Literaturnachweis - Detailanzeige
Autor/inn/en | Hansson, Petra; Öhman, Johan |
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Titel | Museum Education and Sustainable Development: A Public Pedagogy |
Quelle | In: European Educational Research Journal, 21 (2022) 3, S.469-483 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hansson, Petra) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1474-9041 |
DOI | 10.1177/14749041211056443 |
Schlagwörter | Museums; Sustainability; Sustainable Development; Teaching Methods; Exhibits; Learning Processes; Aesthetics; Educational Philosophy; Transformative Learning; Civil Rights; Ethics; Moral Values; Political Attitudes; Foreign Countries; Sweden (Stockholm) Museum; Museumswesen; Museen; Nachhaltigkeit; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ästhetik; Bildungsphilosophie; Erziehungsphilosophie; Pädagogische Transformation; Bürgerrechte; Grundrechte; Zivilrecht; Ethik; Moral value; Ethischer Wert; Political attitude; Politische Einstellung; Ausland |
Abstract | 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. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |