The Development of Skill Knowledge in Conservation

Abstract

In conservation, the practical ability to implement treatment on objects of cultural heritage requires skills as an essential part of conservation expertise and constitutes an fundamental part of learning in conservation education. The acquisition of practical skills, which include cognitive and practical elements, is governed by laws that are primarily explained by means of organizational psychology and medicine where they have evolved in the form of step models. Stages of explicit and implicit knowledge are distinguished as well as factual-theoretical and practical-performative knowledge. Forms of learning are, in addition to guided learning, the experiment, the emergency, case studies and implicit forms of problem solving. The development of the expert can also be traced by the development of practical skills in five stages from beginner to expert. The stages of skills acquisition can be explained by reference to the European Qualifications Framework for Lifelong Learning (EQF) and the skill levels defined by the European Confederation of Conservator-Restorers’ Organizations (E.C.C.O.).

Climate Change and Cultural Heritage: A Global Mapping of the UNESCO Thematic Indicators in Conjunction with Advanced Technologies for Cultural Sustainability

“…This value reflects the depth of the term with TI n. 14 CK, indicating its widespread use. Such findings support the argument of Brückle, who emphasized the role of knowledge skills as the most critical competency in conservation [77].…”