ABSTRACT
This chapter aims to encourage preservation educators to consider similar approaches in their teaching that utilizes popular genealogy, to facilitate intellectual discourse. The self-discovery pedagogical exploration ends with a schizophrenic-like monologue. The heritage affiliation was what the student found to be meaningful through their own self-discovery process, though occasional coaching and advising was provided to foster critical thinking and analysis. Critics of self-discovery learning claim that there are pitfalls and shortcomings to the teaching approach, such as cognitive overload, potential misconceptions, and failure in the instructor's ability to detect problems and misconceptions. Proponents of self-discovery learning claim that the approach encourages active engagement, promotes motivation, promotes autonomy, responsibility, independence, the development of creative problem-solving skills, and a tailored learning experience. The students were not just interested in the tangible material objects but also the intangible customs of traditional craftsmanship and stewardship.
