Sustainability is one of the core challenges for education in modern times, particularly concerning cultural heritage. The study evaluates, from a German point of view, how Latvians outside of Latvia after World War II kept their cultural heritage alive by educational concepts, which can be characterized as early roots of modern sustainable education. The evaluation focus concerns a group of Latvians in Germany associated with the Latvian high school in Muenster (MLG). The study concerns the 25 years from 1957 (school relocation to Muenster) until 1982 (founding of the organization “Latvian Center of Muenster e.V.” (LCM), and combines interviews and literature research. It underlines that environmental, social and heritage education can be seen as core elements of Latvian education abroad. Therefore, the study will not present a concise history of the Latvian high school in Muenster (MLG), which has already been done (Sprogis, 2009), but will concisely evaluate the educational concepts of this particular period as a model, how Latvians maintained their heritage in a sustainable way.
When compared to education with children, adolescents and students, adult education has particular opportunities and challenges, depending on stronger biographical influences: adults have developed their own learning style and learning competence and apart from more formal learning opportunities facilitated through digital learning and/or learning in schools/universities, there are many opportunities for informal learning, often influenced by experiences of education as a child. In this regard, biographical learning offers opportunities for transformational, organic, remembrance and experiences. The study, therefore, focuses on such kinds of adult education as a core element, particularly of Protestant adult education.
This paper presents a multidimensional concept of Protestant adult education, which integrates existing concepts into a memory oriented educational framework. Therefore, the theoretical considerations explain the phenomenological background of this particular concept. In a second step, this concept will be contextualized within the historical context of Protestant adult education. The summary emphasizes the particular aspect of educational coping with past, current and future experiences and situations.
The article focuses on a discourse of resilience and remembering and its interconnectedness in teaching contested historical narratives. History mainly consists of events, remembrance, narratives, rituals, discourses, and stereotypes which can facilitate or prevent resilience. Since such purposes are part of religious and values education, a multidimensional approach is needed, which combines historical, psychological, religious, sociological, educational and literary aspects in a kind of ‘grammar of remembrance’, in order to motivate and facilitate autonomous and supervised research with discussions and sharing of experiences in different projects. The aim of this conceptual study is to facilitate interdisciplinary research and educational projects concerning memory cultures and conflict management.