Intentional journey and desire to learn paradigms of learning, social bonding, environmental respect models of visitors skill sets

Responsibility for Heritage starts with redesigning interpretation models from cultural clichés of superiority, introducing "other" as ingenious versus exotic, tempering environmental commodification/exploitation and questioning trivialized narratives. 

The paper-intention is to open discussion on creating interpretive models that facilitate wellbeing based on non-exploitative psychologically that understands cognitive enrichment. The actual realized projects cited are possible starting points for discussing emerging new paradigms for traveling motivation, informed engagement with the destination and deeper personal fulfillment. 

Also offering open ended, divers seed concepts of tangible and intangible heritage relationships and notions of quality of life. Eight examples:

1. Inflatable Sculpture and local involvement - Liverpool 1969;

2. Continuous Education - Life ling learning UNESCO competition - Paris 1973;

3. New municipal landmarks as popular education - Architectural Competition - London 1974;

4. International and Local - Fano Summer School 1975 - 1980 - vicino Salve, Provincia Lecce;

5. Open Accesses Celebration as Municipal Involvement - Water Dance - Oakland, 1995;

6. Reclaiming public space-Arojo Viejo Park- Oakland 1996-2000;

7. Multiple and simultaneous constituencies - Artship the ship - Oakland 1991-2004;

8. Migration heritage and respect - Sirkeci Station Exhibition and Performance Istanbul 2013.

Including the notions from the examples the closing contextualizing theoretical section will explore ideas, relationships, place making and marking from ancient Genus Loci concepts, geographically, to contemporary Cognitive and Neurosciences findings, psychologically.