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Discussion on Conservation Education through Restoration Praxis in Turkey

机译：土耳其恢复实践的保护教育探讨

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摘要

Education is a field of science displaying differences with respect to the domain of teaching. Among these teaching fields, architecture has a unique position with regard to its content, methodology and the techniques used. Education in the field of architecture, which necessitates the use of knowledge and skills from a range of disciplines, relies notably on the teaching of a number of interrelated subjects. Conservation and restoration education with its cultural, social, technical, economical and legal, as well as historical, aspects in architectural training is a unique field requiring lifelong education. In this training numerous technical skills such as construction and structural design and social issues such as function and aesthetics are taught. Today, the safeguarding of historic buildings as world heritage sites in many countries by a number of international agreements and organizations has resulted in increased interest in the subject of conservation. Recently, both increasing economical interest and the gradual deterioration of cultural heritage due to ageing, climatic conditions, vandalism and insufficient care have encouraged awareness and trend for conservation in Turkey as was the case worldwide. However, it is a clear fact that interest and financial support alone are insufficient; conservation needs to be viewed as a major field of science requiring technical skills and knowledge coupled with extensive complementary laboratory studies. Indeed, the negative effects and irreversible devastation that conservation and restoration works have caused to historical monuments due to a lack of such technical skills and academic knowledge are unfortunately a matter of great concern in many countries. In this respect, the importance of conservation education is clear. In this paper, conservation education in Turkish universities will be presented using the case of the School of Architecture at Erciyes University; educational activity in the field of conservation will be demonstrated through its outcomes, and the problems resulting from the gap between education and praxis will be questioned through samples of restoration works representing the outcomes of the Turkish conservation education system.
机译：教育是一个科学领域，显示出在教学领域方面的差异。在这些教学领域中，建筑在内容，方法和所用技术方面具有独特的地位。建筑领域的教育需要使用来自各个学科的知识和技能，这尤其依赖于许多相互联系的学科的教学。建筑培训中的文化，社会，技术，经济和法律以及历史方面的保护和修复教育是一个需要终身教育的独特领域。在这次培训中，教授了许多技术技能，例如建筑和结构设计，以及社会问题，例如功能和美学。如今，许多国际协定和组织在许多国家/地区保护历史建筑作为世界遗产，已引起人们对保护主题的浓厚兴趣。近来，随着年龄的增长，气候条件，故意破坏和照顾不足，经济利益的增长和文化遗产的逐步恶化，都促使土耳其对保护的意识和趋势在全世界范围内都出现了。但是，很明显的事实是，仅利息和财务支持是不够的;保护需要被视为科学的主要领域，需要技术技能和知识以及广泛的补充实验室研究。确实，不幸的是，由于缺乏这样的技术技能和学术知识，保护和修复工作对历史古迹造成了负面影响和不可逆转的破坏，这在许多国家令人十分关注。在这方面，保护教育的重要性显而易见。本文将以Erciyes大学建筑学院为例，介绍土耳其大学的保护教育;保护活动中的教育活动将通过其成果得到证明，而教育和实践之间的差距所产生的问题将通过代表土耳其保护主义教育成果的修复工作样本加以质疑。

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