Educating in the Restoration of Architecture. Suggestions for a Possible Analysis

Abstract

Starting from didactics, the essay introduces the various themes collected in the following papers, analyzing the limits and perspectives of research in the field of restoration. After all, teaching and training at various levels, profession and project, research and innovation, are deeply intertwined and mutually interacting. The recognition of these interconnections represents the first guarantee of the most correct interpretation of the issue. A reference to the multiplicity of issues and ways to deal with them, through the different types of intelligence evoked by Howard Gardner, constitutes the starting point of the paper, in order to analyze the teaching of Restoration. Starting from the importance of pedagogical recovery in the teaching of this discipline (as well as of any other), the essay critically delineates the issues with the aim to open and address a possible discussion. It tries to fix some fundamental points, not only concerning the Restoration definition, together with its boundaries (operational and philosophical), but also considering the relationship with profession and with new technologies (used not only for communication but also for a deeper knowledge of the material data). Ultimately, the knowledge of the Heritage and the recalling of the reasons for its proper conservation (and Restoration) represent the key point to be examined and studied, starting also from didactics.