1	The meaning of education for understanding and quality of the preservation in vernacular architecture
2	The education of the public, politicians, experts: relationships, expected results..
3	(Non expertise or non education) in the administrative decisions concerning the vernacular architecture
4	Education as the confirmation of the values of the vernacular architecture (the role of schools, media, professions..)

5	Interdisciplinary education as a pre condition in the education
6	Education of the vernacular architecture researchers - research as a special form of experts formation in professions, their interrelations
7	Education for the preservation of specific knowledge, skills (builders, restorers..) that help create, preserve, and revitalise the vernacular architecture
8	Formation of architects, urban planners, designers in regard to the vernacular architecture
9	The interdisciplinary education of the restorer-conservationists (architects, civil engineers, sculptors, painters, etc)

10	The interdisciplinary education of the conservation experts (architects, ethnologists, etc)
11	Specific formation of the administration responsible for physical planning, setting, and architecture
12	Self education as a particular opportunity of the present time
13	The role of "the classical" and "the contemporary" media as a standing point or an enhancement in the vernacular architecture education (newspaper articles, books, Internet..)
14	Is a "museum of architecture" a form of heritage preservation or a reference book?

15	When shall we overcome the ideological frameworks of the vernacular architecture education?
16	Is architecture as a profession capable of educating a "barefoot architect" who will be able to advise and teach the present day home-builders?




prof dr Peter Fister				Ljubljana, July 1997