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70YA K 327:913
THE VALUES OF THE WORLD HERITAGE AND THE YOUNGER GENERATION
A. Prepis
Department of Architectural Engineering, Democritus University of Thrace Komotini, Greece
Abstract. The Convention for the Protection of World Cultural and Natural Heritage was established in 1972 to recognize "sites of Outstanding Universal Value" which are part of the heritage of humankind, deserving protection and transmission to future generations, nowadays the List of World Heritage includes 1073 properties. The Convention for the Safeguarding of the Intangible Cultural Heritage, adopted in 2003, recognizing the invaluable role of the intangible cultural heritage as a factor in bringing human beings closer together and ensuring exchange and understanding among them.
The World Heritage Convention links together the concepts of nature conservation and the preservation of cultural properties. Sites inscribed benefit from the elaboration and implementation of a comprehensive management plan that sets out adequate preservation measures and monitoring mechanisms. Experts offer technical training to the local site management team. The inscription brings an increase in public awareness of the site and of its outstanding values, thus tourist activities well planned for and organized respecting sustainable tourism principles, can bring important funds to the site and to the local economy.
The future of the World Cultural and Natural Heritage, as well as of the Intangible Cultural Heritage will depend heavily on the decisions and actions of the new generation that in the coming years will be the leaders and those who will have a decisive opinion.
The ultimate goal of the UNESCO World Heritage Education Programme (1994) is to acquaint the younger generation with the values of the World Heritage, to inspire and strengthen their will to preserve it, and to help bridge the gap between school and society by offering actions to strengthen socialization process of the child. Developed in 1998, the World Heritage in Young Hands Educational Resource Kit for secondary school teachers is one of the main tools of the World Heritage Education Programme. It aims to sensitize young people to the importance of preserving their local, national and world heritage.
The UNESCO Associated Schools Network (ASPnet) links educational institutions across the world around a common goal: to build the defenses of peace in the minds of children and young people. The over 11,500 ASPnet member schools in 182 countries work in support of international understanding, peace, intercultural dialogue, sustainable development and quality education in practice.
Keywords: The Convention for the Protection of World Cultural and Natural Heritage, The Convention for the Safeguarding of the Intangible Cultural Heritage, UNESCO World Heritage Education Programme, UNESCO Associated Schools Network (ASPnet).
Cite this entry as: Prepis A. The values of the world heritage and the younger generation. Heritage and Modern Times. 2018, vol. 1, no. 3 (3), pp. 7-19.
The World Heritage Convention of 1972
The Convention for the Protection of World Cultural and Natural Heritage [1] was adopted by the General Conference of UNESCO in Paris on 16 November 1972. It was established to recognize "sites of Outstanding Universal Value" which are part of the heritage of humankind as a whole, which deserve protection and transmission to future generations, and which are important for the whole of humanity.
The Operational Guidelines for the Implementation of the World Heritage Convention [2], in its Article 1define monuments as architectural works, works of monumental sculpture and painting, elements or structures of an archaeological nature, inscriptions, cave dwellings and combinations of features, which are of outstanding universal value from the point of view of history, art or science.
The Operational Guidelines define Outstanding Universal Value (OUV) as being cultural and/or natural significance, which is so exceptional as to transcend national boundaries and to be of common importance for present and future generations of all humanity.
To be deemed of Outstanding Universal Value, a property must also meet the conditions of integrity and/or authenticity and must have an adequate protection and management system to ensure its safeguarding [3].
The World Heritage Committee's action since 1972 has yielded extremely rich fruits: the international community pledged to prevent the disappearance of the valuable and irreplaceable cultural and natural heritage. The List of World Heritage includes today 1073 properties forming part of the cultural and natural heritage, which the Commission considers that it has excellent universal value. These include 832 monuments of cultural heritage, 206 monuments and natural heritage, 35 mixed heritage monuments, located in 165 States Parties.
States Parties (193) are countries, which have adhered to the World Heritage Convention. They agree to identify and nominate properties and protect the World Heritage values of the properties inscribed and are encouraged to report periodically on their condition.
The Convention for the Safeguarding of the Intangible Cultural Heritage was adopted at the 32nd session of the General Conference of the UNESCO meeting in Paris, in October 2003, recognizing the invaluable role of the intangible cultural heritage as a factor in bringing human beings closer together and ensuring exchange and understanding among them.
The purposes of this Convention are the following: to safeguard the intangible cultural heritage; to ensure respect for the intangible cultural heritage of the communities, groups and individuals concerned; to raise awareness at the local, national and international levels of the importance
of the intangible cultural heritage, and of ensuring mutual appreciation thereof; to provide for international cooperation and assistance [1].
The World Heritage values — benefits from the inscription
For the first time in the history of humanity monuments from different countries, cultures, periods of time and religious beliefs are placed on a world-wide, equally recognized cultural value framework, and are considered as expressions of common cultural values, contrary to the aging of the past 19th century Euro-centric ideological perceptions, and treating equally the cultural and natural asset of Europe, Asia, Africa, North or South America, Oceania, Antarctica.
The most significant feature of the 1972 World Heritage Convention is that it links together in a single document the concepts of nature conservation and the preservation of cultural properties. The Convention recognizes the way in which people interact with nature, and the fundamental need to preserve the balance between the two.
The inclusion of a monument constitutes its ultimate recognition as an exceptional monument, the responsibility for the preservation of which belongs not only to the member state, but to the whole of mankind. Each registered monument/site has a world value and is an essential part of world culture. It therefore constitutes a condition of obligation not only for the member state, but for all the signatories to the World Heritage Convention.
Sites inscribed on the World Heritage List benefit from the elaboration and implementation of a comprehensive management plan that sets out adequate preservation measures and monitoring mechanisms. In support of these, experts offer technical training to the local site management team.
The inscription of a site on the World Heritage List brings an increase in public awareness of the site and of its outstanding values, thus also increasing the tourist activities at the site. When these are well planned for and organized respecting sustainable tourism principles, they can bring important funds to the site and to the local economy.
The World Heritage Convention has created a new consciousness among the peoples, establishing a lively picture of pluralism, depth and wealth of cultural values, which has created a new concept, acting as a shield against nationalistic, racist or religious fanaticism ideas. This new concept confronted radically attempts to separate high-valuable cultural monuments on a first and second category base, depending on their national or religious origin.
The context of the World Heritage in the modern world is thought to be within the frames of an integrated conservation process, considered as a strong factor for the urban rehabilitation, founded on recognition of the resident's cultural diversity, and aiming to encourage the entire urban popula-
tion's self-fulfillment and to improve the quality of the various components of the urban lifestyle, and also a strong factor underpinning the identity of the local society, which means a factor supporting social cohesion and, thus, contributing to the social peace, especially in multi-cultured societies.
Recognition of "cultural diversity" means respect for the contribution of all historical periods, of every culture and religion, including those who are a minority in a country.1
However, there have been interventions for the "interpretation" and rehabilitation or rebuilding of historical monuments, which could alter the meaning or even ignore part of the monument's history.
A unique example of coexistence of Christian and Muslim religions and of religious tolerance through the centuries, which is part of the history of the Greek-Orthodox monastery of St Catherine in Sinai - Egypt, is the concession by the monks to convert the old monastery refectory into a Moslem temple in order to satisfy the religious needs of Bedouins - historical servants of the monastery. Today this Muslim temple is incorporated within the exhibitions of the Orthodox monastery, open to visitors (fig. 1).
Fig. 1. Greek-Orthodox Monastery of St. Catherine in Sinai (Egypt), with the presence of the bell-tower of the Christian sanctuary and minaret of the historical Muslim mosque
For effective integration of heritage within regional development planning, it is crucial that all stakeholders recognize the link between universal and local values. Indeed, the outstanding universal value which justifies the inscription of a property on the World Heritage List does not neces-
1 "The valid contributions of all periods to the building of a monument must be respected, since unity of style is not the aim of a restoration. " (Venice Charter, 1964, article 11).
"Interpretation should explore the significance of a site in its multi-faceted historical, political, spiritual, and artistic contexts. It should consider all aspects of the site's cultural, social, and environmental significance and values. The public interpretation of a cultural heritage site should clearly distinguish and date the successive phases and influences in its evolution. The contributions of all periods to the significance of a site should be respected. Interpretation should also take into account all groups that have contributed to the historical and cultural significance of the site. ("ICOMOS Charter on the Interpretation and Presentation of Cultural Heritage Sites ("Ename Charter"), 2008, Principle 3: Context and setting, par.1-2-3).
sarily coincide with the values attached by local groups that traditionally inhabit or use a site and its surroundings. In this light, for an optimal application of the World Heritage Convention and sustainable economic and social development of the local communities, it appears imperative that their values and practices - together with traditional management systems - are fully understood, respected, encouraged and accommodated in management and development strategies [4]. Point 14 of the Action Plan of the Universal Declaration on Cultural Diversity (2001), which was adopted by UNESCO's 31st General Conference, encourages cooperation between Member States for 'respecting and protecting traditional knowledge, in particular that of indigenous peoples; recognizing the contribution of traditional knowledge, particularly with regard to environmental protection and the management of natural resources, and fostering synergies between modern science and local knowledge' [5].
Cultural monuments - even of World Heritage -became the subject of targeted attacks of destruction in war conflicts: The policy of eliminating the presence of the "other" and his historical memory, was repeated with particular cruelty during the recent nationalistic wars that followed the collapse of Yugoslavia (1991-1999) and the creation of New National States (more precisely: the resurrection of the National States of First World War) in Western Balkans. Thus, actions of intentional destruction of the religious cultural heritage took place: mosques, churches and hundreds of historic buildings were burned or blown up, religious and cultural symbols were eliminated, graveyards excavated. Secular and religious monuments of the "heterodox" (Muslim) or the "homodox" (Orthodox/Catholic) - although until a shortly compatriot - became the subject of targeted destruction attacks to the extent that they constituted symbols of a different ethnic identity [6] (fig.2). Equally, the phenomenon is recently recurred with particular tension in the Middle East wars, when under intolerant religious fanaticism monuments of the ancient civilizations were systematically destroyed, considered to be idolatrous expressions of the "unjust faith".
Fig. 2. Cathedral of Our Lady Ljeviska in Prizren, Kosovo, after 2004 riots
The postwar peace policy imposed by the United Nations in the Western Balkans considered the restoration / reconstruction of religious monuments as a condition sine qua non for the consolidation of peaceful coexistence in the region. Thei6th-century Mostar Bridge was destroyed as a political act during the civil war in the ex-Yugoslavia in 1993. After the destruction, the original parts that remained in situ were kept, but the arch of the bridge was entirely rebuilt new on the original site with the support of UNESCO, Aga Khan Trust for Culture and World Monuments Fund. Although the site has certainly lost part of its authenticity, the World Heritage Committee inscribed the site on the World Heritage List emphasizing its significance as: "a symbol of reconciliation, international cooperation and of the coexistence of diverse cultural, ethnic and religious communi-ires". UNESCO has pointed out that the strong symbolic value that means the intangible component is as important as the physical component, which is the archaeological testimony to its history: the previous is certainly the main issue concerning the Outstanding Universal Value of this site, the reconstruction of which already having been accepted as"renaissance of the monument" by the people [7] (fig. 3).
Fig. 3. The reconstructed Mostar Bridge, Bosnia & Herzegovina, was inscribed on World Heritage List for its strong symbolic meaning
The 2003 Convention for the Safeguarding of Intangible Cultural Heritage is aimed at safeguarding the uses, representations, expressions, knowledge and techniques that communities, groups and, in some cases, individuals, recognize as an integral part of their cultural heritage. This intangible heritage is found in forms such as oral traditions, performing arts, social practices, rituals, festive events, knowledge and practices concerning nature and the universe, and traditional craftsmanship knowledge and techniques.
Education goals for cultivating protection awareness and understanding cultural diversity of the monuments among the younger generation
The future of the World Cultural and Natural Heritage, as well as of the Intangible Cultural Heritage will depend heavily on the decisions and actions of the new generation that in the coming years will be the leaders and those who will have a decisive opinion.
Following Article 14 of the Convention for the Safeguarding of Intangible Cultural Heritage, our duty, among the top priorities in the educational programmes of the young generation, should be:
(a) ensure recognition of, respect for, and enhancement of the intangible cultural heritage in society, in particular through:
(b) (i) educational, awareness-raising and information programmes, aimed at the general public, in particular young people;
(c) (ii) specific educational and training programmes within the communities and groups concerned;
(d) (iii) capacity-building activities for the safeguarding of the intangible cultural heritage, in particular management and scientific research; and
(e) (iv) non-formal means of transmitting knowledge;
(b) keep the public informed of the dangers threatening such heritage, and of the activities carried out in pursuance of this Convention;
(c) promote education for the protection of natural spaces and places of memory whose existence is necessary for expressing the intangible cultural heritage.
Moreover, in regard to the World Cultural and Natural Heritage, among the top priorities in the school curriculum should be:
- Cultivating in the consciousness of the young generation the concept of equal, shared world cultural heritage values, which deserve and need our undifferentiated care for protection, as these monuments/sites belong to the creations of the humankind.
- Cultivating cultural diversity in the younger generation, the respect for the contribution of all historical periods, of every culture and religion, including those who are a minority in a country.
- Fighting against the inhuman understanding of destruction of the monuments to the extent that they constituted symbols of a different religious faith or ethnic identity. That is why the restoration of heterodox or "foreign" monuments has to be praised, while the destruction of cultural buildings that express different cultural entities and different communities - to be condemned.
- Understanding, respecting and accepting the local values of heritage implies understanding, respect and acceptance of a diversity of identities. In this light heritage plays a fundamental role in defining the identity of people as well as groups, creating social cohesion, which in turn favours economic growth and the promotion and respect of cultural diversity.
- Raising awareness on the preservation of cultural heritage of the past, considered an important factor for local people's identity, which can contribute to the homogenization of multicultural societies and achievement of social peace. Different historical monuments must be treated equally, in the same spirit, and thus one of the requirements of the modern era restoration principles is satisfied, while respecting the diachronic dimension of the cultural heritage.
- Cultural heritage should have thought to be not a "dead remnant" of the past that has to be maintained artificially, but as a factor which enables the continuation of the urban cultural heritage, being kept in an appropriate human setting, and particularly their assignment to a function in adaptation to the needs of today's society. On this respect, young generation should be taught particularly through the implementation of educational rehabilitation programs.
World Heritage Education programmes for cultivating protection awareness and understanding cultural diversity of the monuments among the younger generation
The idea of involving young people in World Heritage preservation and promotion came as a response to Article 27 of the The Convention for the Protection of World Cultural and Natural Heritage. The UNESCO World Heritage Education Programme (fig. 4), initiated as a UNESCO special project in 1994, gives young people a chance to voice their concerns and to become involved in the protection of our common cultural and natural heritage. It seeks to encourage and enable tomorrow's decision-makers to participate in heritage conservation and to respond to the continuing threats facing our World Heritage.Young people learn about World Heritage sites, about the history and traditions of their own and other cultures, about ecology and the importance of protecting biodiversity. They become aware of the threats facing the sites and learn how the international community as a whole unites to save our common heritage. Most importantly, they discover how they can contribute to heritage conservation and make themselves heard. The ultimate goal is to acquaint the younger generation with the values of the World Heritage, to inspire and strengthen their will to preserve it, and to help bridge the gap between school and society by offering actions to strengthen socialization process of the child [8].
Fig. 4. This brochure offers overview of the World Heritage Education programme, its objectives and main activities
Developed in 1998, the World Heritage in Young Hands Educational Resource Kit (fig. 5) for secondary school teachers is one of the main tools of the World Heritage Education Programme. It aims to sensitize young people to the importance of preserving their local, national and world heritage. The integrated multidisciplinary approach allows teachers to apply different practices in order to introduce elements of World Heritage education into formal and informal education, adapting each time to the needs of the living, built and natural environment. The implementation of the curriculum can be extended to local government educational institutions, as well as to private museums and collections, cultural associations, religious institutions managing such monuments [9].
Fig. 5. The World Heritage in Young Hands Kitis based on an interdisciplinary approach seeking to involve teachers across curricula in raising awareness of young people of the importance of World Heritage 15
The UNESCO Associated Schools Network (ASPnet) links educational institutions across the world around a common goal: to build the defences of peace in the minds of children and young people. The over 11,500 ASPnet member schools in 182 countries work in support of international understanding, peace, intercultural dialogue, sustainable development and quality education in practice [10].
ASPnet- a driver for innovation and quality in education - is recognized as an effective tool for reachingtarget 4.7on Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) ofSustainable Development Goal 4 - Education 2030.
ASPnet uses three complementary approaches:
1.Creating: As a laboratory of ideas, ASPnet develops, tests and disseminates innovative educational materials and promotes new teaching and learning approaches based on UNESCO's core values and priorities.
2.Teaching & Learning: Capacity-building, innovative teaching and participative learning in specific ASPnet thematic areas allow school principals, teachers, students and the wider school community to integrate UNESCO's values and become role models in their community and beyond.
■■.Interacting: ASPnet gives its stakeholders opportunities to connect and exchange experiences, knowledge and good practices with schools, individuals, communities, policy-makers and society as a whole.
ASPnet operates at both international and national levels. A team at UNESCO Headquarters in Paris oversees the network's international coordination. At the country level, ASPnet National Coordinators are designated by UNESCO's National Commissions. Principals, teachers and students lead activities in member schools.
References
1. https://whc.unesco.org/en/convention/ (Accesed 07.09.2018).
2. UNESCO, Operational Guidelines for the Implementation of the World Heritage Convention, rev. 2017, IIA 45, Article 1. https://whc.unesco.org/en/guidelines/(Accesed 07.09.2018).
3. Cameron Ch. (2009) The evolution of the concept of Outstanding Universal Value. In: King J, Stanley-Price N (eds) Conserving the authentic - Essays in honour of JukkaJok-ilehto, ICCROM Conservation Studies, No.10, pp. 127-136.
4. Linking Universal and Local Values: Managing a Sustainable Future for World Heritage. World Heritage Papers 13, UNESCO World Heritage Centre, 2004, http://www.whitr-
ap.org/themes/69/userfiles/download/2012/3/5/4ugpn2wmmsx3hhr.pdf#page=76(Accese d 07.09.2018).
5. Action Plan of the Universal Declaration on Cultural Diversity (2001), http://unesdoc.unesco.org/images/0012/001271/127162e.pdf (Accesed 07.09.2018).
6. Prepis A., Lefantzis M., Johnson D. (2004) Technical Assessment Report on the Religious Buildings / Ensembles and Cultural Sites Damaged in March 2004 in Kosovo, 1st -
2nd - 3rd expert visit. In: Integrated Rehabilitation project Plan / Survey of the Architectural Heritage, Council of Europe; Prepis A, Johnson D, Bianchi A, Gödicke H, Surdic B, Hoxha G, Montanes F, Mills A, Wik S (2005) Protection and Conservation of Cultural Heritage in Kosovo - Consolidated Summary, UNESCO - Council of Europe -United Nations Interim Administration Mission in Kosovo, Paris.
7. Old Bridge Area of the Old City of Mostar, Advisory Body Evaluation (ICOMOS), 2005, Mostar (Bosnia and Herzegovina) No 946 rev, p.183. https://whc.unesco.org/ en/list/946/documents/(Accesed 07.09.2018).
8. https://whc.unesco.org/en/wheducation/(Accesed 07.09.2018).
9. https://whc.unesco.org/en/educationkit/(Accesed 07.09.2018).
10. https://aspnet.unesco.org/en-us/Pages/About_the_network.aspx(Accesed 07.09.2018).
ЦЕННОСТИ ВСЕМИРНОГО НАСЛЕДИЯ И МОЛОДОЕ ПОКОЛЕНИЕ
А. Препис
Университет Фракии имени Демокрита, Кафедра инженерной архитектуры Комотини, Греция
Аннотация. Конвенция ЮНЕСКО об охране Всемирного культурного и природного наследия (1972) была принята для признания «мест выдающейся общемировой ценности», которые представляют собой часть наследия всего человечества, заслуживающими охраны для передачи будущим поколениям. На сегодняшний день Список Всемирного наследия включает 1 073 таких объекта. Конвенция об охране нематериального культурного наследия была принято в 2003 году, это признание неоценимой роли нематериального культурного наследия как фактора в сближении людей и обеспечении их взаимодействия и взаимопонимания.
Конвенция о Всемирном наследии в едином документе связывает концепции охраны окружающей среды и сохранения культурных ценностей. Это является обязательным не только для государств-членов, но и для всех стран, присоединившихся к Конвенции. Для объектов наследия необходимо обеспечить разработку и внедрение всестороннего плана управления, где изложены соответствующие меры по сохранению и механизмы контроля. Эксперты предлагают техническое обучение командам, работающим на местах. Включение в Список повышает общественную известность объекта и его исключительной ценности, что, при хорошем планировании и организации на основе принципов устойчивого туризма, могут принести хорошие вложения непосредственно в объект, а также и в местную экономику.
Будущее Всемирного культурного и природного наследия, а также нематериального культурного наследия будет зависеть в большой степени от решений и действий нового поколения, которое в ближайшие годы придет к власти и чье мнение будет решающим. Поэтому важнейшими приоритетами в образовательных программах для молодых поколений должны быть следующие:
- Культивирование в сознании молодого поколения понятия общемировых ценностей культурного наследия, которые заслуживают нашей заботы и защиты, так как эти памятники созданы человечеством и принадлежат всему человечеству.
- Прививание в молодежи разнообразия культур, уважения к вкладу всех исторических периодов, каждой культуры и религии, включая тех, кого в стране меньшинство. Борьба против бесчеловечного подхода, когда памятники разрушают потому, что они представляют собой символы иной религии или этнической идентичности.
- Повышение осведомленности о сохранении культурного наследия прошлого, которое является важным фактором для самоидентификации местных жите-
17
лей, способствующей гомогенизации мультикультурных обществ и достижению социального мира. Понимание, уважение и принятие местных ценностей наследия подразумевают понимание, уважение и принятие разнообразия идентичностей, что благоприятно для создания социальной сплоченности, а это — шаг на пути к экономическому росту и уважению культурного разнообразия.
Культурное наследие не должно восприниматься как «умерший пережиток» прошлого, который надо искусственно сохранять, но как фактор, позволяющий продолжать историю городского культурного наследия, сохраняемого в соответствующих условиях, обращая особенное внимание на адаптации объектов к потребностям сегодняшнего общества. Такое уважение можно прививать молодому поколению посредством внедрения образовательных восстановительных программ.
Основная цель Образовательной программы Всемирного наследия ЮНЕСКО (1994) — познакомить молодое поколение с ценностями Всемирного наследия, чтобы вдохновить и усилить их желание сохранить его и помочь устранить разрыв между школой и обществом, предложив действия по усилению социализации ребенка. Разработанный в 1998 году образовательный комплект для учителей средней школы «Всемирное наследие в молодых руках» — один из главных инструментов Образовательной программы Всемирного наследия. Он нацелен на воспитании в молодых людях чувства важности
«Сеть ассоциированных школ ЮНЕСКО» (ASPnet) объединяет учебные заведения во всем мире вокруг общей цели: дать детям и подросткам образование в духе мира. Более чем 11 500 членских школ ASPnet в 182 странах работают на практике в поддержку международного понимания, мира, межкультурного диалога, устойчивого развития и качественного образования. ASPnet работает на международном и национальных уровнях. Команда в Головном офисе ЮНЕСКО в Париже курирует международную координацией сети. На уровне страны Национальными Комиссиями ЮНЕСКО назначены национальные координаторы ASPnet. Руководители школ, учителя и студенты ведут занятия в школах-членах программы.
Ключевые слова: конвенция ЮНЕСКО об охране Всемирного культурного и природного наследия, Конвенция об охране нематериального культурного наследия, Образовательная программа Всемирного наследия, сеть ассоциированных школ ЮНЕСКО.
Для цитирования: Препис А. Ценности всемирного наследия и молодое поколение. Наследие и современность = Heritage and Modern Times. 2018, том 1, № 3 (3). С. 7-19.
Литература
1. https://whc.unesco.org/en/convention/ (Дата обращения 07.09.2018).
2. ЮНЕСКО, Руководство по выполнению Конвенции об охране всемирного наследия, ред. 2017, IIA 45, Статья 1. https://whc.unesco.org/en/gшdelines/(Дата обращения 07.09.2018).
3. Кэмерон Ч. (2009) Эволюция концепции Выдающейся общемировой ценности. В Кинг Дж., Стэнли-Прайс Н. Сохраняя аутентичность — Очерки в честь Юкки Джокиэто, ICCROM Conservation Studies, №10, с. 127-136.
4. Связывая общемировые и местные ценности: построение устойчивого будущего для Всемирного наследия. World Heritage Papers 13, UNESCO World Heritage Centre, 2004, http: / /www.whitrap.org/themes/ 69/userfiles/download/ 2012 / 3/5/4ugpn2wmmsx3hhr.pdf#pa ge=76(Датаобращения 07.09.2018).
5. План действий Всемирной декларации по культурному разнообразию 2001) http://unesdoc.unesco.org/images/0012/001271/127162e.pdf (Дата обращения 07.09.2018).
6. Препис А., Лефантсис М., Джонсон Д. (2004). Технический Отчет по оценке культовых сооружений / Ансамбли и культурные достопримечательности, поврежденные в марте 2004 в Косово. 1-й, 2-й, 3-йэкспертныевизиты. Integrated Rehabilitation project Plan / Survey of the Architectural Heritage, Council of Europe; Prepis A, Johnson D, Bianchi A, Gö-
dicke H, Surdic B, Hoxha G, Montanes F, Mills A, Wik S (2005) Protection and Conservation of Cultural Heritage in Kosovo - Consolidated Summary, UNESCO — Council of Europe -United Nations Interim Administration Mission in Kosovo, Paris.
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Сведения об авторе
Алкивиадис Препис, доктор архитектуры, профессор кафедры инженерной архитектуры Университета Фракии имени Демокрита (Греция); эксперт ИКОМОС (ЮНЕСКО) в области сохранения памятников культуры, эксперт Совета Европы по Балканам; почетный профессор Казанского государственного архитектурно-строительного университета. Email: [email protected]
Author of the publication
Alkiviadis Prepis, Dr. of Architecture, Professor of the Department of Architectural Engineering, Democritus University of Thrace (Greece); Expert of ICOMOS for UNESCO World Heritage Sites, and of the Council of Europe for the Balkan Monuments; Honorable Professor of Kazan State University of Architecture and Engineering. Email: [email protected]
Дата поступления 07.09.2018
