Socially Responsive Museum Pedagogy

Art museums in the United States have long been called upon to provide educational and engaging experiences for their visitors; more recently, this expectation has expanded to address the most salient needs of local communities and respond to issues of social inequality. At The Ohio State University's Wexner Center for the Arts, these collaborations are woven into the mission of the institution and serve as a foundation of its educational framework. In this chapter, the authors highlight specific community collaborations between the Wexner Center for the Arts, the Department of Arts Administration, Education, and Policy at Ohio State, and the Columbus, Ohio, community. They suggest that these programs not only individually serve as examples for other institutions and university students engaged in museum education scholarship, but also collectively form a socially responsive museum pedagogy enacted in an ongoing cycle of collaborative inquiry.

Museum education and sustainable development: A public pedagogy

The question of how sustainability can be incorporated into all areas of society encourages museums to rethink their approaches to society and education. In this article, we argue that museums have the potential to become key public pedagogies for sustainable development and thereby play a crucial role in encouraging participation in sustainability issues. Due to the complexity of sustainability issues, and the potential disturbances of and difficult experiences resulting from exhibitions displaying them, we suggest that a theoretical framing for the teaching and learning of sustainability issues in museums is necessary. Thus, we argue that in relation to exhibitions displaying sustainability issues, museum education would benefit from a didactical framework in which the relation between teaching, learning, content and situation is taken into account. We also argue that a theoretical framework explaining the relation between exhibition, visitor and educational situation could inform pedagogical discussions about how to incorporate sustainability education into museums. Therefore, we suggest a transactional conceptualization of museum pedagogy for sustainability museum education based on John Dewey’s educational and aesthetic philosophy and Louise Rosenblatt’s theory of reading and writing as a potential approach to the teaching and learning of sustainability issues in museum education.

General educational aspect of a mineralogical museum of the North-Eastern Federal university, Yakutsk

The paper refers to a museum of the Ammosov North-Eastern Federal University (NEFU, Yakutsk) as a socio-cultural institution. The restoration, preservation and development of the NEFU mineralogical museum requires a conceptual rethinking of its role, expansion of its functional capabilities, awareness and reassessment of its social role for the university, city and region. From the viewpoint of the museum pedagogy, the museum forms not only an educational, but also an educational and cultural environment for the formation of a harmoniously developed personality. Keywords: museum, museum pedagogy, mineralogical collection, museology, value, Ammosov North-Eastern Federal University

Project activity and historical reconstruction as a means of moral and patriotic education of preschool children

К средствам патриотического воспитания ученые относят родной язык, историю, родную природу, культурно-духовное наследие, представленное музейными экспонатами. В осуществлении патриотического воспитания средствами музейной педагогики, необходимо единство государства и семьи. Характерными чертами музееведения, считает ученый, является неформальность (способность создать атмосферу доверия), демократичность, наглядность, коммуникативность (проведение музейных уроков), интерактивность (создание взаимодействия между учителем и учениками и между самими учениками), эмоциональность (патриотическое воспитание невозможно без чувств формирование чувства гордости за свою Родину). Итак, мы соглашаемся с позицией ученых, что среди ценностей русской национальной культуры, необходимых для осуществления патриотического воспитания учащихся начальной школы, важное место занимает музееведение, которое способно влиять на духовный мир человека на уровне подсознания, эмоционального постижения, интуиции. Музей как центр духовного образовательного обогащения детей расширяет его педагогические возможности, способствует взаимопониманию разных поколений и профессий, привлекает детей к вечным духовным ценностям, углубляет патриотические чувства. Музейная деятельность направлена на формирование патриотизма, чувства принадлежности индивида к обществу, а формы и методы музейной педагогики стимулируют эмоционально-волевую сферу учащихся начальной школы и способствуют достижению основной цели патриотического воспитания. Scientists refer to the means of patriotic education as the native language, history, native nature, cultural and spiritual heritage represented by museum exhibits. In the implementation of patriotic education by means of museum pedagogy, the unity of the state and the family is necessary. According to the scientist, the characteristic features of museology are informality (the ability to create an atmosphere of trust), democracy, visibility, communication (conducting museum lessons), interactivity (creating interaction between teachers and students and between students themselves), emotionality (patriotic education is impossible without feelings, the formation of a sense of pride for one's Homeland). So, we agree with the position of scientists that among the values of Russian national culture necessary for the implementation of patriotic education of primary school students, an important place is occupied by museum studies, which can influence the spiritual world of a person at the level of subconsciousness, emotional comprehension, intuition. The museum as a center of spiritual educational enrichment of children expands its pedagogical capabilities, promotes mutual understanding of different generations and professions, attracts children to eternal spiritual values, deepens patriotic feelings. Museum activity is aimed at the formation of patriotism, a sense of belonging of an individual to society, and the forms and methods of museum pedagogy stimulate the emotional and volitional sphere of primary school students and contribute to the achievement of the main goal of patriotic education.

Museum pedagogy in education: educatinal, historical, and pedagogical aspects

At the present stage of civilizational development, characterized by numerous transformations in the historical-political, socio-economic, cultural, scientific, and educational spheres of social progress, the importance of using the results of pedagogical innovation in continuing education is emphasized. The study's aim is to consider the experience of using museum pedagogy based on education and analyzes this phenomenon in terms of historical and pedagogical aspects. To meet the objective of the study, the descriptive method is utilized. Based on the results obtained, it can be concluded that the mission of museums is to increase the level of knowledge and moral and spiritual education. The authors state that the priority approach of the state cultural, scientific, and educational policy should be the effective use of museum activities for the public good. Education requires the active introduction of museum pedagogy to improve the educational process.

The museum as a center of educational and local lore work coordination of the educational institution

The article actualizes the issue of educational and local lore work coordination in educational institutions.The essence of the following interrelated concepts is revealed: «museum», «museum pedagogy», «educational institution museum», «local lore»; «coordination»; «museum educational environment», «educational work», «local history work».The relevance of the museum as a center of the educational and local history work coordination of the educational institution is observed in the context of the significant scientific achievements of domestic and foreign scientists.The purpose of the article is to substantiate the relevance of the museum as a center of educational and local history work coordination of the educational institution.The main approaches to educational and local lore work in educational institutions are presented based on the analysis of scientific and pedagogical literature of domestic and foreign scientists. The activity of Poltava regional center of national-patriotic education, tourism, and local lore of student’s youth of Poltava regional council as the center of coordination of educational and local lore work in educational institutions is characterized.Attention is paid to the role of some exemplary museums of educational institutions of the Poltava region in the implementation of educational and local lore work.Based on the results of research on the issue of educational and local lore work of museums of educational institutions, their advantages, problems, and prospects for their further development in the museum educational environment of the Poltava region are clarified

Impact of Museum Pedagogy on Educational Environment

The article is dedicated to development and consolidation of museum pedagogy in educational environment, growth of its impact on the young generation with the purpose of preserving national identity, encouraging love and respect to cultural heritage of the people. Use of a museum in educational process is seen as a novel technology of personal development by means of art. Forms and methods of interaction between participants of cultural-educational process, peculiarities of use of interdisciplinary and polyartistic approaches in building a cultural-pedagogical dialogue have been generalized. The article emphasizes that a significant factor of museum pedagogy is pedagogical mastery of workers of a cultural institution (museum) and an educational institution (kindergarten, school, college, gymnasia, university etc.). The phenomenon of «pedagogical mastery» itself in museum pedagogy is the main prerequisite for a productive dialog, communication with visitors.