Heritage refers to the sum total of the elements of biodiversity, including flora and fauna and ecosystem types, together with associated geological structures and formations (geodiversity).
Heritage is that which is inherited from past generations, maintained in the present, and bestowed to future generations. The term “natural heritage”, derived from “natural inheritance”, pre-dates the term “biodiversity.” It is a less scientific term and more easily comprehended in some ways by the wider audience interested in conservation.
Heritage education is vital for student of sociology since we define Sociology is the scientific study of social behaviour, including its origins, development, organization, and institutions (all this talks about our collective heritage). It is a social science that uses various methods of empirical investigation and critical analysis to develop a body of knowledge about social order, social disorder and social change.
Heritage education is an approach to teaching and learning about history and culture that uses information available from the material culture and the human and built environments as primary instructional resources. The heritage education approach is intended to strengthen students’ understanding of concepts and principles about history and culture and to enrich their appreciation for the artistic achievements, technological genius, and social and economic contributions of men and women from diverse groups. Heritage education nourishes a sense of continuity and connectedness with our historical and cultural experience; encourages citizens to consider their historical and cultural experiences in planning for the future; and fosters stewardship towards the legacies of our local, regional, and national heritage.
Heritage education occurs whenever we interact with the world around us. It also occurs in elementary and secondary schools whenever teachers introduce examples of the material culture and built environment into lessons in the arts, humanities, sciences, and social studies. By directly experiencing, examining, and evaluating buildings, monuments, workplaces, landscapes, and other historic sites and artifacts–objects in our material culture and built environment–learners gain knowledge, intellectual skills, and attitudes that enhance their capacities for maintenance and improvement of our society and ways of living.

Heritage education is compatible with proposals for a core curriculum and common learning advanced by Ernest Boyer, William Bennett, and many other curriculum reformers of the 1980s, because it includes “consequential ideas, experiences, and traditions common to all of us”–achievements and values tangibly represented by our built environment and artifacts. As part of a core curriculum in schools, heritage education for sociology students supports the unity of Nigeria, a force for cohesion in a society marked by pluralism. Heritage education, properly conceived, also emphasizes the rich diversity of the Nigerian people, which is reflected in the built environment. Thus, teaching and learning about the built environment enhance learning of a fundamental paradox of our Nigerian nation–unity with diversity.
Knowledge and appreciation of national unity with social diversity are requirements of cultural literacy and citizenship in the Nigeria state. Tension between preservation of common values and acceptance of new cultural influences and experiences is an inescapable part of our Nigerian heritage. So is a workable blending of continuity and change, of preservation of a common heritage and integration of new ideas and experiences into it, thereby recreating a sense of cultural coherence and commonality from the fresh contributions of newcomers.
The content of heritage education fits easily into established subjects of the sociology curriculum, such as history and geography. Consider five main themes of education in geography: (1) location, (2) place, (3) human-environment interactions, (4) movement of people, ideas, goods, (5) formation and change of regions (Joint Committee on Geographic Education 1984). Teaching and learning about each of these five themes are greatly enriched through use of the built environment. The same point can be made about main themes of historic literacy, such as time and chronology, continuity and change, common memory, historical empathy, and cause-effect relationships which are all common in the concept of sociology. These ideas can be included in the curriculum more realistically and interestingly through use of historic places and artifacts.
The best means for including heritage education in the curriculum is infusion–integration with existing curriculum patterns–rather than creation of new courses or stand-alone units of study. Established goals and subjects in the social studies provide numerous points of entry for teaching and learning about artifacts and the built environment. And the content of heritage education provides opportunities for connection of the social studies to other subjects in the curriculum, such as languages, literature, and fine arts.
The African heritage has long been a characterized to be enchanting and enthralling experience to foreigners. Likewise, the heritage of Nigeria too has its vivid cultural and historical background to bank upon. One of the major aspects of Nigerian heritage lies in the fact that it provides an amazing glimpse of the traditional Nigerian life style and its different facets well preserved through monuments.
While many things are left to us, Heritage Education is centered on those things that are left to all of us, things that belong to every citizen, that have (or could have) meaning to all citizens. But documents, building, roads, songs, life’s work, trees, ideas, and various of things that count as heritage do not mean much unless and until we in the present accept the gift from the past as worthy of interpretation and preservation. Over time the accepted accumulated “gifts” from the past becomes embodied as our heritage, for us Nigerian citizens, our Nigerian Heritage.
While the mission of Heritage Education is to promote and preserve our founding principles as a nation, collaterally, we are also devoted to engaging citizens on the broader issues and contentions that involve public heritage education. Thus there is a greater need for students of sociology to offer heritage as a course in their chosen field of study.

REFERENCES The creation of the Heritage Trust Commission, Georgia Heritage Trust Act, Official Code of Georgia (O.C.G.A.) Section 12-3-70
• • President Jimmy Carter
• • Paul Pritchard, founder and president of the National Park Trust
• • p. 311, The Governors of Georgia, 1754-2004 By James F. Cook, ISBN 0-86554-954-0, 2005 Mercer University Press
• Kiely, Kathy (2009-01-22). “Lady Bird Johnson dies at 94”. USA Today. Retrieved 2010-05-20.



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