Page 137 - Lidija Tavčar, Homo spectator: uvod v muzejsko pedagogiko, Digitalna knjižnica, Dissertationes 3
P. 137
Summary
The fourth and last chapter, A Copernican Revolution in the Understan-
ding of the Relationship between Museums and their Public, deals with a ra-
dical shift in the understanding of museums and visitors: in recent decades
interest and study has centred on visitors and not, as previously, on muse-
ums as institutions. This transformation has caused the educational role of
museums to become more important. A precondition for successful educa-
tional work in museums is knowing the museums’ public. For this reason
the structure and characteristics of the museum and gallery public have be-
come the central object of study. Special attention is paid in this context to
the family as a specific type of museum and gallery public.
In Concluding Thoughts it is emphasised that the present text cannot be
an introduction to museum pedagogy as a scientific discipline within the
educational sciences, since there is simply no such discipline. It exists nei-
ther as a pedagogical discipline nor as an independent or interdisciplinary
discipline. For the same reason it is also impossible to understand this text
as an introduction to any form of systematic knowledge. It is more of a way
into a kind of labyrinth of theoretical and practical problems.
The fourth and last chapter, A Copernican Revolution in the Understan-
ding of the Relationship between Museums and their Public, deals with a ra-
dical shift in the understanding of museums and visitors: in recent decades
interest and study has centred on visitors and not, as previously, on muse-
ums as institutions. This transformation has caused the educational role of
museums to become more important. A precondition for successful educa-
tional work in museums is knowing the museums’ public. For this reason
the structure and characteristics of the museum and gallery public have be-
come the central object of study. Special attention is paid in this context to
the family as a specific type of museum and gallery public.
In Concluding Thoughts it is emphasised that the present text cannot be
an introduction to museum pedagogy as a scientific discipline within the
educational sciences, since there is simply no such discipline. It exists nei-
ther as a pedagogical discipline nor as an independent or interdisciplinary
discipline. For the same reason it is also impossible to understand this text
as an introduction to any form of systematic knowledge. It is more of a way
into a kind of labyrinth of theoretical and practical problems.
