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Lesson 3 Cultural Heritage management at an international level : bodies and organizations

Lesson 3 Cultural Heritage management at an international level : bodies and organizations. Aims and Topics

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Lesson 3 Cultural Heritage management at an international level : bodies and organizations

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  1. Lesson 3Cultural Heritage management at an internationallevel: bodies and organizations Aims and Topics To examine the matter of cultural heritage management atinternationallevel, considering the role of the mostrelevantinstitutions and organizationsencharged. To try to answer the question: whomanage cultural heritage? Whatkind of institutions are involved in thismatter? When and whydid the problem emerge at an internationallevel? To focalize the relationshipbetween the new historical situation and the idea to build some specificalinstitutionsencharged in the management of cultural heritageafter the II World War. To try to answer the question: whydo nationalgovernments put attentionto the matter of cultural heritageafter the II World War at an internationallevel? To try to describe the mostrelevantresults of theiraction

  2. The institutions

  3. Some general considerations to introduce… • The creation of the United Nations system with itsspecialized • agencieswas an endeavor to provide an institutionalframwork • for organizedinternationalcooperation. The need for itderived • in general from the growinginterdependence of nations, and in • particular from the human suffering and the materialdestruction • caused by World War II. • With thismotivationwascombined a new realization, based • on the experience of inter-Alliedcooperationduring the war, that • itwaspractical to organizeinternational relations on a clear and • more logicalbasis.

  4. The Organization of United Nations: a hope of peace and progress • Suchwartimeexperiments in internationalcollaborationas the RawMaterials Control Board, the Inter-AlliedCommodities Control Board, the Inter-AlliedShipping Board, and the combinedChiefs of Staff, hadgone far beyond inter-Alliedcooperation in the first World War and anythingattemptedunder the League of Nations. Theseexperimentshadindicatedthat, whensurvivalwasatstake, concepts of nationalsovereigntycould in some cases be modified and the emotionsassociated with nationalismdisciplined to permiteffectivecooperationamongsovereignstates. • The United Nations system (24 October 1945) represented an effort to apply the liberal democraticdoctrinesunderlying a number of nationalgovernments to world-wide institutions of internationalcooperation. The role of force in the maintenance of peacewasnotdisregarded, butincreasedrecognitionwasgiven to the significantrole of persuasion and agreement. • The background of the development of the United Nations systemis to be found in the long history of liberalism and democracy. Itwasintendedas a hope for peace and an instrumenthaving a place in the powerstructure of postwarinternational relations. man peace education truth science culture

  5. The Unesco • The United Nations Educational, Scientific and Cultural Organization wascreatedduring the Inter-allied Conference of the Ministries of Education, held in London in November 1945, and signed on 16 November 1945 by twentynations: Saudi-Arabia, Australia, Brasil, Canada, Chetcoslovachia, China, Denmark, Egypt, France, Greece, India, Lebanon, Mexico, Norway, New Zealand, United Kingdom, Dominicanan Republic, UnitedStates, South Africa, Turkey. • Itwasbuilt in a sense of practicalapplication of the long tradition of human speculationconcerning the relation of education, science and culture to politics. In the words of Leon Blum: «steeringUnesco’s future activities in the direction of that ‘ideology’ of democracy and progress whichis the psychoogicalcondition, the psuchologicalbasis of internationalsolidarity and peace». • Itwasbuilt in a current mood of hope and faith. • Against propaganda and the operations of the Fascistsystemswhichhad led in the capturing of men’smindsbothwithin the dictatorships, and in the occupiedterritories. To restore the freedom of thoughtas a condition for a lastingpeace. • Itwasbuilt in a mood of general expectationthat the world was to be blessed by a prolongedperiod of peace: a positive peace and notonly the absence of war.

  6. The Unesco – A new building for peace and culture

  7. The UnescoA new building for peace: the project Marcel Breuer (1902-1981) Bernard Zehrfuss (1911-1996) Pier Luigi Nervi (1891-1979)

  8. Creating the UnescoThe Conference of London – November 1945 ClementAttlee (1883-1967) Prime Minister of Great Britain Ellen Wilkinson (1891-1947) Minister of Education of Great Britain

  9. Creating the UnescoThe Conference of London – November 1945 HuShih (1891-1962) Chinesepoet and intellectual Leon Blum (1872-1950) Former Prime Minister of France Archibald McLeish (1892-1982) Poet and scholar FormerLibrarian of Congress Assistant Secretary of State UnitedStates Alfred Zimmern (1879-1957) intellectual Gilber Murray (1866-1957) - intellectual

  10. Creating the UnescoThe Conference of London – November 1945 Jean Piaget (1896-1980) FormerDirector of the International Bureau of Education Geneva LieutenantColonel John W. Taylor (1906-2001) UnitedStates Unesco DeputyDirector General from 1951 to 1952 ActingDirector General from 1952 to 1953 Henri Bonnet (1888-1978) FormerDirector of Institute of IntellectualCooperation Paris French Ambassador in the USA

  11. Creating the Unesco The Conference of London – November 1945 Julian Huxley (1887-1975) Director General of Unesco 1946-1948 Jaime Torres Bodet (1902-1974) Director General of Unesco 1948-1952 Luther Evans (1902-1981) FormerLibrarian of Congress Director General of Unesco 1953-1958

  12. Creating the UnescoThe Needs to meet • Reconstruction • Building for PeacethroughUnderstanding • Exchange of Useful Knowledge • Aid to EconomicallyLessDevelopedCountries N.B. Of the fifty-onestatessigning the United Nations Charter at San Francisco (October 1945) allwererepresentedat the London Conference exceptseven: Ethiopia, Costa Rica, Honduras, Paraguay, USSR, Byelorussia, Ukraine

  13. Creating the UnescoReconstruction • Reconstruction of war-damagedcountries: especially Poland, Greece, China, the Philippines • School and universitybuildingshad to be repaired or rebuilt; text-books and furnishingreplaced; libraries and laboratoriesrestocked and equipped; • Educational methods and programsneededrevision and improvement • Reconstruction of cultural and moral valuesdestroyed by nazism and fascismthrough propaganda and war

  14. Creating the UnescoBuilding for PeacethroughUnderstanding • AgainstNazism, chiefenemy, for peaceagainst the war, for internationalismagainstnationalism, againstracism, for human rights • Attleesaidin 1930s «warsbegin in the mind of men, and we are to live in a world of democracies, where the mind of the common man will be allimportant». In the Unesco Constitution – Preamble – itwasintroduced the sentence «sincewarsbegin in the minds of men, itis in the minds of men that the defenses of peace must be constructed» • Leon Blumasked Unesco to «establish the spirit of peace in the world». As the French philosopher Etienne Gilsonstated: «the Charter signed in San Francisco created the United Nations; now Unesco has to giveit a soul».

  15. Creating the UnescoExchange of Useful Knowledge • Open channels for allpeoples to the wolrd’s body of knowledge • Some delegates – especially the French – asked to limitthisinternationalexchange to elites and intellectuals • Some others – the Norwegian, for example – pretended to extendthisexchangeboth to elites and to masses. • Attleeaskedwhat the organisationwould do tor the man in the street and «the children in the street», answeringthatevery country couldlearn from efforts of othercountries to fiteducation to the needs of a changing world

  16. Creating the UnescoAid to EconomicallyLessDevelopedCountries • Help the lessdevelopedcountries • The Egyptian delegate asked a campaignagainstilliteracy • Otherdelegatesconfirmedthisrequest

  17. Creating the UnescoThe pastexperience Private International Organizations • International Congress of Anthropology and Pre-History – 1866 • Congress of Orientalists – 1873 • International Congress of Psychology – 1899 • Congress of HistoricalSciences – 1898 • International ResearchCouncil – 1919 • International Academic Union • National Academy of Sciences – National ResearchCouncil – American Council of Learned Societies (UnitedStates of America) • The National EducationAssociation of the UnitedStatespromoted the constitution of the World Federation of EducationAssociations, established in 1923, followed – after the Second World War – by the World Organization of the TeachingProfession European or Norh-American membership Private and notgovernment organizations Notbased on intergovernmental agreementsnortheyreceivedfinancialsupport from government

  18. Creating the UnescoThe pastexperiences – Under the League of Nations • September 1914: on the initiative of Fannie FernAndrews – UnitedStates – an International Conference on Educationwas to meetat The Hague. Itfailedbecause of the outbreak of the Great War • At the beginning, the League of Nations wassilentaboutintellectualmatters, consideredas «the exclusive province of eachgovernment or of private initiative»; the League couldhavenothing to do with them • After the secondassembly in September 1921, a report waspresented by the French delegate Léon Bourgeois and an International Committee on IntellectualCooperationwasapproved

  19. Creating the UnescoThe Committee on IntellectualCooperation First chairman was Henri Bergson Among the members: Marie Curie, Gilbert Murray, Robert Millikan An International Institute of Intellectual cooperationwasestablished in Paris, becoming the Secretariat of the Committee National Committees created in some forty countries

  20. Creating the UnescoThe Committee on IntellectualCooperationTasks and results • Itsponsoredcollaborationamongintellectualleaders on problems of common concern • Itprovided a kind of clearing house for governmentdepartmentsdealing with intellectualmatters and for itsown National Committees, aswellas for suchorganizationsaslearned societies and organizations of educators or writers • Itfurnished a number of technicalservices • Itexchanged information on museums and archives • Itpublishedlists of translations and bibliographies • Itstudiedproblems of copywright • Itissued reports on emplyment of intellectuals • Itfocalised the problem of education, especiallythe matter of textbooksrevision and teachinghistory (1931) and the reorganization of Chineseschoolsystem Itwas the effort of individualswithin the League of Nations Itwaslimited to small groups of individuals

  21. Creating the UnescoThe International Bureau of Educationat Geneva • Itwasfounded in 1925 as a private agency for exchange of information and research in education, chieflyat the primary and secondarylevel • In 1929 itreceived a quasi-official status, with governments, public institutions, and internationalorganizationseligiblefformembership • In 1946 itsmembershipincludedfifteengovernments and twonongovermentalorganizations, but – itisimportant to remind – neitherUnited Kingdom nor the UnitedStatesweremembers • Itwasat the beginning a centre of information butlateritgaveattentionalso to methods of education for internationalunderstanding and cooperation In 1917 a section of educationwasestablishedalso by the PanAmerican Union

  22. Creating the UnescoNational Cultural Relations Programs France was the first modernnation to embark on an officialprogram of cultural relations, focalised on the Middle-East and Asia, following the experience of catholic educational missionaries, supported by the French government 1906: itwascreated the AllianceFrançaise: a private agency enjoyinggovernmental subsidy, to spread language and Culture from France abroad The French program of «intellectualexpansion» wasenlargedafter the First World War

  23. Creating the UnescoNational Cultural Relations Programs The officialGerman cultural programrecognized the importance of the Germanschools set up by emigrantGermancommunities in Asia, South Africa, Latin America Some schools, supported by private contributions, began to receivegovernment subsidies in 1875 After the defeat in the First World War the program of cultural relations took new importance to try to «win by a friendly cultural offensive in the outside world»

  24. Creating the UnescoNationa Cultural Relations Programs Soviet Union began some cultural programs with othercountriesafter the abandon of immediate efforts for world revolution. In 1925 therewasestablished the All Union Society for Cultural Relations with ForeignCountries (VOKS), with propaganda for the Soviet systemasitsobject The VicePresident of Voks E. Lerner stated in 1931: «These societies must create a ring of trust, sympathy and friendshiparound the USSR, throughwhichallplans of interventionwill be unable to penetrate» Seeking «the world union of intellectualforces for the triumph of genuine world culture», demonstrating «to foreigncountries a general outilne of Soviet culture in itstotality», callingintellectuals «to fight the war danger, agitate for peace»

  25. Creating the UnescoNational Cultural Relations Programs United Kingdom created in 1934 the BritishCouncil for Relations with OtherCountries: an agency of «nationalinterpretation» abroad, initially with the expectation of financialsupport from private agencies, then, rapidly, supported by the Foreign Office UnitedStateswasone of the last of the major powers to create programs of cultural exchange. In 1938 wascreated an Inter-Departmental Committee on Scientific and Cultural Cooperation with the other American Republics, and, together, in the Department of State, a Divisionn of Cultural Relations

  26. Creating the UnescoNational Cultural Relations Programs Some common elements… • The programswereconcerned with «exchanges of persons» • Theyencouragedcontactsbetweenmembers of a national community and those of another • Theypromotedexhchanges of books and periodicals • Theypromotedlectures, concerts, theatrical productions, art and science exhibits, broadcasts and motionpictures • Theyencouraged «cultural institutes» to fosterknowledge of the language, literature, life of the sponsoring country • Theyallwerebased on a nationalaim: promotingfriendship and interestaround the national culture

  27. Creating the UnescoThe immediate origins • 1942: Conference of AlliedMinisters of Education (CAME) tookplace in London, promoted by the BritishCouncil, the BritishForeign Office, and R.A. Butler, President of the Board of Education. Itwasattended by Ministers of Education of Governments in exile in London (Belgium, Czechoslovakia, Greece, Holland, Luxembourg, Norway, Poland, Yugoslavia, the French National Committee of Liberation, and itconsidered «what help would be needed, and coulld be given to the occupiedcountries of Europe in the restoration of their educational systems». Itgrow up during the furtheryears, with the attendance of differentdelegates, and having a particular help from UnitedStates. • San Francisco Conference (May 1945), thatprovidedthat «the United Nations shallpromote…international cultural and educational cooperation»

  28. The UnescoCharacters and action Fiveissues • Unesco’sprogram: itscontent and range; • Unesco’spurpose: single or multiple; • Unesco’scharacter: governmental or nongovernmental • Unesco’s relation to the United Nations • Unesco’srole: howshould the organization be used?

  29. The UnescoCharacters and action Program: Content and Range Unesco didn’thave the typicalfunctions of a sovereign State. Itwasnot to intervene in memberstates on matters «essentiallywithintheirdomesticjurisdiction». Indirectreferences to thisparticularrolewere in some words of the first articles of itsConstitutions: «encouraging», recommending», «suggesting». The aimswereindicated in very general and open manner: «allbranches of intellectualactivity»: education for adultsaswellas for children, books, works of art, monuments, press, radio and film. Itwasclearthat Unesco wouldhave a far more difficult task in developing a coherent and integratedprogramthansuchsisteragenciesas the Food and Agriculture Organization and the World Health Organization whichdealt with more limitedareas and more tangibleactivities.

  30. The UnescoCharacters and action Program: Content and Range The matter of Education France presented a draftmaking a specificreference to educational and cultural reconstruction, asking for an organization with more long-termaims The UnitedStatesdelegationpointed out that the new organizationcouldnotbecome a relief agency, receiving and distributingrelief funds – a task for which the UNRRA alreadyhadresponsibility Study of problems

  31. The UnescoContent and Range The London Conference restrictedUnesco’sactivities in educational reconstrucction to collection and circulation of information. Butitgreatlybroadened the role of the organization by incorporating science and mass communication in itsprogram.

  32. The UnescoCharacters and action Purpose: Single or Multiple? Unesco’spurposeis to contributedirectly to peace and security. Eachactivityhas to be choosenconsciounsly in terms of directcontribution to peace. Thisapproachappearsinfluenced by the immediacy of threats to peace and the need to mobilizeeveryresuorce to strengthenpeace Unesco’sapproach to peacehas to be indirect by furthering the welfare of mankindthrougheducation, science, culture. Itis a long-rangeapproacharguingthatstrengtheningeducation, science and culture willpromote human welfare and thatthisis the surest and soundestapproach to peace. Itassumesthatmaintainingpeace in contemporaryinternational relations is a task for the United Nations Security Council and the United Nations General Assembly and Unesco’s task is to layfoundation for future peace

  33. The UnescoCharacters and action A compromise… The Constitution of Unesco listedfivepurposes: • Maintenance of internationalpeace and security • Promotion of universalrespect for and observance of human rights and fundamentalfreedoms • Development of sciences and arts • Diffusion of knowledge and culture to allpeoples for the service of human needs • Preservation of the word’sinheritance and monuments of history

  34. The UnescoCharacters and action Governmental or Nongovernmental? • The French draft for the Constitutionproposedthat the annual conference should be a tripartite body of governments, National Commissions, leadingnongovernmental «world associations». The London Conference resolvedthatonlygovernmentscould be members of the organization with a right to vote in the annual conference. • The CAME and the French draftprovided for election to the Executive Board of persons (notstates) from amongdelegates to the General Conference. The Conference agreedthatmembers of the Board should be chosen by the General Conference from among the governmentdelegates in that body. Aftereletionthesemembersshould serve, notasrepresentatives of theirrespectivegovernments, but on behalf of Conference as a whole. In relation to theirowngovernments the memberswere to functionas free individuals, relyingupontheirownwisdom and responsible to no onebut the General Conference. • The matter of nationalcooperatingbodies or of National Commissionsalsoinvolved the role of governments and that of private bodies. A compromise wasworked. National Commissionswere to include representatives of bothgovernments and private bodies. Theywerenot to be represented per se in the General Conference, butnationaldelegationswere to be chosenafterconsultation with National Commissions.

  35. The UnescoCharacters and action • Unesco wascreatedas an autonomous agency, close to United Nations. The UnitedStatesdelegationasked for a more closelyaction, integrated with the United Nations, against the French delegation, thatinvoked a more autonomousrole. The solutionwasagain a compromise: Unesco has to present an annual report to the Economic and Social Council of the United Nations (ECOSOC), butitdecidesautonomouslyitsaction and also – aboveall – itsfinancial budget, as the United Nations examine the decision, with the power and right to make some points of remark. • Anotherpoint of discussionwasthatone relative to the use: should Unesco be just a «house of discussion», or shouldit be usedas an active agency. Unesco became a sort of international agency with some powers and rights, but in a balance with the Statescompetencies.

  36. The UnescoThe evolution of the program The Unesco programisusuallypresented by chapters or departments, and by a series of resolutionsapproved by the General Conference, the Director General carries out specifiedactivitieswichtogetherconstitute the program. The chapters are nowsix: • education:fundamentaleducation, extension of primaryeducation, education for internationalunderstanding • Natural sciences:internationalscientificcooperation, encouragement of research for the improvement of the economic and social conditions of mankind (arid zone project), teachingabout science • Social sciences:internationaldevelopment of social sciences, theirapplication to social tensions, human rights, internationalunderstanding • Cultural activities:internationalcontacts in the arts, betterunderstanding of the cultural history of mankind, internationalcooperation in the humanities and philosophy, servicesrendered by libraries and museums • Mass communication: use of press, radio, film, television for internationalunderstanding • Technical assistance:reduction of obstacles to the free flow of information amongnations

  37. The UnescoThe program – The 1947-49 Period At the beginning, in 1946, the proposalswere so numerous and different, to be listedalong some differentcriteria: • Projectswhichshould be attackedimmediately; • Projectswhichshould be considered by the First Session of the General Conference for operation in 1947-’48; • Projects to be studied for actionlater. The Commissionalsoadopted a three-foldclassification of programactivities: • Programs whichwouldpromotepeace and security directly; • Programs whichwouldadvance human welfare directly; • Programs whichwouldindirectly serve theseobjectives by developing the resources of education, science and culture

  38. The UnescoThe Unesco «philosophy» Julian Huxley (1887-1975) Unesco: ItsPurpose and ItsPhilosophy(1946) A «world scientifichumanism» Respect for diversity, a consciouspluralism

  39. The UnescoThe furtherperiods After a period of weakness (1950-52), especiallylinked to the emergence of the Cold-War and the failure of Unesco’sprograms, a new trend wasintroduced in 1953 by the italianmember of the Executive Board Vittorino Veronese, whoproposed to follow in particularfourpoints of discussion: • Unesco’sfailure to obtain the full support of memberstates, creative thinkers and peoples; • Greater use of a regionalapproach in Unesco activities; • Need for more effective National Commissions; • Means of furtherconcentrating the program

  40. The International Centre for the Study of the Preservation and Conservation of Cultural PropertyICCROM The mainphases • The origins take place in the aftermath of the Second World War, by decision of the General Conference of Unesco in New Delhi in 1956. • Subsequently the ItalianGovernmentinvited the new organization to establishitsheadquarters in Rome, already the headquarters of the Italian Central Institute of Restoration: itbecame the Rome Centre. • In 1971 the namewaschanged to International Centre for Conservation. • In 1977 itwasagainchanged to ICCROM

  41. The historicalcontext …till the foundation of ICCROM…the protectionistsensibility and the concept of cultural heritage… • The idea of a common heritage of humanityemergedfirstly in the idea of the «grand tour»: in Italy, in Greece, in the Near East; • After the first contributions (Emerich De Vettel), itwasduring the Elightmentthatthisconceptwasreflected. Giambattista Vico (1668-1744) and Johan GottfriedHerder (1744-1803) recognized the meaning of truth in specifichistorical and cultural contexts and the significance of heritage in response to cultural diversity; • The French Revolutiondeveloped the sense of heritageas part of a cultural and nationalidentity(Quatremère de Quincy stressed the importance to mantain cultural objects in situ).

  42. The historicalcontextThe «restorationfury» • The rediscovery of classicalheritageduring the Romanticism, determined an attention to the matter of the restorationof historicbuildings, makingthemavailable for contemporaryusers. Eugène EmanuelViollet-Le Duc (1814-1879) Karl Friedrich Schinkel (1811-1841) Gilbert Scott (1811-1878)

  43. The historicalcontextRestoration/Conservation Latin World Anglo-Saxon World Restoration Conservation ICCROM Restoration+Conservation

  44. Paul Valery (1871-1945) Thomas Mann (1875-1955) The historicalcontextAround the First World War Under the direction of the League of Nations, the International Committee of IntellectualCooperation (1922-1945) formed special committees of experts, suchas the International Committee on IntellectualCooperation, the International Commission on HistoricalMonuments, the Committee of ScientificAdvisors and the Committee of ArchitecturalExperts. Henri Bergson (1859-1941) Albert Einstein (1879-1955) Marie Curie (1867-1934) BélaBartòk (1881 – 1945)

  45. The historicalcontextThe International Museums Office Created in 1922, itwas the directpredecessor of the International Council of Museums, created under the direction of Unesco in 1946. Itpromotedtwoimportantconferences: • The conference of Rome (1930), devoted to the study of scientificmethods for the examination and preservation of works of art; • The Conference of Athens (1931), devoted to the conservation of architecturalmonuments, approving an importantdocument (the so-called «Charter of Athens», around the relationshipbetweenpreservation and restoration. Gustavo Giovannoni (1873-1947)

  46. The historicalcontextThe International Congress of Modern Architecture Itwascreated in Switzerland in 1928 (last in 1959), and represented the large movement of renovation in the architecture, linked to the new artisticexpressionsemergedaround the First World War, suchas the Manifesto of Futurismo (1909) or the «De StijlMovement» in the Netherlands, or the Bauhaus in Germany. The Congress of Athens in 1933 producedanotherimportantdocument (the so-called «Charte d’Athènes», following the conclusionsget in the Conference of 1931. The general Secretarywas Siegfried Giedion, and one the mostactivemembers Le Corbusier.

  47. Under the Unesco • International Council of Museums, created in 1946 (PresidentwasChaunceyHamlin – 1946-1953 – then Georges Salles – 1953-1959 – then Philip Hendy – 1959-1965 – then Arthur Van Schendel – 1965-1971. • International Committe for Monuments, created in 1948 at the Unesco Conferencce of Beirut. • The International Union for the Conservation of Nature, created in 1948 at the Unesco Conference of Fointainbleau.

  48. The ICCROM • The ICCROM wascreated under the direction, and within the initiatives of Unesco, lookingat the mainpurposes of the organization. In particular the matter of conservation and restoration of cultural property – following the Hague Convention of 1954 – wasstressed by some intellectuals and operators, activemembers of the International Council of Museums: Guglielmo De Angelis d’Ossat, Piero Gazzola and Giorgio Rosi (Italy), Jan Karel van derHaagen (Netherlands), Hiroshi Daifuku (Japan), FrédéricGysin (Switzerland).

  49. The Centre in Rome • After a series of conferencesfollowedbetween 1952 and 1955, the ninth session of the Unesco General Conference – meeting in New Delhi in november-december 1956 – established to create the International Centre for the Study of the Preservation and Restoration of Cultural Property. Iralsoestablished to place the centre in Rome, and to getagreements with the ItalianGovernments and the otheritalianinstitutesdevoted to the tutelage of cultural property: in particular the «Istituto Centrale del Restauro», the «Istituto di Patologia del Libro», the «Scuola Centrale antincendi», the «Istituto d’Arte per la Ceramica», the «Scuola del Mosaico», the «Istituto per le Pietre Dure». • The ProvisionalCouncilwascomposed of: • Jan Karel van derHaagen – Unesco Chief of the Division of Museums and HistoricalMonuments; • Guglielmo De Angelis d’Ossat – ItalianGovernment – Director General of Antiquieties and Fine Arts; • Paul Coremans – Director of the «InstitutRoyalduPatrimoine» – Brussels; • Cesare Brandi – Director of the «Istituto Centrale del Restauro» – Rome; • FrédéricGysin – Chairman of the AdvisoryCommittee of ICOM and Director of Musés National Suisse - Zurich

  50. The mainactivitiesduring the 60s • The tutelage of Nubianmonuments in the Nile Valley during the excavation of the Aswan dam; • The interventionduring the floods in Venice and Florence; • A series of importantpublications; • The development of an importantlibrary; • Conferences, trainings, courses on architecture, restoration, art.

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