In mid-April every year, Sri Lankans celebrate the Sinhala and Hindu New Year with distinctive rituals that fuse Hindu and Buddhist elements. With the introduction of Buddhism in the third century BCE, traditional Hindu New Year rituals were reinterpreted. While historians and sociologists believe these rituals were closely related to sun worship because they coincided with ancient myths about the sun moving from one celestial house to another—the major rituals today embody a sense of cultural heredity and tradition.

If development is an aspiration, then culture is the historical sediment underlying this aspiration. Culture conveys humanity’s intersecting bonds and the kinds of rituals, practices, and representations that make up its ways of life. Development—conceived narrowly as income growth or broadly as ways in which people participate to achieve well-being—is heavily influenced by this sense of bonding and group-ness. Culture is literally the way humanity recognizes itself and reveals its aspirations.

In the Federated States of Micronesia, UNESCO’s ICH program is off to a great start in Yap—the state chosen to be the first in the FSM to embrace the opportunity. We recently hosted our first UNESCO ICH workshop, which was well attended and promoted throughout the state. And it is evident that outside recognition of the value of Yapese ICH has energized local interest in talking about cultural heritage as an asset worthy of protection. From the beginning, it has been highlighted that the management of Yapese ICH must be a collective effort—with UNESCO and other outside facilitators such as me only being here to provide technical and material support when necessary.

Last year Croatia joined the world community in celebration of the tenth anniversary of the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage by holding an ICH conference and festival in Dubrovnik. In the last decade, numerous activities have taken place, but the basic question of how to continue promoting and protecting sensitive intangible assets remains.

The history of ships in the Japanese archipelago begins with rafts and logboats (hollowed boats), which developed into semi-built-up ships made by connecting planks to a hull, and further into built-up ships made solely of planks. Strong aspirations for larger ships and advancements in lumbering and shipbuilding techniques made it possible for this gradual development. However, it was in no way a linear development.

Since ancient times, Central Asia has been populated by numerous nomadic and sedentary peoples and ethnic groups. The region is characterized by a rich cultural diversity as well as the interaction and interpenetration of different cultures, each of which is original.

The biggest North Korean migrant community outside East Asia is located in a somewhat unlikely place, New Malden, UK, a suburb in southwest London (see Figure 1). Approximately 1,000 North Koreans live alongside the established community of over 12,000 South Koreans. In the foreign kitchen, what North Korean migrants do is recreate authentic traditional North Korean food that they have not had for such a long time. Decades of famine and national isolation have alienated people from basic meals and dishes that are part of the history and traditions of their country.

This paper is based on two phases of my work focusing on South Asian context:\n\n(i) my experience of designing an integrated heritage management programme and running it for the past five years, in which Intangible Cultural Heritage (ICH) has been a core concept; and\n(ii) my personal interest in rethinking the overall idea of education in general, and refining professional education for the heritage sector in particular.\n\nBoth of the above aspects have emerged from my engagement and exposure to the overall heritage scenario in South Asian contexts, hence this paper is a reflection on ICH pedagogy at least for the South Asian context. The paper explores the idea of ‘contextual learning’ as a feasible pedagogy that could be adopted in ICH education at two levels: first is to create professionals for safeguarding of ICH, and the second is to integrate ICH as resources both in early (child) education as well as professional education in general.

Moderator to Helena Norberg-Hodge: You have emphasized a new order and a way of life and the need to promote localization to escape from globalization and cultural uniformity. In my opinion, this localization can be carried out more easily in the post-CORONA era; what do you think? And this is the second question, in the post-CORONA era, is there a need to change the direction or strategy of the localization movement? If so, what would it be? People nowadays talk about new normal, so please also tell us about the post-CORONA era localization.

According to CIOFF policy, an international folklore festival will be fully accomplished as a meeting place for cultures when it is organized in the spirit of friendship and promoting a culture of peace. ICH is an excellent culture inherited over generations, a source of cultural development, and a manifestation of cultural diversity. The new management mechanism realizes the integration of ICH and tourism. The launch of “One Belt and One Road” strategy actually provides an important strategic opportunity for the protection and development of ICH. At the beginning of a new civilization cycle, to open a new window of civilization with people of the world. While there are four main cradles of civilization, which, moving from East to West, are China, India, the Fertile Crescent, and the Mediterranean, specially Greece and Italy, India deserves a larger share of credit because it has deeply affected the cultural life of most of Asia. India has also extended her influence, directly and indirectly, to other parts of the world.\n\nAn International Folklore Festival is one of the means to safeguard, to promote and to diffuse ICH, mainly through such genres of expressions as music, dance, games, rituals, customs, know-how of handicraft and other arts. To be a significant contribution to the maintenance and enhancement of cultural identity and diversity, a folklore festival has to be implemented in an appropriate cultural context. The reflections presented aim to develop a pertinent cultural context in existing and in new international folklore festivals. The following items constitute and describe what CIOFF sees as important elements of the term cultural context.

The South-Western Alps, across Italy and France are an area of long-lasting and significantly dense presence of diverse intangible cultural heritage expressions, resulting from the peculiar forms of relation and adaptation between the communities and the mountain ecosystems. But now, this area faced a number of challenges, Alessio Re & Giulia Avanza introduced the projects for building up resilience on the South-Western Alps territory.

- Children should not build a birdhouse in order to learn the Pythagorean Theorem.\n- Children should learn the Pythagorean Theorem in order to build a birdhouse.\n\nTouch. Feel the texture. Smell. Duplicate a shape, a pattern or a color. These are examples of what we call "action transmitted knowledge." A young lumberjack once stood quietly, observing the older man whose job it was to load the logs onto the long lumber sled and drive them to the mill. The older man had his own way of moving, he nearly danced with each log, lifting it, rolling it a little, using small motions to push it this way and that. Until quite suddenly everything was in place, ready to be transported on the sled. One day the young lumberjack saw that the older man had brought his five-year-old son with him. The boy walked behind his father, watching him and doing exactly what he did, easing a log, dancing with the load, mimicking each of his father's movements. At that moment, the young lumberjack realized that he was observing a transmission of knowledge from father to son.