• Maja Mørck
Speciale, Kandidatuddannelsen
Over the past decades, the museum as a cultural institution has become very aware of its social role. The social context has changed significantly which means the museum has had to reconsider its position and relation to the visitors. Learning and teaching has always been one of the museum's core areas, but in the past, focusing more on research and collection, we are now witnessing a shift towards a greater focus on the museum's role as an institution for education. The modern museum, one could say, has gone from being about something to being for someone, and in this shift, the museum's practice has turned towards teaching. Several museums today seem to have a clear idea that they create the frame for a special place for learning for children and young people. It is therefore relevant to investigate how the museum understands the concept of learning, and how this is reflected in the museum's practice in the programs offered. In the history of museums with the advent and interest of public-oriented studies, people became subjects for analysis, and to understand how to engage and motivate the visitor is today important for the practice of the museum. In this development learning is now seen as an active participation of the learner with the environment. John Dewey's pragmatic approach becomes relevant because of the conceptual perspective, based on human beings in the world with body and mind. Dewey's experience concept offers a holistic approach to learning and education through his focus on human interaction in the world.
The subject of analysis in this assignment is the Maritime Museum located in Helsingør, and the primary focus is to illuminate how the institution perceives the concept of learning and how this is expressed in the practice of the educational programs of the museum
Udgivelsesdato31 jul. 2017
Antal sider54
Udgivende institutionDet Informationsvidenskabelige Akademi