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In this article we want to present two experiences related to different kind of cultural heritage and its fruition. In these cases, a set of concrete proposals was used, combined with the utilize of new technologies, with the intention of enhancing both possibilities. First of all, we intend to clarify the concept of education in the field of the fruition of cultural heritage (tangible and intangible), as the activation of a different participation and involvement in which the voice of the participants is taken into account and shared. In the first case, we want to retrace the path of knowledge of the landscape heritage in which the University of Milan Bicocca is located. In this case has been the subject of a series of discovering walks dedicated to students and citizens. After many experiences over the years, with the use of many tools (photographic, visual, literary ...) we wanted to research a different way of conceiving this project by experiencing personally the experimentation carried out in Parma by the artist Ettore Favini, who has chosen in his artistic proposal to include a technological mapping. This kind of proposal has made it possible to enhance both the collective contribution and the individual experiences and has opened subsequent reflections and proposals for new actions. The second project is dedicated to a research related to the UNESCO site of Mantua and Sabbioneta. Here, real and virtual materials have been designed and created, with the same aim: the activation of a different form of participation by citizens and tourists. The proposals for these tools were born through a path made with students of a high school and with some privileged witnesses related to the history of the city. The aim was to create a kit to improve the fruition of the two cities and to perceive their unitary spirit. The small actions realized in the two projects allowed to initiate a more in-depth reflection on what, within informal education paths, can also be produced in terms of new technologies, perceiving the potentiality and limits of each proposal, experimenting it with different users.

In the context of contemporary pedagogical science, hermeneutic as a frame presents itself a theoretical and practical discourse through various theoretical starting points such as spiritual science pedagogy, critical theory, critical science, symbolic interactionism, ethnomethodology and qualitative research. Since hermeneutics means understanding, in the context of curriculum planning and programming in work with gifted students, it is important to consider the role and significance of identifying key assumptions for successful work with gifted ones as a key precondition for effectiveness. The aim is to put the emphasizes also on the role of key participants in the process of working with gifted students because of the clear division of everyone role both in the process of identifying the gifted as well as in the process of learning and teaching. Since work with gifted students is part of the process of inclusive education, whose successful implementation implies a clear definition of key assumptions, hermeneutical approach in this paper appears as a need for cyclical reflection in the curriculum planning and programming process. Since the hermeneutic circle places emphasis on a posteriori knowledge, the need for defining a clear theoretical frame in the process of planning and programming practical educational activities in working with gifted students is a purpose. The aim of this paper is to define hermeneutic method through the pedagogical prism of working with gifted students with an emphasis on the need for a clearly defined curriculum framework for effective educational practice in inclusive education. The used method in this paper is analyzing theoretical literature and documents. Through the theoretical analysis the paper presents how pedagogical hermeneutic discipline is focused in immediate educational practice, and in which way the key participants in the work of gifted ones attach importance to the application of the hermeneutic circle.

The aim of this study was to explore the role of the social sciences and the humanities in the modern (‘Humboldtian’) idea of the university. The rationale behind the study is that, only by examining an ideal model, as proposed by Humboldt and the German philosophers whose writings inspired him, can one assess the current state of affairs with contemporary universities. In other words, a criterion is needed in order to establish whether or not the idea of the university is indeed in crisis, as many authors claim. This presentation shall compare several aspects of the Humboldtian idea of the university: the concept of academic freedom, the demand for state-funded universities, and the belief in the dominant role of the humanities at the level of higher education. The goal of our theoretical research, based on comparative readings of mainly philosophical texts, is to contribute to the current debate on the role of the humanities in the modern university.