture and Heritage Conservation in UAUIM offers activities dedicated to industrial heritage, integrated in the general conservation & restoration curriculum as follows: In the frame of the Master Program in Conservation & Rehabilitation of Built Heritage (post graduate Master course organized by the department in cooperation with the Technical Studies Chair; 2 years study frame; activated every two years; approx 20 students attending): The Master program has a wide interdisciplinary approach and offers courses on major themes such as: Research Methodology; Political, Administrative and Legal Issues; Detailed Diagnosis and Treatments; Cultural Significance of Built Heritage; Concepts and Principles for Preservation; Conservation Techniques and Procedures etc. Although they are integrating industrial heritage issues (when the case) an additional short (4x2hrs) course on Industrial Archaeology has been put forward (since 2005), aiming to introduce the post graduate students to particular issues of the field such as industrial processes, specific investigation methodologies, industrial heritage typologies, international experience in the protection of 53 (125) industrial heritage. This also contributes to a better approach of the two semesters project (the main practical application) dedicated to the rehabilitation of three listed industrial sites in Bucharest. The project includes field and archive research, cultural evaluation of the respective industrial sites, rehabilitation strategic plans and restoration proposals. The examination consists in the open presentation and debate of the research results and of the respective proposal in the presence of all the students involved. In the frame of the Architectural Survey Application for the Faculty of Architecture followed by a restoration project (5th and 6th years of studies; 20 to 40 students attending in respect of their options): The in situ 2 weeks summer application includes every year, since 2003, besides other architectural monuments, at least two significant industrial sites in Romania for which the students can express their options. The application includes the architectural survey of the industrial buildings, a photographic documentation, a state of conservation report, an archive and bibliographic research and it is followed, the next semester, by a deeper approach comprising cultural evaluation and restoration proposals. The examination consists in the open presentation and debate of the survey, the research results and of the respective proposal in the presence of all the students involved. Some of the students are deciding to continue these exercises by choosing the very industrial sites as subjects for their graduation projects. As a result a valuable archive of industrial (preliminary) surveys was put together and a range of interesting graduation projects on industrial sites conversions were completed, some of which were successfully presented in a recent exhibition Approaching Urban Industrial Landscape. In the frame of the College of Conservation & Restoration (3rd year of study in the future 3 years Bologna study frame): An optional one-semester length course in Industrial Archaeology, developing the structure of the course presented above, is in preparation and to be introduced in the curriculum starting with 2009. In the frame of the Workshop on Industrial Heritage: Methodologies of Conservation, Reuse and Environmental Reintegration (intensive training summer workshop open to a number of 20 to 30 students, subjects to selection): The workshop is to be organized as a summer school in 2008 at the initiative and in full cooperation with the University of Padova and it is aimed at understanding the complexity of the industrial phenomenon and the combinations of technical, economic, cultural and institutional factors that determine its origins and its future; at understanding the wide-range of specialist knowledge necessary; at learning working 54 (125) methodologies of industrial archaeology; at learning about and comparing experiences in other countries. Research The Department of History, Theory of Architecture and Heritage Conservation in UAUIM holds a leader position in the research regarding conservation and restoration of built heritage in Romania. The research work is coordinated by the regular staff of the department, including several acknowledged experts in the field of monuments protection, who are trying to draw into their research projects as many master and PhD students as possible. Two of these projects, initiated between 2003 and 2006, were dedicated to the industrial heritage: Industrial Heritage of the Montaineous Banat – European Value and Integration Potential (national research grant CNCSIS A7746): The project aimed at elaborating the fundaments of an all-embracing research concept concerning the conservation and valorisation of the industrial heritage starting from the study of the most complex and rich in industrial heritage region of Romania. At the fundamental research level the project managed to come up with an efficient instrument of identifying and defining the specific values of industrial heritage among which the immaterial cultural value that was, however slightly overlooked by the research until now. At the applied research level, within this project were gathered processed and made ready for public circulation, in an integrated manner, information and data about the industrial heritage – a type of heritage practically unknown in Romania. At the level of the relationship between fundamental and applied research, the project proposes, using the necessary scientific approach, a value hierarchy of the industrial heritage objects in the area, necessary for drawing up an efficient strategy of intervention. Feasibility Study Regarding the Distance Learning Programme for the Continuous Education of the Actors Involved in the Recovery of Abandoned Architectural Heritage of the 19th and 20th Centuries (Leonardo da Vinci project EUR/02/PP-84714 www.forcopar.com): The project was elaborated over the span of three years 2003/2006, by academics and organizations from Italy, Belgium, France, Portugal and Romania and it was aimed towards the recovery of abandoned industrial heritage. A set of seven distance training modules was elaborated: Industrial Archaeology (general module); Safeguarding and Socio-Cultural Programming; The Memory of the Working Place; Methodology for Setting up a National Database of Industrial Sites; The Architectural recovery project; Technologies of Production, 55 (125) Energy and Transport; Evaluation – Survey, Diagnosis, Potential, Conversion. Study cycles made up of compulsory and optional modules were created for different potential target groups. Each module consists of a sequence of texts, topics for papers and seminars, mandatory activities etc. and is run by a module tutor. The project makes use of the specific means of distance communication for the permanent relationship between students and tutors, demonstrating the possibility of using this type of distance learning at a European level. The project also puts forward a possible scheme for its practical implementation. Although industrial heritage in Romania would certainly need extra care and specialized assistance, the expectance for job opportunities in this field is definitely low. As a result, the integration of the topic in a more general study curriculum dedicated to built heritage conservation and rehabilitation, as well as the students involvement in the research work of the Department, are, for now, probably the most suitable solutions to insure a new generation of professionals prepared to react with responsibility and know-how to the challenges of industrial heritage protection. * 56 (125) 9. Education and Research in Industrial Heritage at the Department of Conservation, University of G o t h e n b u r g 11 by Bosse Lagerqvist Department of Conservation University of Gothenburg bosse.lagerqvist@icug.gu.se Introduction The Department of Conservation is situated in Göteborg12 and Mariestad, separated by roughly 200 kilometres. It holds a staff of circa 50 persons with expertise in primarily preservation and history of cultural properties and built heritage. In the university context the department is organized within the Faculty of Science, with collaborative links with primarily the Faculty of Humanities and Chalmers School of Technology. The department provides education on basic, advanced and doctorate levels, with five bachelor programmes, one master programme, a number of courses outside the programmes on basic and advanced levels, and one PhD-programme in conservation. The total number of students corresponds to circa 300 full time students. Departmental background The department began its history when the Bachelor programme in integrated conservation of built environments was launched in 1978. Since then a faculty switch has been made from Humanities to Science and the number of programmes has increased. The PhD-programme started in 1992 and so far 11 persons has been approved for the doctoral degree in conservation. Important background factors for the programme start in 1978, was the European year on conservation of built heritage in 1975 and the Amsterdam declaration of the same year. Also important was the fact that Swedish city cores had been heavily transformed during the 1960’s and a growing awareness on the qualities of built heritage was slowly established. What was missing in the Swedish context was properly trained conservation/restoration professionals, hence the start of the new Bachelor programme beginning as a local (Göteborg) experiment. 11 12 This revised version of the original paper was submitted 20 August 2008. The city name is Göteborg and the Board of the university has decided that the name of the university should be University of Gothenburg, i.e. an older English version of the city name used a couple of decades ago in different international contexts. 57 (125) During the 1980’s and 90’s the industrial heritage became a growing concern for the conservation field, and the need for further education in industrial history and industrial heritage management became apparent. By the end of the 1990’s a short course in industrial and technological history, was developed at the department. Its target group was previous students from the programme in integrated conservation of built environments, working as conservation/restoration professionals. Through the course a close cooperation was established with Forsvik Works, at that time an industrial heritage site organised as a foundation. Course development: 20th century industrial sites as cultural heritage From the previous short course in industrial heritage a development was initiated by discussions with Forsvik Works, the Department of Economic history at University of Gothenburg and the Department of Technological history at Chalmers School of Technology. The aim was to formulate a course on 30 ECTS on master level, with a broadened target group i.e. conservation/restoration professionals as well as students beginning their master studies in conservation, economic history or technology. The course is given every second years and runs on half-time, more or less localized to Forsvik Works. So far circa 40 persons have studied the course, most of them were students in conservation but a fair number of professionals have managed to combine the course work with their ordinary work. The course aim is to provide a deeper understanding of some important industrial branches in the Swedish 20th century society and how to apply a heritage perspective on such sites – whether still in function or not. The branches that have been chosen for study are infrastructure and energy, foundries and workshops, process industry with focus on paper, wood and furniture, and textile industry. Important part of the course is study trips to industrial sites with production in work, as well as sites with the previous production shut down and replaced through preservation activities. Since the course is running on half-time, the study progression is organised through intensive meetings once a month comprising of two-three days in each meeting. The learning goals states that the student after the course should be able to: • Demonstrate good knowledge and understanding of technological and industrial history and the societal and economical basis for industrial development during the 20th century. • Demonstrate good knowledge in methodologies providing historical background, societal context and historical qualities of an industrial site, and good ability to 58 (125) scrutinise cultural and historical relevance as well as possibilities and limitations for future re-adaptations. • Demonstrate good ability to independently and on a professional level formulate a conservation/restoration plan. • Demonstrate good ability to independently within the framework of an individual case-study discuss issues and problems related to preservation and re-adaptation based on: - good insights in theories concerning production of cultural heritage, and good ability to relate these to the case-study in general and discussions regarding conservation statements, - good ability to relate critically to different sources, information and methods within a conservation/building historical problem, - good ability to relate to a broader societal discussion including economical, industrial and planning perspectives, as well as to the individual persons environment and possibilities for local and regional development. Course development: Maritime history The maritime history in Sweden has not – apart from the maritime museums – been an integrated task in cultural heritage work in general among museums. Rising from a growing concern for the industrial heritage, the need to describe and understand historical and societal significances of wharfs and harbours as well as boats and ships tends to be more and more an important part of preservation work. The Department of Conservation therefore started an orientation course in maritime history in 2006 (Boats, vessels and ships), which was followed by a new course in 2007 (Preservation of the maritime heritage). Both courses have a length of 15 ECTS, are given every fall semester and are run on half-time. Around 30 persons have so far studied the first course, and circa 10 the second. Both courses are examined by case studies, formulated individually or in groups of two. The learning goals states that the student after the course should be able to: • Describe vessels that sails or have sailed on primarily Nordic waters during 19th to 20th century. • Demonstrate good knowledge about the Barcelona Charter. • Have knowledge about different organisations active within the maritime heritage and their work for preserving this heritage. • Have knowledge about the problems and possibilities in preserving and restoring this heritage. • Independently discuss cultural historical values in relation to boats, vessels and ships and issues related to this heritage. • Describe problems and questions in care and preservation of the maritime heritage. 59 (125) The plan for 2009 is to develop a course corresponding to 30 ECTS with a focus on theory and methods for conservation/restoration of boats and ships. This new course is intended to be tightly linked to the developing ships preservation centre at Forsvik Work, emerging from the reconstruction project of the paddle steamer Eric Nordevall II. Problems One major problem, which the Conservation department in Göteborg has faced, is the difficulty to attract a relevant number of students to apply to the course on industrial heritage. From the start the intention was to run the course every year, but that has been changed to every second year. Still, however, it is hard to get 10 or more students to study the course. As we see, a number of measures might be necessary to perform: • Revise the course content to be more focused on a specific issue, hence also shorten the course length. • Develop possibilities to cooperate with other departments in Sweden and elsewhere and thus providing attractive study careers for the individual student, and gaining access to a potentially larger student group. Concerning international cooperation there are some practical and bureaucratic obstacles concerning: a) Economy – living-costs for students, student costs involved with course work, course fees for the student (in Sweden all higher education is, so far, free from fees), different financing models for university department in different countries. b) Admittance process – qualification levels need to be agreed upon which would be easy within Europe due to the Bologna agreement. c) Examination – which department will have responsibility for the graduation process, when students follow only parts of course or programs and not the full curricula. So, from Göteborg point of view we look forward to continued discussions intending to simplify the exchange of students between different countries. References www.conservation.gu.se www.forsvik.com www.nordevall.com * 60 (125) 10. Training, Education and Research within the Field of Industrial Heritage Studies in Sweden by Marie Nisser, prof. emir. Royal Institute of Technology, History of Science and Technology Industrial Heritage Studies nisser@kth.se Introduction Looking back Industrial Archaeology or Industrial Heritage studies in the Nordic Countries has no doubt had difficulties to become acknowledged as a discipline in its own right within the Academia. The subject has been more or less based on practical fieldwork and preservation of monuments and sites. And it has mainly been a concern of museums as well as local, regional and/or national Boards of environment and conservation. In the Nordic Countries we have tried for several years to meet up with those needs. However, the studies have come to include a broader spectrum of training issues during the latest years and several research projects and doctoral studies have contributed to refine the agenda and upgrade important research themes to a higher level than before. Like History of Technology, Industrial Heritage studies tend to overlap other disciplines such as economic history and geography, ethnology, archaeology, history of art and architecture, anthropology and sociology. It could create an impression that the subject is loosely defined and lack a theory of its own. That is, however, not the case. The definition of the field of studies may be broad and accordingly not just one theory can be applied at all times and everywhere but a theoretical approach has become important in practically all research agendas. In its early days of existence History of Technology witnessed the same difficulties to be recognized and legitimized as a bona fide field. It was said: “History of Technology is a bogus concept, artificially abstracting out of context bits and pieces of human experience. These bits and pieces only make sense in the context and thus, History of Technology, which reinforces this abstraction, is, intellectually wrongheaded.” 13 Today, History of Technology has become recognized as an important field of studies with chairs, masters and doctoral programs and many important research projects being funded by Said by David F. Noble, professor of the History of Technology at MIT. A quotation from: Svante Lindqvist, The teaching of History of Technology in USA – A Critical Survey in 1978. Stockholm Papers in History and Philosophy of Technology. Report TRITA-HOT 5003. Stockholm 1981. 13 61 (125) national or multinational foundations in Sweden. The largest unit of them all is to be found at The Royal Institute of Technology, where a permanent chair was set up in 1992, but Svante Lindqvist who was appointed the chair-holder had been extra professor on terms of agreement since 1987and head of the department. And at the same time the Swedish foundation of Humanities and Social Sciences decided to promote Industrial Heritage Research. A chair was equally set up in 1992 and History of Science and Technology and Industrial Heritage Research joined forces. The chair was the first to be set up in the world but was soon followed by others in Germany, Great Britain, the U.S. and so forth. Few teachers and senior lecturers at the Technical Universities in Sweden were ready to accept that History of Technology should be taught in these surroundings. Developing new technologies and training new management leaders of future industries was all that mattered. Studies of History of Technology and Industrial Heritage had great difficulties to be acknowledged as fields of studies in their own right. During the first years of the 1990s some of the courses in History of Technology at KTH were obligatory but that was given up after some years. The students made it clear that they had no interest at all to be taught about the past when they spent all their time to become the leaders of future industrial Sweden. So, courses in History Science of Technology were set up on an optional basis and the number of attendants decreased drastically. From between 100 – 200 uninterested and reluctant students the average number in the voluntary courses were between 20 to 30 students, but those students were on the other hand more focused on learning and could see the benefits of knowing something of the background of the development of industry and technology. The situation was not the same at all technical universities in Sweden. The target of KTH was to train students to become experts of their own field, searching for knowledge in depth but narrow. Some years ago Uppsala University created a new training program for presumptive students in technology, called the humanistic-engineer with two years training in the classical technical sciences and two years training in the field of human and social sciences. From the very beginning this new training programme was met with great success with more than six hundred applicants in the first year and that at a moment where the number of applicants to the classical training in technology witnessed a dramatic drop. Other technical colleges and universities in Sweden: Lund, Luleå and Göteborg were also more successful in attracting students for studies in History of Technology. Those courses were and still are to a certain extent very popular among the students and are run on a one-year or one term basis. 62 (125) Industrial Heritage studies had even greater difficulties to be acknowledged at KTH. First of all the subject was somewhat overlooked by some of the historians of Technology. That was not so difficult to understand. History of Technology struggled itself to find a platform at KTH, why should it support this new subject oriented towards the physical environment and museums. The upholders of industrial heritage studies were accused of lacking a theory of their own and the opponents had great difficulties to see the benefits of practical field studies. It was more important, they claimed, to sit back and read and discuss books and other publications. The attitudes have however changed today and fieldwork is regarded as an asset in the training programme. Part-time courses in Industrial History with an emphasis on the Industrial Heritage have been held twice in 2002 and 2003 and a new one is planned to take part in the fall of 2008. Industrial history has also been embedded in a course given to all the foreign students at KTH called Swedish Society. Within the realm of research the section of Industrial Heritage Research has been fairly successful with a number of doctoral theses presented over the years: Eva Dahlström (1999, in Swedish), The Workshop Area. Machine Shops between Handicraft and Industry during the nineteenth Century; Anders Houltz (2003, in Swedish), A Temple of Technology: Modernity and Industrial Heritage at the Gothenburg Exhibition of 1923; Jan af Geijerstam (2004), Landscapes of Technology Transfer. Swedish Ironmakers in India 1860 – 1864; Dag Avango (2005, in Swedish), Swedish Mining between Industry, Diplomacy and Geo-science 1910 – 1934; Brita Lundström (2006, in Swedish), Established 1876: History and Corporate Identity within Ericsson; Anna Storm (2008), Hope and Rust. Reinterpreting the industrial place in the late 20th Century. The
two
last
mentioned
theses
were
preceded
by
licentiate
 publications.
And
a
third
licentiate
publication
was
the
one
presented
by
Helene
 Sjunnesson
(2006,
in
Swedish),
Paper
from
rags:
Studies
of
Continuity
and
Change
in
the
 Nordic
Paper
Industry
from
the
17th
to
the
20th
Century.
 It would not be fair not to mention some other doctoral thesis at other universities having been published in the last fifteen years: Annika Alzén (1996, in Swedish), The Factory as Cultural Heritage. The Question of the Conservation of the Industrial Landscape at Norrköping 1950 – 1985; Gabriella Olshammar (2002, in Swedish), The permanented provisional arrangement. A re-used industrial area waiting to be torn down or acknowledged; Johan Samuelsson (2005, in Swedish), Community writes History: Museums, identities and narratives in Eskilstuna 1959 – 2000. 63 (125) The Nordic Courses in the 1990s The section of Industrial Heritage Research looked for new allies supporting the idea of understanding the industrial past in a multi-disciplinary context and one of them was Maths Isacson at the Department of Economic History at Uppsala University. Sweden is a small country, counting the number of inhabitants, and the same was true for the other Nordic countries. Thus plans were set up to start a program or a course on a multi-disciplinary and multinational level aimed at students of a number of disciplines and also practioners such as museum attendants and actors within the environmental and cultural sectors. It should, however, be recalled that the requirement for the two last mentioned groups is minimum a basic exam within the Academia. Thus the Nordic courses on Industrial Heritage were born and played an important role among the actors of Industrial Heritage during the 1990s. Three courses were given between 1995 and 1998. The teachers came from all the Nordic countries representing subjects as industrial heritage studies, history, economic history, business history, economic geography, archaeology, architecture, town-planning and museology. They were either working at the universities or coming from the museum and cultural heritage sector. The teachers varied in numbers between 8 to10 and most of them were present during the whole teaching period and took part in all the seminars and fieldworks. The number of students was around 20 – 25 and came from all Nordic countries except Iceland. Teaching was concentrated to four periods in the year, roughly a week in each of the participating countries: Denmark, Finland, Norway and Sweden. The form of training was lectures, seminars, fieldwork and discussion of readings. A requirement was also that the student should write a critical paper, which was an essential part in the examination. The examination included active participation in seminars and fieldworks as well as readings and the written thesis. In each of the four countries a special theme was selected, such as mining and ironmaking in Sweden, wood industries in Finland, waterpower and electrical industries in Norway and urban or agricultural industries in Denmark. Appropriate places for each theme were chosen and they also became the study-objects in the practical fieldwork during the courses. The outcome of the courses has been rewarding. Long lasting networks were formed between the participants and the group of teachers. The collective knowledge on Nordic industrial history and its industrial heritage increased substantially over the years. The 64 (125) presence and equally the work of the group of teachers and students at the selected places helped to increase the awareness of the regional authorities and local society at those places. The drawback of this big project was the difficulties to find the financial means to arrange the courses and also the pressure it meant for the teachers having to spend four solid weeks away from the universities with other demanding tasks to attend to. Industrial Heritage Platform 2000 – 2002 Another achievement replacing the Nordic courses was the Industrial Heritage Platform set up in 1998 supported by the Nordic Council of Ministers for a period of three years. The secretariat was located to Helsinki with an advisory and assisting working group representing the participating countries. This time the group of actors had been enlarged with the Baltic countries as newcomers. The overall objective of Industrial
Heritage
Platform, IHP, was to develop innovative procedures and joint strategies for a long lasting cooperation between the participating countries and to promote protection and conservation as well as information concerning the industrial heritage in the Baltic Sea Region. The work programme consisted of three subprojects concerned with networking, training and research co-operation. And here again one of the targets for collective activities was the pilot course in three of the participating countries: Estonia, Lithuania, Latvia organised in 2001 and two major courses in 2002 in Sweden and Lithuania. One pilot course in each of those countries was arranged as a two- or threefold Nordic Baltic project: Estonia-Finland in Tallin, Lithuania together with Denmark and Norway in Kaunas, Latvia and Sweden in various places for a number of years (further information down below). The last major effort was two courses in 2002 based on field studies and embracing participants from the seven countries, already mentioned. The theme for those two courses was the transition of urban harbour areas based on fieldwork, seminars and readings for a period of 7 – 10 days. The towns selected for the studies were Helsingborg in southern Sweden and Klaipeda in Lithuania. Teachers came from all the participating countries and all together around 30 students took part in these course events. Focus was set on fieldworks focused on selected industrial heritage sites dealing with different themes such as documentation, adaptive re-use and analysing the transformation of industrial society. 65 (125) Graduate Courses within the Framework of Stint Sweden and Latvia have collaborated in a training project ”Industrial Heritage and Societies in Transition” for doctoral students financed by STINT (The Swedish Foundation For International Co-Operation in Higher Education and Research) running over a period of six years and not yet finally completed. The participants have been 17 altogether taking part in two workshops every year held in Sweden and Latvia. The doctoral students came predominantly from Sweden and Latvia, but also from Lithuania, Estonia and Finland. Since this is a project on the research training agenda, which we will come back to in a following seminar, it will only shortly be mentioned. The objectives were to learn more about the transition period in the Nordic and Baltic countries with focus on the restructuring of industry and the genesis of industrial heritage. Another target was to create a network of doctoral students and to exchange experiences in theories and methods practised in the context of the industrial heritage. Ten of the participating candidates for licentiate or doctor’s degrees have completed their theses and obtained their exams during the period. The training was organised in two workshops every year focused on fieldwork, seminars with discussions on readings, presenting papers on ongoing research, lectures and scrutinizing texts for a joint publication which is on its way to be published. Another objective was to learn and study a great number of industrial heritage places and sites and the workshops were accordingly arranged at different places such as: Riga, Liepaja and Ventspils in Latvia, Norberg, Norrköping, Eskilstuna and Falun and Stockholm in Sweden. Focus was set on fieldworks in selected industrial heritage sites dealing with different themes such as documentation, adaptive re-use and analysing the transformation of industrial society. The Scattered Landscape Of Industrial Heritage Training If we return to the national landscape of industrial heritage training, we have to admit that there is nothing like a program for master’s degree or a long term training stretching over one or two full years. Courses are or have been embedded in other programs such as history, economic history, economic geography and archaeology or history of technology. One example may be mentioned here from the College of Higher Education at Mälardalen, one named Work, Technology and Well-fare in Modern Society looking back 150 years with an emphasis of industrial growth. Courses sometimes also form part of cultural heritage studies 66 (125) with focus on conservation and restoration. The most ambitious one at the University of Gothenburg is given a full presentation in this report by Bosse Lagerqvist. Similar efforts have also been made at Stockholm University, however not so strongly focused on the conservation of the Industrial heritage as the one in Göteborg. Activities within and around the industrial heritage have been very intense over the past twenty years and many of those, that have taken part in courses have become involved in some way or another in universities, in museums or the cultural heritage sector. It is now a good time to evaluate all results that we have achieved so far, not only in the international context we are discussing here, but also in a national surrounding. We should also strive for an open discussion about future needs and developments in Industrial heritage training and education. We have to recognize the essential need to keep Industrial Heritage focused on how to understand the meaning and relevance of material evidence and train the expertise necessary to achieve this. And we must make sure that the skill to complete a proper documentation and conservation respectful to the past and the original outfit should be valued. We need to continue to build the knowledge base and skills by training and to make the agenda for appropriate training courses in order to meet the requirements. We must widen the discourse across a broader academy where it will be essential to define and redefine an understanding of the material and immaterial remains of the industrial past and make sure that these remains will continue to play a role in the society of today and tomorrow. This inheritance is after all the platform on which our society rests today. * 67 (125) 11. A Doctoral Program in Industrial Heritage a n d A r c h a e o l o g y a t M i c h i g a n T e c h 14 by Bruce E. Seely and Patrick E. Martin15 Introduction Ph.D. students in industrial archaeology are beginning to emerge. There are not yet enough of them. Marilyn Palmer, University of Leicester, 2000.16 In the fall of 2005, the Department of Social Sciences at Michigan Technological University (Michigan Tech) launched an interdisciplinary doctoral program in industrial heritage and archaeology. The effort is built upon a successful and unique master’s program in industrial archaeology begun at Michigan Tech in 1991. About the program, some observers have commented [Although] a number of U.S. institutions of higher learning offer programs of study in archaeology; only Michigan Technological University offers a degree specifically in industrial archaeology. MTU’s Master of Science program stresses an interdisciplinary approach to the field that includes the study of archaeology, historic preservation, the history of technology, and anthropology.17 Indeed, only a handful of schools, notably the Ironbridge Institute and the University of Leicester in England, offer graduate degrees in this field.18 The Department believes an opportunity is emerging for graduates interested in heritage management, who hold a doctorate, and who are broadly prepared to study and interpret the history of industry and labour through its material culture. What follows is a justification for developing a doctoral program and the basic outline of the program at Michigan Tech. This text is cited from The Journal of Heritage Stewardship, vol. 3 Number 1 Winter 2006 Bruce E. Seely, Ph.D. is chair of the Department of Social Sciences and professor of history, and Patrick E. Martin, Ph.D. is director of the graduate program in industrial archaeology and a professor of archaeology at Michigan Tech. Please direct questions to the authors via email at bseely@mtu.edu and pemartin@mtu.edu or find application information online. 16 Marilyn Palmer, “Archeology or Heritage Management: The Conflict of Objectives in the Training of Industrial Archeologists,” Industrial Archeology 26, no. 2 (2000): 54. 15 14 William Crandall, Alan Rowe, and John A. Parnell, “New Frontiers in Management Research: The Case for Industrial Archeology,” The Coastal Business Journal 2, no. 1 (fall 2003): 57. 18 17 See http://www.ironbridge.bham.ac.uk/, accessed December 1, 2005. 68 (125) Intellectual Origins Scholars interested in cultural heritage have found their way to the field from a variety of academic disciplines, including history, American studies, museum studies, decorative arts and material cultures studies, library and archival management, architectural history, archaeology, and historic preservation. For those interested in the specific domain of industrial heritage, two regular points of entry have been through the history of technology and industrial archaeology even though these related fields approach heritage questions differently. The crucial commonality between these two areas has been the shared interest of scholars in both domains in the physical reality of technology. Indeed, John Staudenmaier, editor of the journal Technology and Culture, has identified this interest in what happens inside the “black box” of technological artefacts and systems as a defining attribute of the history of technology, even with the growing popularity of newer theoretical approaches.19 For several reasons, industrial archaeology originated independently in England during the early 1960s. Many physical features of the Industrial Revolution (mills, factories, smelters, mines, and canals) were falling victim to the wrecker’s ball and urban renewal. Concerned individuals pressed for the preservation and study of the history and significance of structures and sites that marked high points of this period in British history. Further, a community of enthusiasts existed among engineers, mechanics, and workers, as well as historians of technology and museum curators who were committed to preserving evidence of England’s past industrial leadership, such as steam engines, locomotives, factories, and machine tools. Several centres of activity emerged, including London, Bristol, Bath, and the Midlands, in particular the area around Ironbridge, where iron was first smelted with coke fuel and a spectacular cast iron arch bridge still stands. The scholarship of historical archaeologist Kenneth Hudson carried word of industrial archaeology to North America and beyond in the 1960s and 1970s.20 See Brooke Hindle, Technology in Early America: Needs and Opportunities for Study (Chapel Hill: University of North Carolina Press, 1966); Robert Post, “Technology in Early America: A View from the 1990s,” in Judith A. McGaw, Early American Technology: Making and Doing Things from the Colonial Era to 1850 (Charlotte: University of North Carolina Press, 1994): 16-39; John M. Staudenmaier, “Rationality, Agency, Contingency: Recent Trends in the History of Technology,” Reviews in American History 30, no. 1 (2002): 170. 20 Barrie Trinder, “Coming to Terms with the 20th Century: Changing Perceptions of the British Industrial Revolution,” Industrial Archeology 26, no. 2 (2000): 65-80. Early British supporters included professor Angus Buchanan and Ironbridge director Neil Cossons. See R. A. Buchanan and Neil Cossons, The Industrial Archaeology of the Bristol Region (New York, NY: A.M. Kelley Publishers, 1969); and R. A. Buchanan, Industrial Archeology in Britain (Harmondsworth, UK: Penguin, 1972). Kenneth Hudson has published a number of books, of which the most important are Industrial Archaeology: An introduction (London, UK: 19 69 (125) Over the past three decades, interest in industrial archaeology has expanded on an international front as work in this field has become more closely connected to cultural resource management. Developments have been most pronounced in Europe, but in the United States, federal, state, and local regulations related to historic preservation and the preparation of impact statements have required greater attention to the documentation and preservation of significant cultural resources. An important signal of the expanding interest in industrial archaeology was the establishment of an umbrella group, the International Committee for the Conservation of the Industrial Heritage (TICCIH), in 1978. This organization grew out of the First International Congress on the Conservation of Industrial Monuments (FICCIM) held at Ironbridge in 1971. As conference organizer Barrie Trinder later recollected, “There was no international network linking people interested in the industrial past in 1973. It seemed a considerable achievement to bring together 61 people. from Canada, East and West Germany, Ireland, the Netherlands, Sweden and the United States.”21 By 2000, TICCIH had delegates from 54 countries, and its meeting attracted more than 200 participants. Moreover, TICCIH became the scientific advisor on industrial heritage to UNESCO’s International Council on Monuments and Sites (ICOMOS). The inclusion of the word heritage in TICCIH’s name points to a vital development that has broadened the possibilities associated with industrial archaeology. During the last quarter century, preservation and interpretation of the remains of industry have become a matter of interest to a much wider circle of scholars, extending well beyond those interested in industrial archaeology. Clearly, the preservation of industrial artefacts and sites fits into the larger international movement to preserve the world’s historic sites and monuments. Symbolizing this shift was the inclusion of industrial structures on UNESCO’s World Heritage List. By 1990, the term industrial heritage was widely used in Europe, as interest in preserving, restoring, and interpreting historic industrial sites spread from England, to the continent, and beyond.22 Baker, 1966); Handbook for Industrial Archaeologists: A Guide to Fieldwork and Research (London, UK: Baker, 1967); and World Industrial Archaeology (New York, NY: Cambridge University Press, 1979). Barrie Trinder, “From FICCIM to TICCIH 2000: Reflections on 27 years,” TICCIH Bulletin (October 2000); See also http://www.mnactec.com/TICCIH/, accessed December 1, 2005. See http://www.international.icomos.org/about.htm, accessed December 1, 2005. The World Heritage List is available online at http://whc.unesco.org/en/list/, accessed December 2, 2005. An early use of the term was 22 21 70 (125) The placement of industrial sites on the World Heritage List produced another incentive for work in the field: heritage tourism.23 In fact, a dozen of the most recent additions to UNESCO’s World Heritage List are industrial sites and landscapes.24 A successful project in Germany’s iron and steel region resulted in the establishment of the Route of Industrial Heritage of the Ruhr. This concept was recently expanded into a European Route of Industrial Heritage, and similar regional efforts are to be found throughout Europe. 25 In North America, the level of recognition of industrial heritage has not yet matched that of Europe, but the Lowell and Keweenaw National Historical Parks, the America’s Industrial Heritage Park project focusing on the steel industry in southwestern Pennsylvania, and the Motor Cities National Heritage Area centred on Detroit are examples of emerging interest within the past two decades.26 Each site involves local, state, federal, and corporate partners. Other factors also have heightened demand for broader professionalism in the cultural resource management field in the United States and elsewhere. Environmental requirements governing development projects, such as environmental impact statements mandated by legislation and regulations, have opened pathways for professional practitioners over the last 30 years, especially for archaeologists. This pattern of growth reflects significant connections between industrial archaeology and industrial heritage as a branch of cultural resource management. That link appears problematic to some, notably Marilyn Palmer at the University of Leicester, who has worked to bring industrial archaeology into the mainstream of university archaeology departments as a recognized period study. To do so, she argues, industrial archaeologists might have to leave the conservation and preservation of industrial Aubrey Wilson and Joseph McKeown, London’s Industrial Heritage (Newton Abbot, UK: David & Charles, 1967). 23 On heritage tourism, see Heather Mary Worrall, The Impact of Industrial Heritage Related Tourism on Tayside Region (Thesis, University of Dundee, 1996); Deborah Baldwin, Experiencing Heritage: Making Sense of Industrial Heritage Tourism (Thesis, University of Bristol, 1999); also Claude Moulin and Priscilla Boniface, “Routeing Heritage for Tourism: Making Heritage and Cultural Tourism Networks for Socio-Economic Development,” International Journal of Heritage Studies 7, no. 3 (2001): 237-248. 24 On industrial heritage sites, see http://whc.unesco.org/sites/industrial.htm, accessed December 2, 2005; and Henry Cleere, “The World Heritage Convention as a Medium for Promoting the Industrial Heritage,” Industrial Archeology 26, no. 2 (2000): 31-42. On the Ruhr project see http://www.route-industriekultur.de/steuer/menue/menue.htm, accessed December 2, 2005; on the wider European project see http://www.nweurope.org/page/projet.php? p=31&id=548, accessed December 2, 2005. On the Lowell and Keweenaw Parks, see http://www.nps.gov/lowe/ and http://www.nps.gov/ kewe/; on the America’s Industrial Heritage Project see http://www.sphpc.org/sphpc1/ about_sphpc.htm, accessed December 2, 2005; on the Motor Cities National Heritage Area, see http://www.experienceeverythingautomotive.org, accessed December 22, 2005. 26 25 71 (125) heritage to others.27 This position reflects somewhat stronger links between traditional archaeology programs and industrial archaeology in England than in the United States. The authors think differently, believing that industrial archaeology and industrial heritage are mutually reinforcing. The program at Michigan Tech explicitly seeks to meet the growing demand for highly trained and academically certified historians of technology and industrial archaeologists in academic and non-academic markets. Michigan Tech’s experience teaching graduate students suggests that the two years required for the master’s degree are no longer sufficient for providing the depth of training some research projects require. Industrial heritage scholars should be knowledgeable in three core areas: the history of technology; the use of archaeological tools and the interpretation of artefacts; and the basic issues surrounding cultural resource management vis-à-vis industrial heritage. Stronger academic credentials would also allow graduates to rise to the highest positions in the public and private sectors. The emerging pattern resembles the path historians of technology and historical archaeologists followed after 1950 as both developed opportunities within classic academic departments that traditionally did not include them. The authors also believe that industrial archaeologists and heritage specialists are likely to enter academic and non–academic positions on the basis of their work, not through connections to traditional academic disciplines. Yet, educational programs that prepare scholars, researchers, and historical site administrators for heritage related tasks at any level, academic or otherwise, have been limited in number. The earliest and most important program is at Ironbridge in England. Now known as the Ironbridge Institute, this program is affiliated with the University of Birmingham and offers master’s degrees and diplomas in Heritage Management and Industrial Archaeology, as well as a certificate in Museum Management. In addition, the program awards research-based advanced degrees.28 A handful of academic programs exist elsewhere, including a small industrial archaeology group at the University of Leicester, which awards a master’s degree in archaeology and heritage via distance learning. The University of Exeter offers a master’s in mining archaeology and mining heritage 27 28 See Palmer, “Archaeology or Heritage Management,” 49-54. The Ironbridge Institute also awards Master of Philosophy (M.Phil.) and Doctor of Philosophy (Ph.D.) degrees. See the program’s web page at http://www.ironbridge.bham.ac.uk/higher-degrees.htm, accessed December 2, 2005. 72 (125) management. In Stockholm, an excellent industrial heritage research program created by Marie Nisser at the Royal Institute of Technology awards the doctorate.29 Graduate programs at a handful of universities in the United States devote some attention to industrial archaeology. The University of Vermont’s historic preservation program, founded in 1975, covered industrial archaeology, thanks to the interest of program founder Chester Liebs. A similar program at George Washington University offered industrial archaeology courses in the late 1970s. By the 1980s, such courses could be found at Rensselaer Polytechnic Institute, and by the end of the decade West Virginia University had formed an Institute for the History of Technology and Industrial Archaeology under the direction of Emory Kemp. Perhaps the most important training ground for industrial archaeologists was the Historic American (HAER), organized in the National Park Service in 1969. A sister to the older Historic American Buildings Survey, HAER records significant industrial sites and structures. The agency uses teams of architects and historians to produce measured and interpretive drawings and historical monographs, along with professional quality photographs. Many HAER recording team members were graduate students or young professionals who received their first industrial archaeology field experience on these projects.30 Over the past several years, a number of U.S. schools have responded to the growing interest in heritage studies with new programs. Arkansas State University in Jonesboro, for example, offers a doctoral program in heritage studies that focuses on the history of the Mississippi Delta region. The Tsongas Industrial History Center in the Graduate School of Education at the University of Massachusetts at Lowell offers training and other guidance in teaching the history of the American Industrial Revolution. The Center for Heritage Resource Studies at the University of Maryland, formed in December 2000, emphasizes the connection between heritage and the environment, offering a master’s in applied archaeology, and the Palmer, “Archaeology or Heritage Management,” 52-54. Industrial heritage research at the Royal Institute of Technology in Sweden is part of the research effort on “Scientific research—technological change—industrial renewal.” See http://www.kth.se/forskning/pocket/ project.asp?id=2102, accessed December 2, 2005. On other European programs, see links on the Association of Industrial Archaeology website, http://www.industrialarchaeology.org.uk/alink.htm, accessed December 2, 2005. 30 On West Virginia University’s Institute for the History of Technology and Industrial Archaeology, see http://www.as.wvu.edu/ihtia/, accessed December 2, 2005. On HAER, see Eric DeLony, “HAER and the Recording of Technological Heritage: Reflections on 30 Years’ Work,” Industrial Archeology 25, no. 1 (1999): 5-28; and idem, “HAER Recording Projects Conducted by the Washington Office, 1969-1998,” Industrial Archeology 25, no. 1 (1999): 29-55. Four of Michigan Tech’s faculty have significant experience with HAER and HABS. 29 73 (125) University of Montana has recently announced a Ph.D. in anthropology with a specialization in cultural heritage studies. However, none of these programs has industrial heritage as its main focus.31 The Master’s Degree Program at Michigan Tech Against this backdrop of limited educational opportunities, the Department of Social Sciences at Michigan Tech inaugurated a master of science program in industrial archaeology in 1991.32 From the outset, the program’s guiding principle, as restated recently by historian Larry Gross, has been that industrial archaeology should be based on the “direct knowledge of objets d’industrie.”33 The program’s core educational philosophy is one that integrates the history of technology with historical archaeology to emphasize the material culture of industry.34 The historians on the faculty all have field experience in industrial archaeology. Larry Lankton was historian of technology at HAER in the mid 1970s; Alison Hoagland was senior historian at the Historic American Buildings Survey in the 1980s and early 1990s. Terry Reynolds and co-author Bruce Seely worked as HAER summer historians on several projects, and both won awards for articles published in IA: The Journal of the Society for Industrial Archeology. Hoagland’s background is in historic preservation, and her research interests are in architectural history and material culture. Lankton, who was Curator of Power and Shop Machinery at the Henry Ford Museum before going to HAER, brings experience in the For information on the University of Arkansas program, see http://www.clt.astate.edu/heritagestudies/mission.htm; for the University of Maryland, see http://www.heritage.umd.edu/INDEX.htm; for the University of Massachusetts, see http://www.uml.edu/tsongas/index2.htm; for the University of Montana, see http://www.anthro.umt.edu/graduate/phd.htm; all accessed December 12, 2005. Michigan Tech’s master’s program is the only degree-granting program in industrial archeology in the United States. Larry Gross, “Industrial Archeology: An Aggressive Agenda,” Industrial Archeology 27, no. 1 (2001): 39. Gross made a similar point earlier in “The Importance of Research Outside the Library: Watkins Mills, A Case Study,” Industrial Archeology 7, no. 1 (1981): 15-26; as did Bruce Seely in his article, “Blast Furnace Technology in the Nineteenth Century: A Case Study,” Industrial Archeology 7 (April 1981): 27-54. Many articles in SIA’s journal emphasize this point. See Robert B. Gordon, “Material Evidence of Ironmaking Techniques,” Industrial Archeology 21, no. 2 (1995): 69-80; and idem, “Analysis and Interpretation of Artifacts in Industrial Archeology,” Industrial Archeology 26 no. 1 (2000): 103-111. Patrick E. Martin, “Training Industrial Heritage Professionals at Michigan Technological University,” Proceedings from Future’s Past; An International Seminar on Conservation and Regeneration of Industrial Heritage through Training and Research (Stockholm, Sweden: Royal Institute of Technology, 2004); and idem, “The Importance of Networking and the American IA Experience” Proceedings from Nordrhein- Westphalia Symposium on Industrial Heritage (Duisburg, Germany: Deutsche Gesellschaft fur Industriekultur, 2001). 34 33 32 31 74 (125) interpretation of artefacts and the material culture of industry and work, with a special focus on copper mining. Historian of technology Hugh Gorman brings expertise in environmental history and policy—a matter of increasing importance at industrial sites. A second key faculty group includes archaeologists and anthropologists. Carol MacLennan focuses on work and workers, the anthropology of industry, and theoretical approaches such as political ecology. Susan Martin’s graduate teaching focus is on heritage management, while her research has emphasized the development and use of metallic copper by Native Americans. Archaeologists Timothy Scarlett and co-author Patrick Martin have conducted digs throughout Michigan; Scarlett also focuses on the Mormon pottery industry in Utah, and Martin directs the annual field school, which is the centrepiece of the program. Students in the Michigan Tech program master excavation techniques as well as scientific tools, such as ground penetrating radar, dating technologies, and global positioning (GPS) and geographic information (GIS) systems technologies. These formal archaeological skills, combined with historical research techniques, distinguish Michigan Tech’s efforts from other archaeology education programs. The proving ground is a required field experience, usually as part of the annual field school. Excavations have taken place throughout the Upper Peninsula of Michigan and have included a blacksmith’s shop and lighthouse at Ft. Wilkins State Park in Copper Harbor; iron furnaces, bloomary forges, and kilns at Munising, Negaunee, and Fayette; and copper mining activities near Victoria.35 Not all fieldwork has focused on industrial equipment. At Fayette, students excavated a boarding house and accompanying 2-story privy to learn more about the lives of 19th-century ironworkers. Other students have pursued externally funded projects in the West Indies, Wisconsin, Kentucky, Alaska, and California.36 The master’s program has served Michigan Tech’s students well.37 A total of 63 students entered between 1991 and 2004; 43 have completed degrees. Ten graduates have pursued At the last site, participants unearthed a surprisingly intact Cornish buddle used to separate metallic copper from crushed rock. Although made largely of wood, the device had been buried in stamp sands with a high copper content, thus preserving the wood. 36 On the field schools, see http://www.industrialarchaeology.net/IAWeb/iaprojects/projects.html, accessed December 2, 2005. See also David B. Landon and Timothy A. Tumberg, “Archeological Perspectives on the Diffusion of Technology: An Example from the Ohio Trap Rock Mine Site,” IA 22, no. 2 (1996): 40-57; and David Landon, Patrick Martin, Andrew Sewell, Paul White, Timothy Tumberg, and Jason Menard, “‘A Monument to Misguided Enterprise’: The Carp River Bloomary Iron Forge,” IA 27, no. 2 (2001): 5-22. An external review of the program conducted in 2002 is available online at http://www.social.mtu.edu/documents/ReportonDeptSSMTU.doc, accessed December 2, 2005. See also Jed Weisberger, “Industrial Archaeology Master’s Program, Michigan Technological University: Leading the Way 37 35 75 (125) doctorates, while 26 hold positions in cultural resource management and engineering consulting firms or in federal and state agencies. As noted above, however, changes in industrial heritage suggest the need for broader and deeper educational and research experiences. From Master’s to Doctorate in Industrial Heritage and Archaeology The doctoral program in industrial heritage and archaeology is a natural extension of Michigan Tech’s master’s program. Like the master’s, the doctoral program springs from the same foundation of core classes in the history of technology, historical archaeology, material culture, the documentation of historic structures, industrial archaeology, methods of archaeology, and heritage management. A grant from the National Science Foundation’s Program in Science and Technology Studies made it possible for the Department of Social Sciences to add other elements to the doctoral program. Doctoral students pursue individualized programs of study that rely heavily on directed reading with faculty, and they participate in seminars intended to help shape intellectual explorations of critical issues in industrial heritage. The first of these seminars focuses specifically on industrial heritage, including the nature of heritage, the relationship of heritage to history, questions related to advanced cultural resource and heritage management, heritage tourism, industrial heritage field methods, and material culture and museum studies. A second seminar emphasizes industrial history, including the global history of industrialization, theoretical models of industrial evolution, and the social history of technology and work. The Department anticipates additional seminars tailored to the specific interests of students. Students must also take three classes from a list that includes GIS techniques, archaeological field methods, geophysics for archaeology, architectural history, regional history, and environmental history. One of the distinguishing characteristics of the doctoral program is its core intellectual focus on material culture. Scholarly interest in this area is not new, dating back at least to the in a Developing Genre,” Journal of Higher Education Strategists 2 (summer 2003): 201-206. See also William Crandall, Alan Rowe, and John A. Parnell, “New Frontiers in Management Research: The Case for Industrial Archeology,” The Coastal Business Journal 2, no. 1 (fall 2003): 45-60; and Patrick E. Martin, “Industrial Archeology and Historic Mining Studies at Michigan Tech,” CRM Magazine 21, no. 7 (1998): 4-7. 76 (125) 1950s if not earlier.38 In 1996, the Journal of Material Culture first appeared, building on the base established by scholars such as Henry Glassie, Thomas Schlereth, and Kenneth Ames.39 Their work has held up amazingly well, but new insights continue to emerge from different points of the academic compass.40 The focus at Michigan Tech is particularly informed by the work of researchers oriented to technology, specifically the work of David Kingery, Patrick Malone, and Steven Lubar, in large part because Michigan Tech is surrounded by the remains of Michigan’s copper mining industry.41 The program expects to draw upon faculty from other departments at the university, notably the Geological Engineering, Forest Resources, and Environmental Sciences, and Materials Science and Engineering Departments, to teach classes in pivotal technical methodologies. The program already depends heavily on the University Archives and Copper Country Historical Collection in the University Library for essential resources on local copper mining and other industrial activities and has developed important relationships with museums, state bureaus, and federal agencies that may be of benefit to students seeking curatorial or administrative experience. Mindful of European leadership in the area of industrial heritage, the Department is creating mechanisms for annual faculty and student exchanges and an international visitor in residence program at Michigan Tech. Scholars at four European institutions have already expressed interest in developing cooperative relationships with the doctoral program. Such In 1952, the Henry Francis du Pont Winterthur Museum and the University of Delaware established the Winterthur Program in Early American Culture, a recognized leader in the study of American decorative arts and material culture. 39 Henry H. Glassie, Pattern in The Material Folk Culture of the Eastern United States (Philadelphia: University of Pennsylvania Press, 1968); Thomas J. Schlereth, Material Culture Studies in America (Nashville, TN: American Association for State and Local History, 1982); Kenneth L. Ames and Thomas J. Schlereth, Material Culture: A Research Guide (Lawrence: University Press of Kansas, 1985); Henry Glassie, Material Culture (Bloomington: Indiana University Press, 1999). 40 Despite the plurality of opinions on material culture that have surfaced over the years, they all stem from roughly the same premise, namely, that artefacts offer an important source of information unlike anything found in written texts. This point runs through the chapters of Ann Smart Martin and J. Ritchie Garrison, eds., American Material Culture: The Shape of the Field (Winterthur, DE, and Knoxville, TN: Henry Francis du Pont Winterthur Museum and the University of Tennessee Press, 1997). 41 Steven D. Lubar and W.D. Kingery, History From Things: Essays on Material Culture (Washington, DC: Smithsonian Institution Press, 1993); W.D. Kingery, Learning From Things: Method and Theory of Material Culture Studies (Washington, DC: Smithsonian Institution Press, 1996); Robert B. Gordon and Patrick M. Malone, The Texture of Industry: An Archaeological View of The Industrialization of North America (New York, NY: Oxford University Press, 1994); Edward Jay Pershey, “Handling History: Using Material Culture to Create New Perspectives on the Role of Technology in Society,” Magazine of History 12, no. 2 (1998): 18-24. See also contributions from archaeologists, including James M. Skibo and William H. Walker, Expanding Archaeology (Salt Lake City: University of Utah Press, 1995), and Peter Bleed, “Why Do Artifacts Look the Way They Do?” Reviews in Anthropology 22, no. 1 (1993): 41. 38 77 (125) international participation will vastly enrich the doctoral program while at the same time contribute to improved communication among leading international organizations in industrial archaeology. Graduate and Faculty Research Opportunities While research has always been a key aspect of the master’s program, the doctoral program warrants projects of greater scope. Michigan Tech is currently engaged in a multi-year investigation of the site of the West Point Foundry in Cold Spring, New York, one of the nation’s most important antebellum manufacturing centres and producers of steam engines, locomotives, and cannon (figure 1). Figure 1: This graduate student in Michigan Tech’s industrial archaeology program is surveying a wall at the West Point Foundry site in Cold Spring, New York, during the program’s annual field school. (Courtesy of the authors) Working in partnership with the Scenic Hudson Land Trust, the program has already conducted four annual field schools on the site during the summer months and anticipates another five to seven years of fieldwork. The authors expect several dissertation topics to 78 (125) come out of the project, ranging from the history of the foundry and its industrial archaeology to working conditions and worker housing in Cold Spring and the environmental history of the West Point Foundry site. Equally exciting is the prospect of large-scale international projects, the first of which began in 2004. Michigan Tech led an international team on a project to document coal-mining activities on the Svalbard archipelago north of Norway.42 The island’s coal mines were opened at the turn of the 20th century by Michigan native John M. Longyear and managed by graduates of the Michigan School of Mines, the forerunner to Michigan Tech.43 Documenting the archipelago’s many physical remains highlights the intimate relationship between the history of technology and material culture. Significantly, the material culture of every scientific or industrial endeavour on Svalbard from before 1946 is specifically protected by historic preservation laws. The Concept of Heritage The research projects at West Point, Svalbard, and elsewhere offer students and faculty valuable opportunities to address fundamental issues related to the concept of heritage. A number of scholars have problematized the very idea of heritage in recent years; some have been openly critical of the entire concept.44 David Lowenthal has offered perhaps the most thoughtful critiques, observing recently that “[a]ll at once, heritage is everywhere—in the news, in the movies, in the marketplace—in everything from galaxies to genes. It is the chief focus of patriotism and a prime lure of tourism. One can barely move without bumping into a heritage site.”45 At the core of Lowenthal’s critique is the call to recognize the important distinction between history and heritage—a distinction that is all too often overlooked in The international team included Miles Ogelthorpe and Ian West from England, L. Hacquebord from the Netherlands, Marie Nisser from Sweden, and participants from Norway’s National Technical University in Trondheim. Michigan Tech’s role in the project was made possible by a Small Grant for Exploratory Research (SGER) from the Science and Technology Studies and Polar programs at the National Science Foundation. Svalbard served as the launching point in the 1920s for Norwegian dirigibles bound for the North Pole. 43 Longyear’s letters, photographs, and company records are deposited at the University Archives at Michigan Tech. See, for example, Thomas E. Leary and Elizabeth C. Sholes, “Fragments Shoed Against the Ruins: Industrial Archeology and Heritage Preservation,” Industrial Archeology 26 no. 1 (2000): 96; Frank Harris, “From the Industrial Revolution to the Heritage Industry,” Geographical Magazine 61, no. 5 (May 1989): 38-42; and Mike Wallace, Mickey Mouse History and Other Essays on American Memory (Philadelphia, PA: Temple University Press, 1996). David Lowenthal, The Heritage Crusade and the Spoils of History, 2nd edition (New York, NY: Cambridge University Press, 1998), xiii. See also idem, The Past is a Foreign Country (New York, NY: Cambridge University Press, 1985); Raoul Bianchi and Priscilla Boniface, “Editorial: the Politics of World Heritage,” International Journal of Heritage Studies 8, no. 2 (2002): 79-80. 45 44 42 79 (125) politics, business, and the media. He calls for stewardship that “tempers[s] the clamorous demands of the immediate present with a compelling rationale for the claims of both the past and the future.”46 Michigan Tech’s doctoral program seeks to play a role in educating professionals who will be involved in work that crosses this divide between history and heritage. The program combines history and archaeology in ways that link sites, artefacts, and documents together. Just because heritage has been misused for short-term political or economic gain does not mean that the concept of heritage itself is invalid. The authors hope to impress upon future resource stewards the value of interdisciplinary approaches to history and heritage. Recently, social scientists have borrowed concepts from the fields of ecology and landscape for their analytical utility. Such developments, argues industrial archaeologist Fred Quivik, are especially promising for industrial archaeology because they refocus attention on the big picture and away from isolated objects or phenomena. “We can now not only illuminate how machines worked or were made,” he writes, “but also how workers interacted with each other or their bosses, for example, based on the patterns of buildings people developed to carry out those interactions.”47 In the end, a focus on large projects, international cooperation, and the nature of heritage adds up to a new research agenda for scholarship on material culture that bridges the gap between the history of technology and industrial archaeology, all the while touching on architectural and environmental history, historic preservation, cultural anthropology, and other related fields. * David Lowenthal, “Pioneering Stewardship: New Challenges for CRM,” CRM: The Journal of Heritage Stewardship 1, no. 1 (fall 2003): 11. Frederic L. Quivik, “Landscapes as Industrial Artifacts: Lessons from Environmental History,” Industrial Archeology 26, no. 2 (2000): 56; see also Barrie Stuart Trinder, The Making of the Industrial Landscape (London, UK: Dent, 1982); John R. Stilgoe, Metropolitan Corridor: Railroads and the American Scene (New Haven, CT: Yale University Press, 1983); and John R. Stilgoe and Roderick Nash, Perceptions of the Landscape and its Preservation (Indianapolis: Indiana Historical Society, 1984). 47 46 80 (125) 12. MS Program in Industrial Archaeology, Michigan Technological University by Patrick Martin, prof. Michigan Technological University Houghton, USA pemartin@mtu.edu General Character: This is a program that should prepare a graduate to either: 1) take a position in a heritage management agency, such as a museum, historical site, or government agency, or in a private firm providing cultural resource management services, or 2) gain admittance to a PhD program in heritage studies, archaeology, history or historic preservation. Individual students have successfully taken either the practical/professional path or the academic path, though these are not strictly separate, formal tracks with significantly different requirements. Tuition is generally supported by the University in the first year, under a Teaching Assistantship, and on external research money in the second year. In cases where the student is self-supported, tuition charges are about $6,000/semester over at least four semesters. Stipends in the amount of $5,500/semester are awarded to most entering students, to support their work as Teaching and/or Research Assistants. MTU’s IA Program generally admits between four and six students per year, depending on the quality of applications and the availability of funding. Guidelines for MS in Industrial Archaeology Graduate Students. This document provides some information about Program requirements as well as some guidance about administrative procedures of the Graduate School. Additional important information can be found online at the Graduate School website http://www.admin.mtu.edu/rgs/graduate/. Advisor/Committee. At the start of the first semester of residence, an interim advisor for each new student is assigned by the IA Program. By the end of the second semester in residence students should select a permanent advisor and Guidance Committee, in consultation with the initial advisor and/or the Department Head, and should file the appropriate form with the Director of IA Graduate Studies and the Graduate School Office. The advisor serves as the chair of the student's Guidance Committee, which also includes two other faculty members. This group will design an individualized course of study, based upon 81 (125) the student's background and goals, and will supervise the conduct of research and/or internship. The Guidance Committee, with the addition of one member of the Graduate Faculty from a department other than Social Sciences, will form the examining committee for the student's thesis/project. During a student’s academic career, it may be desirable to adjust the membership of the Guidance Committee to reflect the specific needs of a student, especially in light of a chosen thesis topic; any changes in the Committee must be registered with the departmental Director of Graduate Studies Degree requirements The Master of Science Degree in Industrial Archaeology requires a minimum of 34 credit hours. Each student will take all eight of our basic courses. Students choosing the Plan A, Thesis Option, will take a single approved elective course and a minimum of eight research credits; students choosing the Plan B Report/Internship Option, will take two approved elective courses and a minimum of 5 research credits. At least 20 credits of course work, excluding thesis/project credit, must be taken in purely graduate level courses (numbered 5000 or higher). No more than 12 credits in the 3000 – 4000 level can be counted towards the degree requirements. Most students will complete the MS program in two academic years, using the preceding summer and/or the intervening summer to fulfil the archaeological fieldwork requirement. First year students will typically take nine credits each semester, though it is possible to do more. The Guidance Committee may require students judged deficient in some area, such as American history or archaeology, to audit undergraduate courses. Students devote much of the second year in residence to completing their thesis or internship/project. Core Courses (23 Credits minimum) SS 5500: IA Proseminar I History of Technology (2 credits). A course designed to explore the principles, problems, and interpretive themes that have guided the work of historians of technology. Students will be asked to prepare several essays based on secondary sources and focused both on historiographic and substantive issues. (Fall Semester) SS 5501: IA Proseminar II Industrial Communities (2 credits). Provides an overview of the ethnography and social history of industrial communities, with a focus on company towns and cross cultural comparison. Particular attention is placed on topics of work, gender, class, and 82 (125) ethnicity/race. Methodologies covered include: oral history, ethnography (including interview techniques), and ethnohistory. (Fall Semester) SS 5502: IA Proseminar III Historical Archaeology (2 credits). Directed readings in the methods, theories, and practice of historical archaeology. Particular emphasis is given to the current literature, though a review of the development of the discipline is also included. (Spring Semester) SS 5503: IA Proseminar IV Material Culture Studies (2 credits). Explores techniques for interpreting the past as it is embodied in material culture. Emphasis is placed on reading artefacts, structures, and historic sites to learn about the people, place, and time that produced them. Particular attention is paid to the evolution of materials, processes, and styles. (Spring Semester) SS 5600: Industrial Archaeology (4 credits). Seminar with readings in Industrial Archaeology, in addition to a lecture-based class. Regional case studies provide a central focus. Research paper based on primary evidence is the major class product. (Fall Semester) SS 5800: Documentation of Historic Structures (4 credits). Practical experience in recording aboveground structures. Techniques include measured drawings, architectural photography, primary research, and written descriptions. Students will learn to use the documentation process to analyze historic structures. (Fall Semester) SS 5900: Heritage Management (4 credits). Study of the range and variety of cultural resources, with emphasis on industrial or industrially-related sites. Consideration of philosophies, policies, ethics, and laws related to historic preservation and CRM. (Spring Semester) SS 5700: Field Archaeology (Variable credits, typically 3 – 8 credits; minimum 3 credits required). Practical experience in the methods and techniques of field archaeology. Background readings are followed by participation in site survey, testing, excavation, and record keeping. Students learn through their involvement in ongoing research projects. (Summer Semester) Students who have had extensive training in field archaeology may petition to waive the SS 5700 requirement, but must either take some other type of field methods course, or carry out fieldwork as part of an internship. Requests to waive SS 5700 (or any course) should be 83 (125) submitted through the student's Guidance Committee to the departmental IA Graduate Committee. Approved Electives (3 credits minimum Plan A, 6 credits Plan B): The Department of Social Sciences and other departments at Michigan Tech offer courses that contribute to the students’ intellectual and professional development. In consultation with their advisor and/or Guidance Committee, students will develop a program including at least one approved elective that contributes to their course of study (at least two in the case of Plan B). Examples of appropriate electives include courses in Architectural History, The Copper Country: Miners and Managers, Geographic Information Systems, and Geophysics for Archaeologists. Other relevant 3000 and 4000 level courses in the Social Sciences may also be considered. Students wishing to focus on a particular topic not covered by an existing course may take SS 5010, by arrangement with an instructor. SS 5010: Directed Study (variable to 4 credits). Directed readings or research conducted under the direction of a member of the graduate faculty. May be repeated for a total of 9 credits. Students must meet with their supervising instructor and receive approval of their study plan before registering. Prerequisite: permission of the instructor. Thesis or Internship/Project (5 – 15 Credits): Much of the second year is devoted to the thesis or internship/project. Students may choose either Plan A or Plan B, depending upon their individual career track and opportunities. Plan A, Thesis option: 23 credits minimum in Core Areas, 3 credits minimum in elective courses and 8 credits minimum thesis research (SS5990). Plan A requires the student to prepare a research thesis under supervision of an advisor. The thesis shall be based upon original research, either field or archival. Students receive thesis credits by registering for SS 5990, Graduate Research. Either before or during the first semester of the second year, each student prepares a written proposal describing the thesis project. The proposal must gain approval by the student's Guidance Committee. A committee of four faculty (the student's Guidance Committee and one additional Graduate Faculty member from another department) examines the completed thesis. The Graduate School has additional instructions and requirements for thesis preparation and defence that can be found on the Graduate School web pages. Plan B, Internship/Project option: 23 credits minimum in Core Areas, 6 credits minimum in elective courses and 5 credits in internship/project (register for SS5990) 84 (125) Plan B is designed as an alternative to the preparation of a traditional thesis. Plan B can be based upon an internship or employment with an agency that conducts research, documentation, or interpretation. Work can be completed either on campus or at a remote location. At the conclusion of the internship or project, the student presents a written project report or other evidence of the accomplishments of their work (such as detailed plans documenting a site, an exhibit plan, or interpretive program). Students receive credit by registering for SS 5990, Graduate Research. Internships/projects are generally 5 credits, but can vary depending upon the degree of effort. The student must file a written proposal describing the project to be approved by the student's Guidance Committee before beginning his/her internship/project. A committee made up of four faculty members (the student's Guidance Committee and one additional Graduate Faculty member from another department) examines the completed project. The Graduate School has additional instructions and requirements for project preparation and defence that can be found on the Graduate School web pages. The Graduate School uses the Scheduling of Final Oral Examination form (M5) to schedule the defence and formally identify and notify the examining committee members. The M5 form is available on the Graduate School website and must be filed in the Graduate School office two weeks prior to the defence date. The IA Program requires that all incomplete grades and project obligations must be completed before a defence can be scheduled. Presentation of Colloquium. Formal presentations of research results are an important element of a student’s professional development. In order to encourage this development, we require that each student make at least one presentation to a department colloquium on topic of the student’s choice. This presentation takes place during the second year of residence, part of a series scheduled by the Department and used for presentations by faculty and visitors, as well as students. Topics might include subjects drawn from thesis research, from class projects, from visits or internships, or simply from current topics of interest in the field. * 85 (125) 13. Braunschweig University of Art, Brunswick by Prof Dr Michael Mende Architectural and Design History Braunschweig University of Art, Brunswick, Germany48 Academic teaching and research At the Braunschweig University of Art academic teaching in architectural and design history is mainly related to art historians, both industrial and communication or media designers, and schoolteachers. Whereas my chair settles in the design department, another chair of architectural history is part of the art and media sciences department. While design studies focus on practical issues, art and media sciences focus to contemporary developments more than to history. The industrial heritage therefore usually plays rather a marginal role. Up to now, only one exchange student in general and art history from the Czech Republic stayed with me for one year to continue her industrial heritage studies. General content As industrial heritage generally prevails within my own research, I usually include some of its issues to lectures on urban history and renewal (particularly textile industrial cities, sea ports), urbanism and transportation, history of building types, construction, and structural design (particularly iron and steel construction) as well as to those on product design also touching history of particularly manufacturing technologies. In this regard the interpretation of industrial heritage might be seen as a major aspect of architectural and design history studies. Study level and objectives According to the university level of every study, the academic degrees acquirable are at present: Bachelor and Master (of Art), Magister Artium, diploma in either industrial or communication design, doctorate (PhD), and habilitation (as postdoctoral qualification). The BA degree will require a minimum of three years (of about 27 study weeks each), the MA degree as well as the diploma degrees usually five years. Job opportunities The professional objectives are not certain in every respect. Whereas by far most of the diploma designers either would start their careers as free lancers or within company studios, Im memoriam. To our profound dismay, Prof. Michael Mende died only a couple of weeks after his participation in the Norberg Conference. The publication of this report to the Norberg conference is made with special respect to his important contribution in the practice, theory and teaching of industrial heritage. 48 86 (125) the majority of the art historians first would have to face a freelance career as an exhibition curator, critic, or something comparable. As for most of them both architectural and design history appears of minor interest, only a very few would look for a position in the built heritage field. On the other hand, however, there also would be only rather few opportunities for them to enter the public monument conservation service. Even the number of positions open for them at art or historical museums seems quite small. Perhaps even higher might be generally the chance to start work within the media. Fieldwork The students usually are not obliged to do field working, neither as an archaeologist, nor in a museum, in an exhibition project, or with media. Practice in architecture and structural engineering, urban planning, restoration or the conservation of historic monuments and sites seems beyond their interests. Kinds of seminar, term, and final examination papers Seminars usually will terminate in an essay on an aspect of the general subject, a report on the results of a survey or an inquiry (of about 5000 words), as part of the designer or schoolteacher studies also in a model or prototype. The studies themselves usually will terminate in a thesis of more a general subject comprising some 20,000 words. Required readings General reading plays a major role, whereas special reading usually more or less only is used with seminars of advanced studies in art and media sciences (including architectural and design history). Readings in a foreign language more or less will be restricted to English. French, Italian, or Spanish literature would be available as well as Dutch, but mostly rejected by the students because their lack of knowledge. Their ability to work on special subjects in English sometimes also appears too poor. Nevertheless, there are considerable differences in these abilities between students of art education and industrial design on one hand, and students of communication design and art or media sciences, on the other hand. These students also would be more motivated to take the advantage of continuing their studies for a while abroad. With only one very recent exemption lectures are generally held in German. The restraints of many students who quite often obviously feel themselves more like an artist than like a scholar, is contrasting to the fact that the libraries are quite excellent even from an international perspective. They altogether are covering the rather broad array of both general and specialised literature stretching from the 16th century (Herzog August Bibliothek 87 (125) in Wolfenbüttel) to the present. Their rich collections include books and journals on history of every kind, industry, mining (Clausthal Technical University Library), science and technology, or architecture and the arts, of every period and quite a large number of various countries. The Lower Saxon State Archives at Wolfenbüttel and Clausthal as well as the Brunswick municipal archive are preserving rich record holdings especially on mining, metal processing, as well as on early modern trades and industries. Conclusion As the Brunswick Technical University and the Hanover Leibniz University both are offering studies in architecture and urban studies, there would be opportunities in launching industrial heritage studies. Nevertheless, there are also some obstacles. Actually, there is no chair in economic history or in the history of technology. Architectural history studies there seem restricted to non-industrial architecture or the history of architectural theories. Within the southeast of Lower Saxony, studies in economic history only would be available at Göttingen where also geography could be studied. Students interested in industrial heritage thus would have to move between several different places located to each other in a distance of about 60 to 90 km (some 35 to 55 miles). Actually, however, there seems to be only little willingness to launch such studies or even only to collaborate for them. * 88 (125) 14. industrial Archaeology and Culture, University of Applied Sciences, Saarbrücken by Norbert Mendgen HTW University of Applied Sciences, Saarland (Saar State), Department of Architecture, Saarbrücken, Germany Course / curriculum General character Academic teaching/research and professional training The department of architecture focuses on the more practical aspects of the profession, teaching, and professional training. Only lately, with the introduction of the BA/MA system, has research and practice in industrial archaeology and culture became an independent subject of teaching. The history of industry today is recognized as an important characteristic and factor of identity of the multinational region between Saar and Moselle (SaarLorLux), which today is part of the “Greater Region”. • General content: Industrial culture, industrial archaeology, preservation, conservation, monitoring and building survey. 1. Industrial culture; 2. Architecture and engineering of industrial heritage (overview); 3. Preservation of industrial sites (technical methods, – details); 4. Valorisation of industrial sites; 5. Adaptive re-use of industrial sites / buildings (case-study) • Level: Graduate and post-graduate • Name of university or school: University of Applied Sciences, Saarland (Saar State), Saarbrücken, Germany • Name of department: Department of Architecture • Date of establishment: The university was first founded by Napoleon, 1807 as “École pratique impériale des mines de la sarre”. The architecture department was founded in 1946 by the French government, since the Saar State after World War II was under French governance. It contributed to the reconstruction of the war destroyed Sarre and Lorraine area. Today it is an expanding technical university with departments of engineering as well as social sciences, economics, aviation and tourism. • Duration: 3 years for the BA-degree and another 2 years for the Ma-degree • Cooperation: Ironbridge Institute, University of Birmingham; Université du Luxemburg; Ecole Nationale Supérieure d’Architecture de Nancy; Universita degli Studi di Firenze; Vysoke Uceni Technicke Brno; Tampere University of Technology • Tuitions: Tuition fees have to be paid by students since this year: 1000€ the academic year (the academic year consists of two semesters) • Objectives, goals: Studies and research in the field of industrial architecture / engineering to be found in Germany, Luxembourg, France (Lorraine) and Belgium (Wallonia). Learn to use various planning tools available to identify, evaluate, und to preserve the industrial heritage of sites and buildings. Show how re-used industrial buildings my serve as monuments of the history of their region • Expected job opportunities: Architects with a special knowledge in industrial heritage will find the ability to work in SaarLorLux, an 11 million agglomeration • Number of students (per year): Bachelor 40, Master 15 89 (125) • Duration of classes: 1 semester / course • Duration of field work/internship: 1 semester / project • Forms of examination: Students will be expected to submit coursework by the end of the session. In general it is a blueprint / poster / essay on a topic related to industrial architecture or engineering chosen in consultation with the lecturer. • Required readings: Trinder, B. (1992), The Blackwell Encyclopaedia of Industrial Archaeology Föhl, A (1996), Bauten der Industrie und Technik Kierdorf, A., Hassler, U. (2000), Denkmale des Industriezeitalters Roux, E. de (2000), Patrimoine Industriel Bergeron, L., Maiullari-Pontois, M.T. (2000), Industry, Architecture, and Engineering * 90 (125) 15. E-learning as One Method in Industrial Heritage E d u c a t i o n 49 by Tuija Mikkonen Lappeenranta University of Technology, Finland tuija.mikkonen@lut.fi eLearning refers to a form of learning in which the teacher and student are separated by space or time and the gap between the two is bridged through the use of online technologies. eLearning is one form of distance learning, which can refer to use of different kinds of tools from regular mail to broadcast and mobile learning. eLearning can be used in conjunction with face-to-face teaching. Different pedagogical elements, such as a lesson, an assignment, a multiple choice question, a discussion group or a case study, can be used to build up a stimulating learning environment. eLearning lessons guide students through information and/or help students perform in specific tasks. Communication technologies of eLearning can be categorised as asynchronous or synchronous. The first one refers to the activities that participants may engage in the exchange of ideas or information without dependency of other participants’ involvement at the same time. Wikis, discussion boards and electronic mail are examples of asynchronous communication. Synchronous activities involve the exchange of ideas and information with one or more participants during the same period of time (face-to-face discussion, online chat session or a virtual classroom or meeting). International education of industrial heritage is a challenging and resource requiring undertaking. Although the most important issue in the planning of international education is to build up a course with the content that satisfies the diversified needs, more attention should be paid in learning methods, as well. eLearning offers a useful learning method to complement traditional learning environments in on-campus lecture halls, class rooms and workshop rooms. In this article I describe how eLearning method was organised in industrial heritage course carried out in Finland. Finnish university network Torus offered online education on history of technology TORUS – the Finnish University Network for the History of Science and Technology – was a joint effort of a number of Finnish universities to give education by eLearning method. The 49 Revised by Tuija Mikkonen 16 June 2008. 91 (125) goal of the network was to offer multidisciplinary academic education for graduate and postgraduate students independently of the geographical location or university affiliation of the student. The network was coordinated by the Department of History at the University of Oulu, and financed by the Finnish Ministry of Education. Unfortunately, the network operated on a project basis and it was closed in 2007. The experience of the network is, however, encouraging and worth developing to meet international needs. The programme offered by Torus consisted of about 20 different courses on history of science and technology. One of the courses was an introduction to industrial heritage studies, which was planned and conducted by Tuija Mikkonen. The students of the network could do singular courses or, alternatively, a whole grade of 25 ECTS credits. The courses that the student passed at Torus were included as a part of the degree at the student’s own university, provided that the university was a member of the network or, alternatively, accepted Torus studies in its curriculum on a separate agreement. Each course was equivalent of 2-5 credits, and the student could select a combination of courses according to her/his own interests. The maximum number of the students on one course was from 15 to 30 persons depending on the contents and pedagogical methods of the course. The network was run by a coordination group by 2-3 persons working at the University of Oulu. The coordination staff took care of all practical arrangements, but they also supported the teachers with technical and pedagogical assistance. The courses were prepared by invited teachers with special knowledge on the subject concerned. The teachers represented different disciplines, universities and expertise. In that way the highest possible competence could be gathered to benefit the network. Torus also collaborated with international networks of the history of technology, such as Tensions of Europe and the European Society for the History of Science. The studies were mainly carried out by eLearning methods, which was a clear advantage in a topic of relatively small interest in a geographically large country. The courses were organised in open learning environments, such as Optima, provided by a Finnish company Discendum, and by internationally well-known WebCT. Optima was regarded more suitable and flexible for diversified interactive work offering a wide range of tools for the support of online learning according to the teacher’s own pedagogical methodology. The choice of learning environment is especially important in creation of inspiring study experiences that support the pedagogical goals of the course in the best possible way. 92 (125) As mentioned above, independence of the space is one of the main advantages of eLearning. The students of Torus network could participate in the studies at home, at the university campus or anywhere. The only technical requirements were to have access to Internet connection with relatively high speed and an email address. In some courses a meeting of teacher(s) and the study group or an excursion to an inspiring place with direct connection to the course topic was an integral kick-off of the studies. The meeting was a practical way to get known each other. It was also regarded valuable for the commitment of the students. Industrial heritage course online The industrial heritage course of Torus network consisted of eight lectures and a voluntary excursion to an industrial heritage site in Central Finland. Furthermore, the students could earn extra credits by writing an essay on an optional theme. At the end of the course a final discussion was carried out at the work space where both the contents of the course and the practical issues were ventilated. All course materials were available at the workspace, which the students had access to by user name and password. The material could be loaded on personal computer, if needed. The course proceeded lecture by lecture during a period of about two months. The lectures consisted of texts, illustrations, film clips, additional readings, links to external web sites and online exhibitions etc. The students could study the materials at the workspace in 7 or 14 days, after which they had to make assignment(s) to deepen their knowledge and to control that they really had absorbed the information given on the lecture. In order to keep up the students’ interest, the assignments were of different characters: materials to be analysed, short essay on a given topic, report, discussion at the work space on a specific topic or film, analysis of a book, and so forth. The teacher gave comments and feedback on every assignment for the whole group collectively and/or for every student personally. The students were also encouraged to take initiative and actively search for additional material supporting the studies. During the whole course, the leading teacher and/or the assisting teacher(s) took actively part in tutoring the students at the workspace. The students and the teacher(s) could communicate at a discussion forum, friendly called “coffee room”. The students frequently visited the forum, and the conversation was lively even between the students without the teacher’s involvement. Close and continuous connection between the teacher and the students 93 (125) was highly appreciated by the students. This is usually not possible in the same way and extension in traditional campus-based learning systems. The interactive connection and a feeling that the teacher was always easily reachable clearly raised the motivation of the students. According to the feedback collected at the end of the course, the students put especially high value on interactive work, which was fruitful for the teachers, too. eLearning complements traditional learning methods The experience acquired by the Finnish network Torus can be exploited in international industrial heritage education to collect expertise from different countries and to offer highquality education for students scattered in different parts of the world. eLearning is an effective method to save financial resources and time, too. People do not have to travel to meet each other, if they can do it by using electronic methods. In industrial heritage studies field work and site visits are essential components of the studies, which cannot be replaced by any other means. However, learning in class rooms can easily be changed to be carried out on Internet environments, which can offer diversified possibilities for using different kinds of materials and, in the same time, give a good possibility to interactive connection between the participants of the study group. * 94 (125) 16. Training, Education and Research within the Field of Industrial Heritage Studies in Hungary by Emese Nehéz Kodolányi János University College – Székesfehérvár Budapest, Hungary n.mse@freemail.hu P o s t c o n f e r e n c e n o t e 50 The tendency for the usage of industrial heritage had been raised up before Hungary’s joining the European Union (2004) and it’s been increasing since then. Demand for non-mass-products that are able to fulfil individual needs is growing; the activity related to this is called ’heritage geography’. We have to deal with this problem from the point of view of approaching the more developed European nations. With our joining the European Union it’s advisable to present our technical historical treasures as a part of our national cultural heritage – to our own nation and to other countries as well. Industrial heritage, technical historical monuments should be advertised in an eye- and mind-catching way, connected to various free time and entertaining programs. Methods of industrial archaeology: recognition, investigation, preservation, interpretation, evaluation, documentation and reuse. Multi-disciplinary approach. Transformation A good example of transforming an industrial heritage site to an up-to-date cultural venue is Millenáris Park (Hungary), situated in the heart of Buda, in the territory of the old GANZfactory. Demolishing old buildings and adding new ones to the original factory buildings, which was built in 1911, established a complex of exhibition halls. The complex consists of several buildings and venues. Among its programs one can find concerts, exhibitions, film parades, theatrical performances, conferences, festivals (one of them is FRINGE Festival). In order to work out a well-thought-out and complete offer we should always match the answers to the questions: What is the place appropriate for and what would we like? Its target group in general consists of children, youth, and pensioners. The Millenáris provides a usable information base for both experts and outsiders. 50 Submitted by Emese Nehéz 17 August 2008. 95 (125) Need for interactivity is increasing, it has become a kind of ’trend’ or demand from the visitors. Becoming an active participant of an exhibition or other event brings out the visitors, the audience, from their grey everyday life. The objective is to make them think, learn, gain knowledge in a playful form, spreading knowledge, initiating discussions and forming a community. A basic element of industrial heritage studies is documentation. One can find written notes, drawings, sketches, photos, videos etc. as part of it. For preserving and managing industrial heritage we have to teach it from secondary school and then on in higher education, colleges, universities. Another useful form of preserving industrial heritage is international co-operation, and the division of financial sources. Common principles are necessary for choosing common values, and international listing together with a proper database is also necessary. The aim of training and education within the field of industrial heritage is to develop an international master’s programme, as Györgyi Németh (Hungary) writes in her report: “a complex industrial heritage study programme”. Specialisation comes from master’s studies. Professionals must be trained in a master’s programme. In the course of their practice they gain knowledge of the basics for communicating with other specialists. What is a master’s programme in different countries? Comparative international studies. International exchange of experiences. Training competent specialists. International training courses mean not only travelling and cultural interest but also a possibility to study together with people from different countries, to get to know a given field from another point of view that we could not do at home. Field-studies and practice are very important. The students must have the possibility and ability to obtain jobs in a changing world. It is important to have a global programme. “Global” means different countries, different problems, and different scientific backgrounds. Jan af Geijerstam said: “we have a common industrial heritage”. As Thomas Brandt (Norway) wrote in his report: “Industrial heritage management is a truly international activity”. 96 (125) The conclusion of our workshop at TICCIH seminar 2008 was: Meet the teachers internationally. Various backgrounds – pre-course at home university – basic understanding – fieldwork – course work. Common end. We have to look for global money! Possibilities in the European Union to organise international programmes. Using national resources to build courses. * I am a last-term student at Kodolányi János University College (KJUC), which was chosen the Best Hungarian University College of the year 2007, at Economist in Hotel and Tourism Management Faculty, specialization Cultural Tourism. KJUC opened its doors in September 1992 and the Tourism Faculty Hotel and Tourism education started in 1993. At the college there are state-financed and non-state-financed education with a tuition fee of approximately 200.000 HUF/semester). Duration of studies is four years. KJUC offers excellent possibilities in the field of practice (2 x 15 weeks in the 7th and 8th semester) – it can be done abroad as well as within Hungary. The objective of education is training economic specialists, who, in the field of economics, are capable of doing, organizing and managing activities in the field of tourism and catering in the possession of methodological and specialized knowledge. All degree courses are organised in line with regional and EU-market needs. Excellent resources are available to our students, with campus libraries and up-to-date computing facilities. A lively intellectual atmosphere generated by over ten thousand students receives newcomers. The duration of classes is one and a half hours. Exams to be passed are written and oral, there is a ’mark’ given by visiting the courses, and there are exams in which you have to report on your knowledge in a written exam or in oral form. The total number of students in all the faculties, all 5 filials, is approx.10.000, out of which in our faculty, the Hotel & Tourism are 200. KJUC has 52 partner institutions in almost all continents (except Australia), in 27 countries – that means an international network and exchange of experience. I write my thesis on “Cultural Touristical Usage of Industrial Heritage”, that’s why I chose Millenáris Park (a cultural centre transformed from an industrial plant) as the venue of my practice (2 x 15 weeks) from January until April of 2007. This thought of mine was further 97 (125) encouraged during my visit in Scandinavia that summer where I met several imposing examples of the chosen field. The Millenáris Park is situated in the heart of Buda, in the territory of the old GANZfactory. Demolishing old buildings and adding new ones to the original factory building, which was built in 1911, established the complex of the exhibition halls. The complex consists of several buildings, venues, like the PARK, the Grand Hall, the Pixel Gallery, the Small Hall (the oldest building of the Millenáris), the Theatrum (transformed from a works hall) and the Pub (built in the 1930-ies, as a galvanizing plant and inaugurated in 2001 as the first complete building of the complex). Among its programs one can find concerts, exhibitions, film parades, theatrical performances, conferences, festivals (one of them is FRINGE Festival), etc. so you can see, the place has many diverse facilities. We should always match the answers to the questions: “What is the place appropriate for?” and “What would we like?”, for working out a well-thought-out and complete offer. 98 (125) Target group differs according to genres, but in general we can state that is consists of children, youth, and pensioners. For this latter group a net-education is organized by the Park. The Millenáris provides with a usable information base for both experts and outsiders. Needs for interactivity are increasing, it’s become a kind of ’trend’ or demand for the visitors. It’s brought along by the World. To become an active participant of an exhibition or other event tears out the visitors, the audience from their grey everyday life. The objective is to make them think, learn, gain knowledge in a playful form, spreading knowledge, initiating discussions and forming a community. Millenáris Park is an institution looking ahead for the future where life is live. We can be a part of the interesting, scientific and amusing programs of the House of The Future and Palace of Wonders within it. The Park becomes more and more up-to-date due to renovations and reconstructions. I find it interesting when a cultural centre is transformed from a former factory or plant. In the world nowadays the protection of the state of industrial establishments has been spreading widely; masters of ideas tend to see fantasy in huge and massive factory buildings like e.g. GANZ factory used to be. In the Millenáris Park I got more deeply acquainted with the steps of cultural program organizing in practice. During the time of my practice I worked as a program-assistant, and I collected information to my thesis. What I considered the most important in building and maintaining relations was communication abilities. One of the most important jobs in program organizing and managing is continually developing and updating of the database. In the beginning of March 2007 I was in charge of correcting and finalizing the texts and layout of programs and from mid-March I helped in the preparations for various programs and events. Some examples: • • • • • • Distributing brochures; Preparing the venues of/for events; Giving information to visitors in Hungarian and English; Welcoming guests; Booking and sending the flight tickets of foreign guest artists; Forwarding VIP tickets to embassies. 99 (125) I also assisted in applying for cultural and arts tenders, collected data via internet on artists, their artistic career, works and exhibitions. These data were made up for my colleagues for the forthcoming exhibitions. In April I made a summary of the programs held in and by the Millenáris Park, then I made weekly plans for the forthcoming events. The latter contained: • • • • • • • • • Date and duration of the program; Time and title; Venue; Responsible person/s/; Expected number of visitors; Necessary number of animators, hostesses; Technical equipment; Ticket prices; Other additional information. In April I took part in the preparation and organization of a poster exhibition and netArt digital exhibition. For fulfilling my job well I best needed my IT, communication and program managing skills. I can use my experience from the internship in my later career. Demand for non-mass-products that are able to fulfil individual needs is growing; the activity related to this is called ’heritage geography’. We have to deal with this problem from the point of view of approaching the more developed European nations. With our joining the European Union it’s advisable to present our technical historical treasures as a part of our national cultural heritage to our own nation and other countries as well. Industrial heritage, technical historical monuments should be advertised in an eye- and mind-catching way, connected to various free time and entertaining programs. A good example of this was the Route of European Iron Culture to which we joined in 2000. The objective of “Cultural Routes” Program launched by the European Committee is to draw people’s attention to artistic, archaeological, scientific and technical heritage that are found in Europe. The first industrial heritage monument of Hungary is the charcoal furnace in Újmassa (Bükk mountain), the work of Frederic Fazola, built in 1813, reconstructed in 1952. A basic element of industrial heritage studies is documentation. One can find written notes, drawings, sketches, photos, videos etc. as a part of it, and literature must be specified. 100 (125) For preserving and managing industrial heritage we have to teach it from secondary school and then on in higher education, universities, colleges. Another useful form of preserving industrial heritage is international cooperation, and the division of financial sources. Common principles are necessary for choosing common values, and an international listing together with a proper database is also necessary. Sources: College notes Practice report (2006 – 07) Own pictures (2007) László Drótos: North-East Hungary monthly (2002) – Industrial heritage – details from the article László Drótos: North-East Hungary monthly (2003) – Industrial heritage – details from the article Györgyi Németh: North-East Hungary monthly (2002) – Industrial heritage – details from the article Dr. Dániel Nyitrai: North-East Hungary monthly (2003) – Industrial heritage – details from the article Puczkó, L. – Rátz, T.: From the Attraction to the Experience Geomédia Szakkönyvek, Budapest (2000) www.kjf.hu (2008) www.millenaris.hu (2008) * 101 (125) 17. Specialisation in Industrial Heritage Studies A New Educational Programme for Undergraduate Students at the University of Miskolc, Hungary by Dr Györgyi Németh associate professor Institute of History University of Miskolc, Hungary bolverus@uni-miskolc.hu A brief overview of training and education within the field of industrial heritage in Hungary Though central and local governmental interest as well as public attention has turned considerably towards the remains of industry in Hungary, the preservation of the industrial heritage is still a great concern for professionals and enthusiasts of industrial archaeology. Besides privatisation and the usual lack of financial means, the scarce knowledge of the main theories and state-of-the-art practices of industrial archaeology threatens the industrial heritage most in the country. Scholarly information on the preservation of some components of the industrial heritage was first provided in the traditional fields of education. The protection of industrial buildings, for example, was included in the curriculum at the Department of the History of Architecture and Monument Protection at the Budapest University of Technology and Economics in the 1990s. In the same period, at the Eötvös Lóránd University, also in Budapest, certain issues of industrial heritage preservation came to be discussed in the course of the museology programme. However, no special course was initiated to educate industrial heritage professionals at any institution of higher education in Hungary in the last decade of the 20th century. Fortunately, a real turning point has been reached recently in the study of industrial archaeology at the University of Miskolc, in the north east of the country. Owing to the inclusion of the subject in the curriculum of the history of technology at the Faculty of Arts, students’ interest in industrial heritage had been growing there steadily since the end of the 1990s. As a result, the number of diploma works written in industrial archaeology is also rising year by year. One of them, which prepared the inventory of the industrial heritage of the most important gasworks in Hungary, the Óbuda gasworks in Budapest, got a high award from the Ministry of Environment for applying pioneering methods. Another diploma work, recording the iron ore processing plant of Rudabánya, has been published recently due to its high quality. Finally, founded on the growing interest and outstanding achievements of 102 (125) students, the first undergraduate programme in industrial archaeology was elaborated in Hungary, and became successfully accredited in 2005. Opportunity for the introduction of the new field was provided by the ongoing transformation of the system of Hungarian higher education according to the Bologna principles. Specialisation in Industrial Heritage Studies at the University of Miskolc Demand for industrial heritage professionals in the region It was not by accident that the students of the University of Miskolc became so much interested in the preservation of the industrial heritage. The University is situated in the city of Miskolc, the centre of the Borsod industrial area, which was once the most significant heavy industrial district of the country. Since heavy industries have also been struck hard in Hungary similar to the western countries, the situation became most critical in this area. Here, coal mining and iron making almost retained their importance in regional economy until the last decades of the twentieth century. In the mid-1980s, the two industries were still employing 40 per cent of the total industrial workforce in spite of their continuously decreasing efficiency. Thus, in consequence of the expanding economic crisis, unemployment began to rise incredibly high in the 1990s, and industrial sites were closed down in great numbers. Subsequently, an enormous amount of obsolete industrial buildings, equipment, and machinery was abandoned deteriorating constantly and awaiting demolition. Coming mostly from the region, numerous students of the University of Miskolc have been also personally involved in the uneasy developments through their families. They have clearly understood, new jobs will be created not only for themselves but also for the members of their family if they can promote the revitalisation of the area as industrial heritage professionals through the conservation of the mining and iron-making heritage. Resources for the study programme at the University of Miskolc For the University of Miskolc, it was a must to take an initiative in the introduction of industrial heritage studies in the university curriculum. Having been founded in 1949 as the Technical University for Heavy Industry, and, as the legal successor of the Mining Academy set up in 1735 in Selmecbánya, it traditionally showed a deep interest in the history of industry and technology. In consequence, a museum library has been created which contains some thirty thousands volumes from the 18th and 19th centuries, and provides an excellent basis for documentary research in industrial archaeology. In addition, the establishment of new faculties, notably, the Faculty of Economics and the Faculty of Arts, in the 1980s and 103 (125) 1990s respectively, was highly beneficial for launching an interdisciplinary programme of industrial heritage studies at the University. Structure, character, and content of the study programme The study programme consists of two main components, i.e. an introductory course as well as a set of lectures, seminars, and fieldwork. The introductory course is compulsory for all history students in the second semester of the first year, and provides a general introduction to industrial archaeology. Then, from the second year, undergraduates studying history or any other fields at the Faculty of Arts in Miskolc can sign up for the programme in order to get specialised in industrial heritage studies. In case they are admitted, they can study industrial heritage from various aspects in the course of four semesters. Since the programme has been launched for undergraduate students, it primarily aims at training practitioners of industrial archaeology. Therefore, archaeological and documentary methods used in fieldwork as well as practical issues related to museum preservation are especially emphasised in the curriculum (Table 1). In order to introduce students into everyday practices of industrial archaeology and industrial heritage management, actual fieldwork has been also included in the programme. At the end of the second and the fourth semesters, students can work as interns for a two weeks’ period at an industrial heritage site or at an industrial museum in the region. Though practical training has been put in the centre, students are also introduced to the theoretical basis of industrial archaeology. For this purpose, the studies are subdivided into basic and main classes. In the basic classes, the essentials of industrial and social history as well as the major archival sources of industry are presented. Main classes focus on more specialised topics, notably, on the history of technology, the only subject in the curriculum which is studied for two semesters, as well as on the preservation of industrial buildings, and on the anthropology of urban industrial communities. Courses related to industrial heritage management like regional development methods as well as the study of environmental pollutions are also included in the programme. Even if every topic is discussed from a global perspective, the study programme puts special emphasis on the unique features of the industrialisation, and in consequence, of the industrial heritage of Hungary in the 19th and 20th centuries. 104 (125) Teaching staff It was relatively easy to prepare an interdisciplinary study programme in industrial heritage, because scholars work in various disciplines at the University. Most of the teaching staff, industrial and social historians, mainstream and industrial archaeologists, as well as anthropologists come from the Faculty of Arts, notably, from the Institute of History and the Department of Cultural and Visual Anthropology. The programme also draws upon academics from other faculties at the University, namely, the Faculty of Earth Science and Engineering, the Faculty of Materials Science and Engineering, the Faculty of Mechanical Science and Engineering, as well as the Faculty of Economics. They teach classes in different fields of the history of technology and also some special subjects such as regional development or environmental history. Since there is no education in architectural science at the University, professionals have been invited from the Cultural Heritage Office in Budapest and from the Chief Regional Architect’s Office in Miskolc to teach architectural classes in the programme. Future goals Training industrial archaeology practitioners is only the initial step in the development of a complex industrial heritage study programme at the University of Miskolc. As soon as possible, the undergraduate programme will be related to a master and even a doctoral programme in order to prepare scholars, researchers, and historical site administrators at higher levels. Professionals with stronger academic credentials are badly needed for the qualified research and carefully designed conservation of the huge industrial heritage of the Borsod area as well as that of the whole country. In addition to raising the level of education, the intellectual content of the study programme will be also expanded. In order to develop cooperative international relationships in various fields of industrial heritage preservation, the studies will be put in an Eastern and Central European perspective. Accordingly, the common features of the industrial heritage of the countries once behind the Iron Curtain will be specified at first. Then, studies will focus on the prospects of coordinated initiatives through which the Eastern and Central European industrial heritage can be more easily saved and joined to the heritage of the whole European continent. The third main goal in the near future is to develop the e-learning curriculum of industrial heritage studies at the University. Since a distance-learning centre was established several 105 (125) years ago, the necessary means and staff are available for the project. Due to the wider access to the study programme, awareness for the values of the industrial heritage will be hopefully raised in the public. In summary Teaching industrial archaeology as a specialised subject for undergraduates started in the 2007/08 academic year at the University of Miskolc. Having finished the introductory course, five students were admitted to participate in the advanced study programme. Through their efforts, they will acquire up-to-date knowledge on the theories and practices of industrial archaeology, which will certainly promote the preservation of the industrial heritage of the country. Data on the Specialisation in Industrial Heritage Studies at the University of Miskolc • • • • • • • • • • • • • Level: Undergraduate Name of university: University of Miskolc. H-3515 Miskolc-Egyetemváros, Hungary Name of department: Faculty of Arts, Institute of History Date of establishment: 2005 Duration: Four semesters Tuitions: For preparing final thesis and students’ scientific competition thesis Expected job opportunities: In academic and non-academic markets, in private and public sectors (museums, heritage offices, central, regional and local government offices, development agencies, tourist offices, consulting firms) Number of students per year, introductory course: compulsory for all history students in the second semester of the first year (60 to 80 persons) Number of students per year, specialisation in industrial heritage studies: four semesters (5 persons admitted) Duration of classes: 12 classes, 30 lessons per class Duration of field work/internship: 2 weeks per semester (2 semesters) Forms of examination: 7 oral exams, 1 written thesis Required readings: See selected readings in Hungarian as well as in English in Table 2. Since the English-language knowledge of students is still relatively low in Hungary, a textbook on industrial archaeology is badly needed in Hungarian. 106 (125) Table 1. Specialisation in Industrial Heritage Studies. Curriculum, University of Miskolc, Faculty of Arts, Hungary CLASSES BASIC COURSES 1st term (2nd History of industry in Hungary from the beginning of the 19th year) century until the 1980s The communist industrial revolution and urban communities in Hungary Archival sources of the history of industry in Hungary MAIN COURSES 2nd term (2nd History of technology 1 year) Museum studies Archaeological field methods Fieldwork 3d term (3d year) Industrial architecture History of technology 2 Anthropology of industrial urban communities Documentary methods 4th term (3d year) Industrial heritage in regional development Historical studies of industrial pollution Fieldwork 2 2 2 2 2 2 30 30 30 30 30 30 X X 2 2 2 30 30 30 X X 3 3 4 4 3 3 3 4 4 4 4 Lessons per Lessons per week terms 2 30 Exams X Credits 4 2 30 X 4 2 30 X 3 107 (125) Table 2. Specialisation in industrial heritage studies, University of Miskolc, Hungary, selected required readings. Industrial archaeology Császár László: Korai vas és vasbetonépítészetünk. Bp. 1978. Déry Attila-Merényi Ferenc: Magyar építészet 1867 – 1945. Bp. 2000. Kubinszky Mihály: Régi magyar vasútállomások. Bp. 1983. Olajos Csaba: A Diósgyőr-vasgyári kolónia. Miskolc, 1998. Kiss L.-Kiszely Gy.-Vajda P.: Magyarország ipari műemlékei. Industrial Monuments in Hungary. Bp. 1981. Az ipari műemlékvédelem helyzete Magyarországon. Bp. 1997. Cossons, N.: The BP Book of Industrial Archaeology. David and Charles, 1993. Palmer, M.-Neaverson, P.: Industrial Archaeology. Principles and Practice. London and New York, 1998 History of Technology Benke István (főszerk.): A magyar bányászat évezredes története 1 – 2. kötet. Bp. 1996 – 97. Heckenast Gusztáv: A magyarországi vaskohászat története a feudalizmus korában a XIII. század közepétől a XVIII. század végéig. Bp. 1991. Endrei, W.-Jeszenszky, S. (szerk.), Technikatörténet 1760 – 1960 (Budapest, 1993) Kuhn, Th.S., A tudományos forradalmak szerkezete (Budapest, 2002) Marx, L.-Smith, M.R. (szerk.), Does Technology Drive History? The Dilemma of Technological Determinism (Cambridge, Mass., London, 1994) Paturi, F.R., A technika krónikája (Budapest, 1991) Szála Erzsébet: Fejezetek a magyar szabadalomtörténetből. Régi magyar ipari szabadalmak Kempelen Farkas korától a reformkor végéig. 1782–1848. Bp. 2002. Technology and Culture (a Society for the History of Technology folyóirata) aktuális számai http://shot.press.jhu.edu http://www.omm.hu, http://www.km.iif.hu http://www.technikatortenet.hu, Archaeological Field Methods Ilon Gábor (szerk.): A régésztechnikus kézikönyve I. Panniculus, Ser. B. No. 6., Szombathely, 2002. (második, átdolgozott kiadás) Pannell, J.P., The Techniques of Industrial Archaeology (David & Charles: Newton Abbot, 1974) Renfrew, C.–Bahn, P., Régészet. Elmélet, módszer, gyakorlat. Osiris Kiadó, Budapest, 1999. Visy Zs. (főszerk.), Magyar régészet az ezredfordulón. Nemzeti Kulturális Örökség Minisztériuma– Teleki László Alapítvány, Budapest, 2003. Anthropology of Industrial Urban Communities Belényi Gyula – Sz. Varga Lajos: Munkások Magyarországon 1948 – 1956. Budapest, 2000, Napvilág Kiadó. 108 (125) Horváth Sándor – Pethő László – Tóth Eszter Zsófia (szerk.): Munkástörténet – munkásantropológia. Budapest, 2003, Napvilág Kiadó. Kemény István: Velük nevelkedett a gép. Magyar munkások a hetvenes évek elején. Budapest, 1990, VITA. Litván György (szerk.): Magyar munkásszociográfiák 1888 – 1945. Budapest, 1974, Kossuth Könyvkiadó. Paládi-Kovács Attila: Az ipari munkásság. in Magyar Néprajz VIII., Társadalom. Budapest, 2000. Akadémiai Kiadó, 239 – 308.p. Historical Studies of Industrial Pollution Konrad Lorenz: A civilizált emberiség nyolc halálos bűne, Ikva könyvkiadó, Sopron, 1989. Al Gore: Mérlegen a föld, föld napja alapítvány, Budapest, 1993 R. W. Sarsby és T. Meggyes: The exploitation of natural reseources and the consequences, Thomas Telford Publishing, London, 2001. Industrial Heritage in Regional Development Bakos I.: Területfejlesztési stratégiák és programok tervezésének módszertana. Egyetemi jegyzet, Bíbor Kiadó, 2001. Bakos I.: Regionális alapok és programok az Európai Unióban. Egyetemi jegyzet, Bíbor Kiadó, 2002. Puczkó L. – Rátz T.: A turizmus hatásai. AULA Kiadó, Budapest, 2001. Bakos I. - Nagy Z.: Az Európai Unió strukturális és kohéziós politikája. Oktatási segédlet, Szent István Egyetem, Európai Tanulmányok Központja 2002. Bakos I. – Kocziszky Gy.: A Strukturális Alapok és a Kohéziós Alap felhasználásának tervezési és programozási alapjai. Távoktatási tananyag, TEMPUS Közalapítvány 2004. Bakos I.: Európai válságkezelési esettanulmányok. Egyetemi jegyzet, távoktatási tananyag, Miskolci Egyetem, 2003. * 109 (125) 18. Professional Training in Industrial Heritage in France: a n A s s e s s m e n t o f S u p p l y a n d D e m a n d 51 by Marie­Noëlle Polino Association pour l’histoire des chemins de fer en France ahicf@club­internet.fr & Dr Florence Hachez­Leroy Université d’Artois f. hachezleroy@free.fr Introduction Our paper is somehow far from most of the topics, which will be discussed, in the present session. We won’t deal with the application of renovation principles in case studies, but assess the supply of training programmes offered to students which join industrial heritage and renovation skills, being understood that such training hardly exists in the French schools of architecture. Through an a tentative assessment of supply and demand, i.e. professional training and the labour market, we’ll try to know why, in France, but perhaps in other countries as well – this will show in the discussion – industrial heritage specialists are not called nor do they take a part in industrial heritage renovation planning and architectural projects, and how things may change in the future to foster accurate renovation and heritage interpretation and enhance the quality of architecture.] Professional training in heritage, and namely in industrial heritage, is a recent addition to university training in France, at any level, from Bachelor to Master 2 degrees and “specialized Master”. Several quest ions are asked by the huge amount of new courses, which are offered to students each academic year. The evaluation for such specialized degrees comes very soon from the labour market: are all graduates working after a reasonable amount of months, what kind of job can they get? When are they assured to be permanently employed? How many of them end by turning down industrial heritage to take any acceptable, if not suitable job, forgetting – for how long? – their ambition to work in the field they chose initially? We shall then present the variety of available programmes and the evolutional trend, and assess the matching – or mismatching – of supply to demand; we finally ask the quest ion of 51 Paper to the Ticcih 13th Congress, Terni 2006. Workshop 5: New planning knowledge: experiences and training. 110 (125) the possible new professions which are shaped by the current evolution in industrial heritage perception and management, and how training programmes are able to follow this trend. Twenty years of academic training in heritage studies If we exclude courses given by specialised private or public institutes to professionals as continuing education and focus on academic training, more than 580 Master 2 “professional” courses in humanities and social sciences were registered in French universities for the academic year 2005­2006, from anthropology to foreign languages and from geography to history and sociology.52 Circa 190 deal with culture.53 23 advertised “heritage” in their t it le and among them some are dedicated to aspects of heritage, such as: heritage of a region (the Alps.), publishing and books heritage, and last but not least, industrial heritage. Many others deal however wit h heritage knowledge, conservation, management, restoration and valorisation. They fall under 4 main headings. First come the “metiers de la culture” (cultural professions), which means in the French context specialised training to take the entrance exams to public service and become, if one passes them, a curator of public collect ions, a librarian of public libraries or an assistant curator or librarian. We shall come back to this issue later. Second, the documentation heritage and all the courses dedicated to records management, archives, information technology and electronic networks. Then come the courses intended to students in geography who may specialize in planning, local development, rural economy or tourism. In this group several courses are in fact dedicated to rural heritage management or the role of heritage in tourism economy. The preference of a professor may turn one or the other towards industrial heritage. Only three advertise as a major heritage buildings restoration and adaptation to new functions and deal mainly wit h heritage of the last two centuries. In order to give an accurate overview of the present situation and to study jobs opportunities given to (industrial) heritage students we selected 10 academic programmes, which were created from 1987 to 2005 (see Annex, Table 1). Half of them are specialized courses in industrial heritage, the other half deal wit h history of technology, culture, law or tourism but are known to deal wit h industrial heritage. All of them belong to the State university system, one being however run by an engineering school (‘grande école’). 8 are 52 53 List provided by the ‘service d’information et d’orientation’ of the Université de Bourgogne, May 2005. After the Cortex Culture Emploi website published by prof. Claude Patriat at Université de Bourgogne, see: http://www.cortex­culturemploi.com/, page: http://www.cortex­culturemploi.com/france/formations_ind.html. 111 (125) intended to 5th year students, one to professional in continuing education (a diploma of second year level) and one, the engineering school programme, delivers a 6th year diploma. The fact the advertised topic of these programmes shifts in time from academic history of technology (1987) to ‘management of cultural property’ (1993), tourism (1993) and finally ‘heritage’ (2002­2004) is significant. It means that ‘heritage’, first understood as an ‘auxiliary’ field of studies, an incidental accessory of economic history or history of technology, as archaeology or epigraphy had in the former academic hierarchy – sciences auxiliaires de l’histoire, ancillary skills – was gradually coming up as a field of professional occupation to be taken seriously as is now tourism economy. At the present stage of development, several quest ions are under discussion. First, professional training is not easily acknowledged by the academic system. This difficulty shows in different ways and steps of the process. The path from heritage studies to heritage training is not an easy one, as academics face the following dilemma: should University educate historians of technology or economic historians in a classical way and then turn them into professional specialists of industrial heritage? Or should it train top-level managers, make them proficient in project management, administration, and local economy and teach them also how to use historical work done by others? This is obvious in the shift from the diploma of advanced studies (considered as the first year of doctoral studies) chosen for the first programme in 1987 to the diploma of specialized (professional) studies, which became “professional master, level 2” from 2003­2004 onwards. Another quest ion is: how to turn 4th year Master students in humanities and social sciences into young self-sufficient professionals? This means using heritage professionals as teachers and asking members of various professions to take a part in the programme, as well as making the internship period equal in time and credits to the courses, both approaches that are not congenial to the university system.54 This asks in turn the question of finance, which is common to all humanities and social sciences studies. Professional training is more expensive than academic teaching, as professionals’ lectures are to be paid for and students are supposed to tour in industrial heritage sites, among other expenses. Students are fewer – and, then, investments seem the less justified – and require individual tutoring. The public university system forbears asking extra fees from students, a principle it cannot reasonably be blamed for, but the An illustrative point is the way by which a public university can, or rather cannot aptly pay and/or defray a professional who is not a civil servant, from the point of view of the administrative process involved as well as the amount finally paid 54 112 (125) academic system makes difficult programmes’ sponsoring by businesses or paid consulting made by the students. Second, the numbers of new programmes surged with the European reform unifying university studies on the basis of a 3­levels system (licence, master, doctoral studies); they include professional training in heritage, especially industrial heritage courses, which date back mostly from 2004 onwards. One may think that heritage took this opportunity to come to the fore; conversely, if not a side and not too welcome effect of the reform, should this unparalleled increase in number and variety of courses be attributed to a mere fashion (the fashion of heritage) or to an actual demand from the labour market which would reflect the integration of heritage in local economy, and in the domains of culture and tourism industry? The review of job opportunities may give an answer to this quest ion. The third and most important question is the contents, which should be those of industrial heritage courses. ‘Heritage’ is nowadays widely criticized for being too wide a notion, which includes any field of human activity of all ages, future included, as well as nature and is extended to intangible heritage. Working “in heritage” could involve as many skills, practical abilities and professions, and finally wide-ranging professional status and payrolls. One may rightly ask how students can choose today among the programmes, which are offered to them. It would be then advisable, if not to normalize t he programmes, to make clear to which domains and professions they are directed. As hinted above, several fields of activity have to be set apart in industrial heritage: heritage restoration and conservation come first in time and number of programmes; then, as said above, the role of industrial heritage in planning, local development, rural economy or tourism; 55 and finally (in the course of time and in number) architecture and urban renewal. A field of activity, which is not specified yet is heritage interpretation, which split into heritage cultural interpretation and heritage scientific interpretation, although both are acknowledged, respectively, in arts and in sciences. How heritage students do as heritage professionals How depressed be the market in Western Europe, and whatever be the employment when it comes to culture and heritage, the quest ion of matching supply to demand is prominent in to­day debate about defining what should and will be highly trained professionals who will be able to foster industrial heritage preservation and valorisation in the future. The French say: “médiation”, “mediation culturelle (see the website: http://www.mediation­culturelle.info/?) and “mediation scientifique” (see for instance: “20 ans d’information et de médiation scientifique”, CNRS infos,No. 394, June, 2001. 55 113 (125) The counterpart of this manifold ‘supply’ in professional training in the field of industrial heritage is the ‘demand’ coming from the labour market. If and how are alumni employed and how soon tells about the value of the programmes but also let us understand in which extent industrial heritage is now included or not in the interests of potential employers. If we turn to the consequences of industrial heritage students’ initial choice of study, we may state several facts. We shall establish our conclusions on enquiries made by courses’ heads or students associations, which share the same concern for job opportunities and their programme’s assessment by the labour market.56 First of all students may be certain they didn’t make a bad choice or not a worse one than many others as a degree in culture or heritage studies won’t get them a permanent job sooner or later than any young people wit h an university degree being a newcomer in this sector: they need ca. three years for that, going from one temporary posit ion to the other through months of unemployment till a permanent job is offered to them, or the job they entered as a trainee becomes a permanent one and they secure a posit ion, sometimes a new one they proved necessary by their work and commitment. But the perspective is not a bright one when it comes to the payroll, as their 5th year university degree is not taken into account and they are submitted to the common rules of the culture and heritage sector in which a beginner can hardly expect a salary above the legal minimum. This results from three concurring factors: beginners’ salaries in the public sector are low, and a student who wouldn’t have passed t he entrance exams cannot expect to be better paid than a young civil servant; associations promoting industrial heritage, who as we shall see are a main employer in the field, are usually penniless; finally, the few businesses and foundations which may hire industrial heritage students usually follow this trend. Third, the role played by the public sector is a prominent one. Students who are eager to get a permanent job turn towards the State of local administration entrance exams in the hope they get access to the much envied lifelong civil servant status. Quite few succeed and pass We rely on the following data: DEA in History of technology, Universities of Paris 1, Paris 4, Paris 7 and CNAM: a study was made in 1997, when the programme was celebrating its 10th anniversary ; University of Paris 1: a study of employment after one year was made by the heads of the programme together with the association of alumni, ‘mnemosis’, which publishes an annual directory of former students; University of Clermont­Ferrand: an inquiry among students from the year 1998­99 to the year 2002­03 was published in the fall of 2004; Université d’Artois: a thorough study including all students since 2002 onwards is updated each year. See: Denis Varaschin & Marie­Noëlle Polino, “ Faire du patrimoine un métier “, Revue d’histoire du CNRS, No. 14, May 2006, p. 18­24. 56 114 (125) the exams, but many more work in the administration doing temporary ill paid jobs, following the study led by the University of Paris 1 (Master “histoire et gestion du patrimoine culturel français et européen”): if half of the 230 graduate students between 1993 and 2005 are salaried by the St ate or local administration, they are not permanent civil servants. Students who got their degree for ten years may still have a temporary job (from some months to a 3­year term). By the way, the study concludes to a real discrepancy between the jobs offered by the civil service and the new professions which are coming up in the field of culture and heritage, especially the jobs dealing with heritage interpretation, communication and public relations, relationships wit h the public and local economy which hardly exist as such in the rigid frame of public service. The alumni of the University d’Artois, which are fewer and younger (the programme was launched in 2002) don’t have a permanent job to date, if not as civil servants or members of the staff of public museums or associations exclusively funded by local public communities (cities, départements, regions) where they may do research, organize exhibit ions, lead cultural activities (animation culturelle). The last fact too often stated by those studies is the disappearances of industrial heritage from the scope of the jobs the students take after their first experience during their internship or first short missions. Does this mean that jobs opportunities in the realm of industrial heritage knowledge, study, conservation, interpretation and restoration are so few in France that 30 students per year are too many? Or that industrial heritage is too specialized a field of knowledge for potential employers? After our own experience at the University d’Artois, industrial heritage attracts employers because it sounds original and means that students who chose this field are keen on doing serious work and dedicated. A specialized field of studies is preferred to a diploma in ‘culture’. Second, they appreciate the graduates’ proficiency in several skills. A small cit y will shy of hiring a professional archivist, but appreciate a degree in industrial heritage which includes enough records management to deal wit h the business archive fund which came to them when the works next door closed as well as wit h the factory renovation project. It is then understood that employers look for skills – they hire a guide, a project manager, a records manager – but are however more and more interested in industrial heritage as a comprehensive field of specialized knowledge. The fact that unemployment is less frequent for graduates in our panel than for young graduates in other fields proves this attractiveness. 115 (125) Industrial heritage as a profession: new skills for the future As said above, ca. 50% of the students who graduated in one of our panel of 10 programmes work for a public employer, in a temporary or a lifelong posit ion. Such a posit ion is still the target at which students aim at, although none of the programmes under review is explicitly a preparatory course to the administration entrance examinations, as industrial heritage and scientific heritage are only one possible specialisation in the examination programme and very few posit ions are offered. Is the civil servant status such an attractive one that every student dreams of becoming one? Such an illusion should soon give way when considering the present French St ate steadily diminishing involvement in culture and heritage. Among those ‘public’ employers, local communities are the most prominent one. First, the French St ate entered a policy of ‘décentralisation’, which means that since 2002 onwards a bunch of laws were passed which transferred to regions or départements most of the functions held till then by the St ate in culture and heritage, with the public money needed to implement them. Thus research – ‘inventaire’ – is now done by the 26 regions; decisions about the works to be done in listed monuments may be taken by the region council or the cit y mayor; listed monuments formerly belonging to the St ate are now the property of regions or départements. They were already in charge of tourism policy. Thus organized visits of factories as tourism and ‘cultural’ tourism are boosted by this new patronage and new jobs are offered which involve industrial heritage sites in need of proper interpretation. The demand depends nevertheless on industrial geography. Some regions, which were over industrialized and were subsequently precipitated in an economic crisis, are now, after a phase of oblivion and tabula rasa policy, eager to keep the memory of their industrial past and consider industrial heritage as a possible asset for development as well as a matter of shared interest for their fellow citizens which may help them recover from the severe injuries left by the factories’ closure. Some others, in the contrary, rely on former periods of the past or on rural tourism, at the expenses of their industrial heritage which, although least conspicuous, is present in their landscapes and cities. If we look now at the new jobs opportunities coming up in the last 5years, we may state several new tendencies, which follow the development of industrial heritage. First, businesses, which were interested from the last years of the 1970 decade, onwards by business and corporate history may now turn to industrial heritage. Business records 116 (125) management is now an accepted fact in the industry57 and industrial heritage, the conservation of specialized industrial skills, crafts and know-how (‘savoir-faire’, ‘métiers’) is a matter of growing interest. Nevertheless very few jobs are offered by the industry, which would rather rely on consulting, or delegate their concerns in heritage and culture to foundations. Foundations linked to businesses were boosted by a Law passed in August, 2003, which aims at developing private sponsoring through tax deduct ion. Second, University d’Artois graduates are presently working for such a foundation. Their number is growing fast and one may hope that such opportunities will increase in the near future. Secondly, the need for heritage interpretation in the context of long-term urban renovation projects58 may bear new jobs opportunities, which favour versatile and adaptable industrial heritage specialists who combine scholarly knowledge and practical skills – one may guess rightly that the first of the latter should be a good ability to negotiation. At a smaller scale, as more communities become aware of their industrial heritage sites as assets for cultural development,59 would they be kept as open air museums and recreational areas, or developed as art centres, more missions may be offered to industrial heritage graduates in charge of interpreting the sites for museum goers or new users. But when one comes to the bottom line, the involvement of industrial heritage graduates in renovation projects and in an architect’s office staff remains non­existent. Architects would claim that historical studies of the industrial site they are working on should be done by the owner or project designer and included in the order they have to comply wit h. The public owner would rather consider the opportunity of development offered by the building than its former use and value as heritage. As renovation accounts for 2/3 of the building market and keeping prominent ancient buildings, which offer sometimes opportunities in size, height and surface which would not be authorized for a new construction, is now a first option for communities, we may hope that historical knowledge and proficiency in industrial heritage analysis and management may be appreciated in a near future by cit y planners and architects as a necessary component of their staff. The ‘business section’ of the French Association of Archivists has now some 230 members. Most of them are employed by public utilities rather than private businesses, but the trend is promising. 58 The cities of Brest, Lille and Roubaix, the départementof Seine­Saint­Denis are good examples of such large­scale renovations. Fabrice Lextrait, "Friches, laboratoires, fabriques, squats, projets pluridisciplinaires. Une nouvelle époque de l’action culturelle", report to the Minister of Culture, 2001 (online at: http://www.culture.gouv.fr/culture/min/index­ archives.htm). 59 57 117 (125) To conclude As introductory remarks to our session, this study, which should be developed and extended in the near future, stresses on our responsibility as teachers for our students’ future employment. The syllabus we academic do propose should follow the trend of the labour market. Conversely, our commitment in industrial heritage may contribute to the development of new job opportunities. More specialists in industrial heritage also contribute to its acknowledgment as a field of study and activity. We hope in new professions and positions, which may come up wit h the current change in heritage policy, now trusted to regional and local councils, and the development of private initiatives. The new missions involved in urban renovation – studies and inventories of industrial heritage, assistance in planning, in the architectural project – should develop in the near future. Through the training of industrial heritage management specialists who are not only scholars but also act in the fields of tourism, renovation, culture, industrial heritage enters the realm of sustainable development.60 It will play a major part in the technical and scientific culture and help people understand the dramatic technological changes they are subjected to. What is now at stake through the future of past industry is the part that memory and technology, tangible and intangible heritage will play in today society. See for instance the application of the coal basin of the North of France to the world heritage list as a cultural heritage site which involves the population into various cultural activities centred on the past coal industry, heritage and landscapes, understood as a factor of social identity and an asset for future development. 60 118 (125) Annex. Master diplomas specifically dedicated to industrial heritage and/or "heritage of the present times"(19th­20th century) under review 119 (125) 120 (125) * 121 (125) 19. Argentina – Investigation, Education a n d o t h e r A d v a n c e s 61 by Graciela Maria Viñuales President TICCIH of Argentina cenbarro@interserver.com.ar with the collaboration of Laura Amarilla and Olga Paterlini In the Argentine Republic the subject of the Conservation of the heritage was introduced at universities by the end of 1970s. Courses were established within architecture (National University of Tucumán and National University of the Northeast) and a postgraduate course at the Catholic University of Cordova. Meanwhile, these universities were opened to supply education and investigation, to which other universities and centres of work joined. Although several investigations have been done in the field industrial heritage, there exists no course dedicated to this subject. Instead, as a part of general courses on heritage, they also approach the realm industry. One positive fact is that there are already doctoral theses on subjects of industry, harbours and railways. In the same way, there are Argentine professionals who are writing their doctoral thesis in other countries on the subject of industrial heritage. Among them, we should especially mention those at the University Pablo de Olavide, in Seville (Spain) from 2003. Some centres have made investigations in industrial heritage, which have resulted in exhibitions, books and articles in periodic publications since 1977. Plans of regeneration of industrial towns, on the assignment from municipalities and companies, have been made since 1982. Inventories and cataloguing has been a subject, but little work has been conducted on the conservation and interpretation of industrial buildings and their restoration. Work on the archives of industrial heritage has been conducted since 1994, but the advances are small. Some public companies and organisations have ordered investigations on factories, ports and works of infrastructure, but a conscience structuring of these ideas and opening this as a specific field of investigation and teaching does not exist yet in Argentina. Below are reports on three Argentine universities, which show to the national panorama of education and investigation. The original paper is entitled TICCIH de Argentina. Investigación, enseñanza y otros avances. This is an unauthorised rough translation and working paper made with the help of a web-translator. For a correct version, please refer to the original version which can be obtained from Graciela V. /Jan af G. 080605 61 122 (125) Cordova • Name of course: Turismo Cultural. Sitios y lugares del Patrimonio Cultural (Cultural tourism. Sites and places of cultural heritage). • Level: Tertiary and University. • Name of the university: Universidad Nacional de Córdoba. • Name of department: Secretaría de Extensión Universitaria. • Date of beginning: 2003. • Duration: 4 months. • Fee: approximately 150 euros. • Comment: To introduce and to consolidate the students in the theme of heritage in general and in certain cases industrial heritage as objects of study as a part of cultural tourism. Formation of human resources in cultural tourism and aspects of industrial heritage. • Work opportunities: Labour market of tourism and heritage. • Number of students (per year): 35 to 40. • Duration of classes: 70 hours total. • Duration of modules: 4 hours per week. • Modes of evaluation: Final work with evaluation. • Compulsory readings: Tourism, heritage in general, for individual students industrial heritage. Mar del Plata • Name of course: Maestría en Gestión e Intervención en el Patrimonio Arquitectónico y Urbano (Master in the management and intervention in the architectural and urban heritage). • Level: Masters. • Name of the university: Faculty of Architecture, Urbanism and Design, National university of Sea of the Silver. • Name of department: Centro de Estudios Históricos Arquitectónicos y Urbanos (Architectural and urban history training centre). • Date of beginning: 1997. • Duration: 2 years. • Fee: approximately 800 euros. • Comment: To form human resources of high scientific level that in a professional manner can take care of existing demands. To promote the formation of experts in the investigation of problems related to the conservation of the cultural artefacts and the architectural and urban heritage. To offer a general, but oriented, approach mainly to Latin America. Specific subjects will be ports, railroads, infrastructure and other subjects of industrial heritage. • Work opportunities: University teaching, specific and interdisciplinary research programs, as well as liberal professions like managers and restaurateurs of heritage. • Number of students (per year): 20. • Duration of classes: 720 hours total. • Duration of modules: 10 days intensive every 2 months, 8 modules altogether. • Modes of evaluation: Practical work in each module, group work and master thesis. • Compulsory readings: Bibliographical list. Master thesis published. 123 (125) Tucumán 1 • Name of course: Magister en Historia de la Arquitectura y del urbanismo Latinoamericanos, 1995 – 2007) (Magister in history of Latin American architecture and urbanism,1995 – 2007). • Level: Post graduate. • Name of the university: Facultad de Arquitectura y Urbanismo-Universidad Nacional de Tucumán. • Name of department: Instituto de Historia y Patrimonio. • Date of beginning: 1995. • Duration: 2 years. • Fee: approximately 1 200 euro. • Comment: To promote the abilities of teaching and conducting scientific research and investigative/action in Latin America in order to plan urban interventions and actions concerning buildings with heritage value in the region, the country and the continent, as an sustainable tool to promote the social and cultural development of its inhabitants. To obtain a deep knowledge of the process of construction of our habitat, that is Argentinean and Latin American cities and architecture, included in or understood as a part of the world Spanish-American world and formulated through a historical-heritage analysis of the different stages of its development, from the preHispanic times to the present. To interpret and to evaluate the development of the Latin American habitat through concepts of heritage and cultural identity and to ascertain different kinds of assumption embedded in professional actions of conservation of this habitat. To use and adapt knowledge acquired in the disciplines historiography, pedagogy, theory of the architecture and scientific practice. • Work opportunities: University education and consultative and direct intervention in conservation of heritage. • Number of students (per year): 15. • Duration of classes: 540 hours. • Duration of modules: One week intensive every two months. Total 12 weeks. • Modes of evaluation: Final examination in each subject and practical work. Master thesis to obtain the title of Magister. • Compulsory readings: Extensive bibliographical list. Master thesis, industrial heritage 1999 architecture. Liliana Lolich: Tema: “Arquitectura de estancias en la Patagonia Argentinadurante el Período de organización territorial (1865 – 1955)”. Expte. Nº. 45.124/99 Resolución 153/99 Aprobada 10 (diez puntos) Título: Magíster en Historia de la Arquitectura y el urbanismo latinoamericanos, Facultad de Arquitectura y Urbanismo, Universidad Nacional de Tucumán, 1999 architecture. Araceli Rosa León Tema: “La arquitectura de nueva tecnología en Tucumán, desde mediados del siglo XIX a principios del siglo XX”. Aprobada (8 puntos) Título: Magíster en Historia de la Arquitectura y el urbanismo latinoamericanos, Facultad de Arquitectura y Urbanismo, Universidad Nacional de Tucumán. 2008 in work. Arq. Graciela Moretti Habitat, vivienda y sociedad en los poblados cementeros del centro oeste argentino (1930 – 1980) Tucumán 2 • Name of course: Historia de la Arquitectura II-Facultad de Arquitectura y Urbanismo-Universidad Nacional de Tucumán. (Se dictan temas referidos a la 124 (125) • • • • • • • • • • • • construcción de Patrimonio Industrial de los Siglos XIX y XX).(History of Architecture II, Faculty of architecture and national urbanism, University of Tucumán. (Referred subjects are concerned with the construction of industrial heritage of the 19th and 20th centuries). Level: Degree. 4th year of the exam of architect. Name of the university: Facultad de Arquitectura y Urbanismo-Universidad Nacional de Tucumán. Name of department: Instituto de Historia y Patrimonio. Date of beginning: 1979. Duration: one four month period. Fee: free. Comment on goals: To fortify the critical formation of the future architect by means of the knowledge of the urban-architectonic design of the 19th and 20th centuries. Work opportunities: University education; professional architect. Duration of classes: 72 hours. Duration of modules: 12 weeks. Modes of evaluation: Final examination. Compulsory readings: Long bibliographical list. Number of students (per year): 300. Investigations • Name of the university: Facultad de Arquitectura y Urbanismo-Universidad Nacional de Tucumán. • Name of department: Instituto de Historia y Patrimonio. • Date of beginning: 1978. • Subjects in study: The urban and architectural heritage of the Argentina Northwest, considered in its Latin American Context: history, inventory, typology. Evaluation. Among other subjects: The railroads of the region of the NOA. The sugar talents of the NOA. The warehouses of the region of northwestern Argentina. The railway factories of Old Tafí. * 125 (125)