Archaeological Education

This is an unpublished master's thesis in Turkish language at the Dokuz Eylül University, submitted by Cumhur Özüm Ertüzün in 2019. It focuses on five current examples of social responsibility initiatives in archaeological field projects and museums in Turkey. Thus, it is a sample study of social and public archaeology in contemporary Turkish archaeology.
Archaeological discoveries in current Turkish archeology is usually limited to archaeologists and historians. Especially when today's conditions and technological developments are evaluated, it is seen that social and public studies towards archeology is insufficient. The first step to be taken at this point is to transfer the information obtained in scientific studies to the rest of non-archaeological society by using the most appropriate methods instead of limiting the archeology science to in-field studies only.
Social responsibility initiatives or projects, which are popular in Turkey since 2000s, are widely used by numerous institutions and organizations. In this context, cooperation between institutions and archaeological excavations as well as other archaeological field practices to be made in order to protect and raise awareness of cultural heritage in Turkey will provide information to the major part of the society and to share the studies with the society. Such case studies started to be realized in Turkey since the beginning of 2000s, are progressing with accumulations in order to raise awareness and contribute to education in the field of protection and promotion of cultural heritage.
The initiatives represented in this thesis are as follows: excavations at Çatalhöyük, Yeşilova Höyük, Aktopraklık Höyük, three prehistoric and protohistorical sites as well as museum studies in Mardin and Hatay.

This is the program of the 38th season of the DEU-DESEM public course for archaeology and art history in Turkish language which included four introducing courses as well as four excursions to Ephesus, Istanbul, Ankara and Chios in Greece. This private course took place take place between October 24 and December 8, 2019 in Izmir, Turkey.

Kurs İçeriği Özeti: Arkeoloji; insanın alet yapmaya başlamasından (yani Paleolitik çağdan), Osmanlı Dönemi’nin sonuna kadar olan süreç içerisinde her türlü eseri ve bu eserlerin yaratıldığı toplumların yapısal özelliklerini araştırır. Bu kurs dâhilinde arkeolojinin en genel konuları verilmektedir. Kurs gezi rehberleri ve arkeolojiye yardımcı bilimleri öğrenimi alanlar için (haritacılık, restorasyon, mimarlık, şehir planlaması vbg.) çok yararlı olabilir. Ayrıca kurs gençler için bir kişisel gelişim kursu olarak da görülebilir. Kursta öğrenilen bilgiler, kişinin entellektüalite düzeyini arttırmaya yararlı olacağı kadar, entellektüel insanlarla tanışma fırsatı da sağlayacaktır. Ayrıca kurs çağdaş yaşamın desteklenmesi ve İzmir halkına kültür tarihi bilincinin kazandırılması için de yararlıdır.
Kursa Katılması Hedeflenen Kitle: Eskiçağ bilimcileri ve öğrencileri, diğer yükseköğretim ve ortaöğretim öğrencileri (özellikle Güzel Sanatlar, Mimarlık, Tasarım vbg. Fakülteleri öğrencileri ve meslek adamları), arkeoloji, kültür tarihi, tarih, doğa, Ege ve İzmir gibi konularla ilgilenen, gezmeyi, fotoğraf çekmeyi, yeni insanlar tanımayı, yazlarını yeni şeyler öğrenerek geçirmeyi seven ve hedefleyen herkes.
Kursların İşleyişi: Derslerimiz her hafta Perşembe akşamları DESEM’de gerçekleşmektedir. Toplam dört derste kurs koordinatörü tarafından önce teorik bilgiler verilmekte; derslerle aynı hafta içerisinde birer ya da ikişer günlük toplam beş günlük geziler yapılmaktadır. İzmir şehir içinde kendi araçlarımızla gezilmektedir. Yunanistan’a gidişler feribotlarla yapılmaktadır ve Yunanistan gezilerimiz esnasında toplu bir araç tutularak gezilmektedir. Yunanistan için otel ve feribot rezervasyonu kurs koordinatörlüğü tarafından yapılmakta, vize içinse İzmir Yunanistan Başkonsolosluğu’na yazı hazırlanmaktadır. Yeşil pasaport ya da Schengen vizesi sahibi T.C. vatandaşları Yunanistan için vizeden muaftırlar. Diğer pasaport sahipleri için Schengen vizesi edinmek gerekmektedir; Schengen vizesinin ücreti 300 TL civarıdır. Kurs kapsamında bir MüzeKart edinmekte fayda vardır.
Katılımcı Öğretim Üyesi: Prof. Dr. Ergün LAFLI (Lisans: Ankara, YL: Tübingen-Almanya, Doktora: Köln-Almanya).
KAYIT: 0232.422 29 46; 412 10 85; 412 10 89; 412 10 91.

This is the program of the 39th season of the DEU-DESEM public course for archaeology and art history in Turkish language which includes four introducing courses as well as four excursions to the Archaeological Museum of Izmir, Istanbul, Ankara and Lesbos in Greece. This private course will take place between January 30 and February 23, 2020 in Izmir, Turkey.

Kurs İçeriği Özeti: Arkeoloji; insanın alet yapmaya başlamasından (yani Paleolitik çağdan), Osmanlı Dönemi’nin sonuna kadar olan süreç içerisinde her türlü eseri ve bu eserlerin yaratıldığı toplumların yapısal özelliklerini araştırır. Bu kurs dâhilinde arkeolojinin en genel konuları verilmektedir. Kurs gezi rehberleri ve arkeolojiye yardımcı bilimleri öğrenimi alanlar için (haritacılık, restorasyon, mimarlık, şehir planlaması vbg.) çok yararlı olabilir. Ayrıca kurs gençler için bir kişisel gelişim kursu olarak da görülebilir. Kursta öğrenilen bilgiler, kişinin entellektüalite düzeyini arttırmaya yararlı olacağı kadar, entellektüel insanlarla tanışma fırsatı da sağlayacaktır. Ayrıca kurs çağdaş yaşamın desteklenmesi ve İzmir halkına kültür tarihi bilincinin kazandırılması için de yararlıdır.
Kursa Katılması Hedeflenen Kitle: Eskiçağ bilimcileri ve öğrencileri, diğer yükseköğretim ve ortaöğretim öğrencileri (özellikle Güzel Sanatlar, Mimarlık, Tasarım vbg. Fakülteleri öğrencileri ve meslek adamları), arkeoloji, kültür tarihi, tarih, doğa, Ege ve İzmir gibi konularla ilgilenen, gezmeyi, fotoğraf çekmeyi, yeni insanlar tanımayı, yazlarını yeni şeyler öğrenerek geçirmeyi seven ve hedefleyen herkes.
Kursların İşleyişi: Derslerimiz her hafta Perşembe akşamları DESEM’de gerçekleşmektedir. Toplam dört derste kurs koordinatörü tarafından önce teorik bilgiler verilmekte; derslerle aynı hafta içerisinde birer ya da ikişer günlük toplam beş günlük geziler yapılmaktadır. İzmir şehir içinde kendi araçlarımızla gezilmektedir. Yunanistan’a gidişler feribotlarla yapılmaktadır ve Yunanistan gezilerimiz esnasında toplu bir araç tutularak gezilmektedir. Yunanistan için otel ve feribot rezervasyonu kurs koordinatörlüğü tarafından yapılmakta, vize içinse İzmir Yunanistan Başkonsolosluğu’na yazı hazırlanmaktadır. Yeşil pasaport ya da Schengen vizesi sahibi T.C. vatandaşları Yunanistan için vizeden muaftırlar. Diğer pasaport sahipleri için Schengen vizesi edinmek gerekmektedir; Schengen vizesinin ücreti 300 TL civarıdır. Kurs kapsamında bir MüzeKart edinmekte fayda vardır.
Katılımcı Öğretim Üyesi: Prof. Dr. Ergün LAFLI (Lisans: Ankara, YL: Tübingen-Almanya, Doktora: Köln-Almanya).
KAYIT: 0232.422 29 46; 412 10 85; 412 10 89; 412 10 91.

George Ware Dixon (1924 – 2017) studied European Prehistory at the Institute of Archaeology, London, 1951 – 1955 where he attended lectures given by Professor V Gordon Childe and the other distinguished members of the faculty. George kept his lecture notes, which have been scanned and, hopefully, will be deposited in the Institute of Archaeology, London. The paper describes George’s life until he moved on from archaeology after his return to Australia in 1956; it discusses his experience of archaeology while in London and reflects on his return to Australia about one year before Childe returned. It seeks to understand why a student of arguably the most influential archaeologist of the twentieth century did not find a worthwhile place in the nascent discipline of archaeology in Australia.

Today, many general-education archaeology courses are large, lecture-style class formats that present a challenge to providing students, particularly non-majors, with opportunities to learn experientially. This laboratory-style manual compiles a wide variety of uniquely designed, hands-on classroom activities to acquaint advanced high school and introductory college students to the field of archaeology. Ranging in length from five to thirty minutes, activities created by archaeologists are designed to break up traditional classroom lectures, engage students of all learning styles, and easily integrate into large classes and/or short class periods that do not easily accommodate traditional laboratory work.

L’articolo descrive finalità e risultati delle indagini archeologiche condotte dall’Università di Udine ad Aquileia, sul sito delle c.d. ’Grandi Terme’, enorme edificio termale pubblico rimasto attivo dal IV alla fine del V secolo d.C. La prima parte chiarisce gli aspetti istituzionali e gli sviluppi della prima fase del progetto scientifico-didattico (2002-2014) e quelli del nuovo corso avviato dal 2016 con lo scavo in concessione dal Mibac e in collaborazione con la Fondazione Aquileia. La seconda parte riassume i principali contributi alla conoscenza dell’edificio derivanti dalle ricerche dell’Università di Udine e dalla rilettura degli scavi del ’900.
The archaeological excavations of the University of Udine at the Great Baths of Aquileia (2002-2018)
This paper describes aims and results of the archaeological investigations conducted by the University of Udine in Aquileia, on the site of the so called ’Great Baths’, a vast public thermal building remained active from the 4th to the end of the 5th century A.D. The first part explains the institutional aspects and developments of the first phase of the scientific-educational project (2002-2014) and those of the new course started in 2016 with the excavation concession from the Ministry of Cultural Heritage and in collaboration with the Aquileia Foundation. The second part summarises the main contributions to the knowledge of the building deriving from the research of the University of Udine and from the re-reading of the 20th century excavations.

Chapter: Reflecting on the past and future of curation in archaeology, this chapter summarizes some of the challenges, victories, and paths forward for curation, emphasizing education and community outreach as critical mechanisms of change.

Book: All archaeologists have responsibilities to support the collections they produce, yet budgeting for and managing collections over the length of a project and beyond is not part of most archaeologists' training. While this book highlights major challenges that archaeologists and curators face with regards to collections, it also stresses the values, uses, and benefits of collections. It also demonstrates the continued significance of archaeological collections to the profession, tribes, and the public and provides critical resources for archaeologists to carry out their responsibilities. Many lament that the archaeological record is finite and disappearing. In this context, collections are even more important to preserve for future use, and this book will help all stakeholders do so.

What happens when you are asked to run a learning programme for young people on a community archaeology project, at the very last minute and with minimal resources? This paper is an overview and critical review of the programme that we and some of our students coordinated for a group of local children in the village of Villanueva de Santo Adriano, Asturias, Spain. It describes the planning and delivery of the five-day programme of activities, some of them standard fare for archaeological education and others improvised or designed for this specific site and excavation project. The paper looks at the feedback and aftermath of the project, including a shocking episode of vandalism, and reflects on the lessons and outcomes of the project.

Because archaeology is an applied field that is best learned experientially, it is ideally suited to integrating community service learning (CSL) into its curriculum. And yet, as Nassaney has recently noted, archaeological pedagogy has changed little since the 1960s. The lack of pedagogical reform within the discipline has received significant criticism in the last decade. For example, Fagan has argued that it is no longer acceptable “for an archaeologist to be trained in purely academic and fieldwork skills” and Bender and Smith have called on professional archaeologists to reevaluate the college curriculum in which we train students to enter the profession.  Their volume offers numerous avenues for redirecting curricula, but despite archaeology’s natural fit, CSL is surprisingly not among them. Nassaney and Levine’s recent volume Archaeology and Community Service Learning seeks to remedy this oversight and provides numerous case studies detailing the benefits of integrating service learning in archaeological curricula.  This paper seeks to add to the emerging literature on this topic by illustrating the ways in which archaeology students can benefit from integrating not just CSL, but also library research and information literacy into the curriculum as well.

The teaching of and about archaeology is a subject of global interest. As a subject, archaeology has the potential to both engage the public in the study of the past and to also increase awareness of environmental and cultural heritage preservation. As a mode of teaching, archaeological thinking is an educational tool in itself, creating a learning environment which is instantly engaging (Bartoy 2012: 558) and introducing subject matter which is broadly relatable. Several educational tools and techniques are used in archaeology to enhance its educational role (Ducady et al. 2016), including teaching reasoning ability in combination with an understanding of, and respect for, cultural diversity and tolerance. Notwithstanding these significant benefits, archaeology remains underutilized within a global context within both secondary and tertiary teaching, with many archaeologists underestimating its educational role (Henson 2004).

Public outreach in archaeology can have a valuable impact on education, culture, society and even on the economy. However, it should not be relegated to the addendum of our research projects. Here we present two case studies that the authors have been actively involved in where outreach was a central part of the investigations. Following this, we outline a basic framework for conducting outreach in both the short- and long-term. While these are not perfect examples, they are intended to get archaeologists, as a community, thinking about the real and practical implications of conducting public outreach. Beyond the educational value, it is important to recognize the economic implication of our work to local communities. If we do not communicate the value of our research, then we have only ourselves to blame.