Освітні моделі музею та специфіка освітньої діяльності на сучасному етапі
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Date
2018
Authors
Бондарець, Оксана
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Abstract
У сучасній соціокультурній ситуації розвиток музейної справи багато в чому визначається
динамікою комунікаційного простору музею.
У цьому дослідженні автор аналізує освітні моделі музею, акцентуючи увагу на комунікативній,
та наголошує, що різноманітні форми культурно-освітньої діяльності мають сприяти аналізу
змісту експозиції (тобто є "засобом, а не самоціллю").
Звернено увагу на трактування та співвідношення деяких термінів, зокрема "культурно-освітня
діяльність", "музейна педагогіка" та "методика культурно-освітньої діяльності".
Nowadays the development of the museum business is largely determined by the dynamics of the museum’s communicative space in the sociocultural situation. In this research, the author analyzes the educational models of the museum [enlightening (1870s and 1890s – mid-1920s), politicized (1920s and 1950s), informative (1960s – mid-1980s) and communicative (late 1980s to the present)], focusing on the communicative one. The diversity of forms of cultural and educational activities is the result of a modification that is carried out through the synthesis technology, and all of them should contribute to the analysis of the content of the exposure (that is, to be “an instrument, not an end in itself”). The author puts emphasis on the interpretation of such terms as “cultural and educational activities”, “museum pedagogy”, “methodology of cultural education”. The author discusses cultural educational function as one of the core functions of museums in the context of the communicative educational model of the museum. Other terms, including “cultural enlightenment function”, are currently deemed irrelevant. The author suggests that the terms “methodology of cultural education” and “museum pedagogy” are equivalent and belong to applied museology. Theoretical foundations of the cultural educational function of the museum are studied by the communication theory and belong to theoretical museology. The author comes to the conclusion that the knowledge (or/and understanding) that museums create and popularize carries the imprint of the sociocultural situation within which it was created. The perception of the museum as a space of interaction between the public and collections is being constantly reconsidered, which is reflected in the priority forms/methods of cultural and educational activities.
Nowadays the development of the museum business is largely determined by the dynamics of the museum’s communicative space in the sociocultural situation. In this research, the author analyzes the educational models of the museum [enlightening (1870s and 1890s – mid-1920s), politicized (1920s and 1950s), informative (1960s – mid-1980s) and communicative (late 1980s to the present)], focusing on the communicative one. The diversity of forms of cultural and educational activities is the result of a modification that is carried out through the synthesis technology, and all of them should contribute to the analysis of the content of the exposure (that is, to be “an instrument, not an end in itself”). The author puts emphasis on the interpretation of such terms as “cultural and educational activities”, “museum pedagogy”, “methodology of cultural education”. The author discusses cultural educational function as one of the core functions of museums in the context of the communicative educational model of the museum. Other terms, including “cultural enlightenment function”, are currently deemed irrelevant. The author suggests that the terms “methodology of cultural education” and “museum pedagogy” are equivalent and belong to applied museology. Theoretical foundations of the cultural educational function of the museum are studied by the communication theory and belong to theoretical museology. The author comes to the conclusion that the knowledge (or/and understanding) that museums create and popularize carries the imprint of the sociocultural situation within which it was created. The perception of the museum as a space of interaction between the public and collections is being constantly reconsidered, which is reflected in the priority forms/methods of cultural and educational activities.
Description
Keywords
музей, комунікація, культурно-освітня діяльність, методика культурно-освітньої діяльності, музейна педагогіка, музеологія, музеєзнавство, стаття, museology, museum, communication, cultural educational function, methodology of cultural education, museum pedagogy
Citation
Бондарець О. В. Освітні моделі музею та специфіка освітньої діяльності на сучасному етапі / Бондарець О. В. // Магістеріум. Культурологія. - 2018. - Вип. 71. - С. 36-42.