Suggestions for educational and recreational itineraries around the fortified town

Places and their significance change over time. There are three levels of historical analysis - memories, historical records and artefacts. Places start to have less to do with remembrance and more to do with day-trips, becoming less of a memorial and more of a tourist attraction. Places move from being a memory to becoming historical records and artefacts.
Interpretation of the past is often regarded as problem-free. It is assumed that we can somehow know the past simply through investigation and that by carrying out sufficient research we can step back in time and fully understand what the world was like a hundred, five hundred or a thousand years ago. This leaves aside questions such as: whose history are we interpreting and from whose perspective? When interpreting the past, present and future, the periods are often dealt with as separate entities and not part of a continuum, subject to ongoing processes, causes and consequences.
But one can go further than this and argue that all historical moments should be seen as an integral part of much larger historical processes which are still in progress. So the question: "What about the future?" is posed. This is not necessarily meant to be prescriptive, but its interpretation could also bring out alternative scenarios for future orientation, which could be used as a starting point for getting citizens to participate and become involved in its planning. Involvement of local people in drawing up plans for interpretive trails (natural or even heritage trails) is important both for acceptance of the project itself and to reinforce local identity.
Visiting any interpretative site is a social experience for most people. The dynamic relationship between the place, the contents to be interpreted, the visitors themselves and the social group they belong to, together with the meaning gleaned as a consequence of this interaction, provide evidence on the social nature of experience.
We know that exhibits or trails which visitors can physically interact with are more effective for the learning process, providing that this interaction illustrates concepts central to the process being interpreted.
The history of the walled town cannot therefore be presented as a simple list of historical facts and dates. The main objective is rather to show living history - a history that is endless.
To be successful in attracting and keeping visitors, we first need to know who these people are and what they expect from their visit around the wall (what do they already know? what are they interested in?). Further questions are: How can these expectations be fulfilled and how can they be combined with those of other target groups?
The answers to these questions will show the way to making our interpretation relevant to a wider audience.
The choice of presentation methods must therefore be based on this analysis, but without forgetting that "hardware" is rather less important for interpretation than the "software".

Collection of ideas:

- Estimations ("Guess the age of the wall!", ...)
- Hidden stations; search games "seeks and find"; "find a certain part of the fortress!", etc.
- "The wall is alive", the wall as a storyteller (stories about battles, floods, fires, etc.)
- Stations with borderline experiences (tour of mountain ridges, hanging stations, rope gardens, etc.)
- Discovery of historical changes by means of turntables, glass plates, telescopes, etc.
- "What do I still not know" "what have I learned" - stations, playing at "examinations"
- Living history – the living future
- The individual within the community
- The stone and the brickwork
- The wall as an element and network of a town
- The town as an element and network of a region
- The community and co-operation giving strength and security to the wall