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.

A New Conatus for the New World: Dewey’s Response to Perfectionist Conceptions of Democratic Education

We argue for a reconsideration of the claim that Spinoza’s perfectionist conception of education was ushering in a form of radical humanism distinctly favorable to democratic ideals. With the rise of democratic societies and the corresponding need to constitute educational institutions within those societies, a more thoroughgoing commitment to democratic social ideals arose, first and foremost in American educational thought. This commitment can be seen especially in Dewey’s philosophy of education. Specifically, Dewey and Spinoza had strikingly distinct conceptions of the overall aims of schooling. While Spinoza takes the aim of education to be the perfection of a student’s original nature, Dewey takes education to involve the collective acquisition of an additional nature, reflecting the norms and expectations of one’s specific community. In this paper, we juxtapose these two distinct conceptions of education alongside one another, with an eye towards illuminating the limitations of a perfectionist theory of education for the individual, as we find it in Spinoza, within a democratic society.

Oblicza człowieka masowego — od totalitaryzmu do konsumpcjonizmu

The article presents two figures of mass society that emerged in the twentieth century. The former revealed itself in the era of totalitarianism, while the latter resulted in the emergence of a consumer society. Neither of these figures are a necessary consequence of the processes leading to the rise of the masses as a social phenomenon. They have been created as a result of specific historical conditions. Consequently, mass society can take on any of these forms. They are also not disjoint, which means that authoritarian attitudes and consumer behavior can occur simultaneously. The relationship between the described attitudes adopted by the mass man occurs at the level of their attitude to freedom and democratic institutions. Modernity has resulted in the fact that the individual cannot cope with the freedom they gained as a result of being freed from tradition and religion. If they cannot free themselves an authority to show them how to live. This authority may also be of a group nature. Belonging to a specific community gives an individual a sense of bond and security. Freedom in a consumer society is primarily the freedom to choose consumer goods. In any case, democracy is not a valued form of managing society. Before the rise of totalitarianism, it did not ensure sufficient coherence and a sense of participation. At the same time, in the consumer society, its basic procedures began to trivialize and become part of marketing mechanisms.

Intergenerational Virtual Program: Promoting Meaningful Connections Across the Lifespan During the COVID-19 Pandemic

Intergenerational programs have long been identified as a way of promoting health and well-being for participants. Continuing such programs during pandemic restrictions is challenging and requires a novel approach. This community case study describes the use of co-design to create a high-level intergenerational program model, adapt it to specific community needs, and deliver it virtually with the aid of modern communication technology. Interviews conducted after the program had finished indicated that despite the challenges and limitations of the virtual environment, meaningful connections were achieved across three generations. The high-level program model may serve as a basis for other programs wanting to explore this area.

Application of Inculturation Criteria in Studies on the Indigenous Nature of the Church in Nubia

This article is an attempt to define the relationship between Christianity in Nubia and the local cultures of the Nubian kingdoms of Nobadia and Makuria from the 6th to the beginning of the 16th century, using the inculturation criteria theory associated with the actualization of the Church within a particular culture in light of archaeological research. The mission of the Church must be realized within a specific community of the people of God as well as in its administrative structure and the local hierarchy. The Church’s task is to accomplish its sanctifying, prophetic and teaching mission, which is accomplished through the proclamation of the Gospel, the celebration of sacraments, funeral rites, and teaching of prayer practices. Due to lack of adequate resources, this Church’s prophetic task was omitted. The Church, as archaeological research shows, also contributed to social life and the development of the material culture of the inhabitants of the Middle Nile Valley.

Aspiration and the Violence of Gentrification in Marvel’s Luke Cage

This article analyzes the cultural politics of gentrification as they are deployed in the Netflix series Marvel’s Luke Cage. Based on the comic book character, Luke Cage, who was created in response to the popularity of the 1970s blaxploitation films, and the Black Power movement, the television series portrays a Black superhero who defends contemporary Harlem and its people from crime and exploitation. Critically recognized and widely watched during its first airing from 2016 to 2018, Luke Cage was a breakthrough television series that not only centered a Black superhero but directed itself to Black experience and public dialogue during the time of Black Life Matters. The Harlem portrayed in Luke Cage is both a specific community, and a virtual invocation of Black community aspiration, and the structural violence of gentrification. The violent emotions and displacement of gentrification that are presented in the series represent a form of intramural dialogue between the Black creatives working on the show and the broader Black public that is engaging with the long-time debates around the meaning and future of Harlem.

An investigation of the effect of the raising of the school leaving age in a rural district

The amendment or 1920 to the Education Act of 1914 ruled inter alia that every child between the ages of seven and fifteen years must attend school. This amendment, was held in abeyance for twenty-three years being put into operation by an Order-in-Council on 15th December 1943. Judging by the averages of the previous few years one result of the amendment is that 751 of those children who would have left school at the end or their primary school period have been obliged to continue their education in post-primary schools. This leads to speculation on the effect the legislation will have on a specific community, and to obtain a clear picture involves an analytical survey of the group chosen, taking in their educational needs, post-school aspirations and the opportunities for carrying such aspirations into effect, with, in passing what, if any, effect the legislation might have on the general labour situation.

An investigation of the effect of the raising of the school leaving age in a rural district

The amendment or 1920 to the Education Act of 1914 ruled inter alia that every child between the ages of seven and fifteen years must attend school. This amendment, was held in abeyance for twenty-three years being put into operation by an Order-in-Council on 15th December 1943. Judging by the averages of the previous few years one result of the amendment is that 751 of those children who would have left school at the end or their primary school period have been obliged to continue their education in post-primary schools. This leads to speculation on the effect the legislation will have on a specific community, and to obtain a clear picture involves an analytical survey of the group chosen, taking in their educational needs, post-school aspirations and the opportunities for carrying such aspirations into effect, with, in passing what, if any, effect the legislation might have on the general labour situation.

Improving Care for Individuals Living With Intellectual Developmental Disabilities and Dementia

Ultimately, transformation of communities can only occur through educational efforts delivered to specific community sectors. Although the portion of people with Intellectual Developmental Disabilities who develop dementia as they age is equal to that of the general population, individuals with Down syndrome are at a much higher risk. This symposium will describe how a county health department partnered with the local County Board of Developmental Disabilities to systematically incorporate Dementia Friends for Intellectual Developmental Disabilities with Alzheimer’s disease training to their staff and provider network. We will describe who to get on board with the idea, how to organize, and how to deliver specific trainings. Outcomes related to increase in participant knowledge, increases in service provision and outcomes related to staff mentoring will be discussed.