How Do Museums Fit Into Our Notions of Adult Education
Robin Grenier
Theoretical FOundations for adult learning. Is often anecdotal, and not with a theoretical base
idea for a roudtable is to have a discussion of what people see as possibilities
Create a triad -- share with them an experience we have had as an adult at a museum or national park. Speak about this as a learning experience, what may have been learned
now, put on an adult facilitator / educator hat, and discuss what we have heard based on adult learning theiry, and how can you explain them from the adult ed persepctive
we then discussed this in triads
Robin then wrote some of these themes on the board, and then asked us how we could translate those into adult ed speak / lingo
Learning in Museums themese Robin heard from our groups
- trnasformative
- social-constructivism
- spirituality
- meaning making
- perspectives
- analogies
- experiential learning
- knowledge creation
- tactile learning
- emotionally laden
- reflexive
- critical consumption -- who is controlling the learning and the context
then she asked us to discuss this
she has found her place in Canada
having a home place, where we can go back to again and again
emotionally-laden experiences
i began this project without knowing the methodoloy, as I had a limited area and time for data. Not sure what will learn from this, but that will be determined.
While working in our small groups / triads, I did not write here, as I thought that would not be conducive to a conversation we are having. Thus, I am blogging while I am a particpant who is not actively engaged in dialogue.
a participant in the room - knowledge in museums has been consturtced from / in various frameworks , and we have to be aware of that framework and how it was constructed.
Another person became a reflexive visitor
some museums are bevoin more critical, having multiple avenues of experiences and lenses
as a critical educator, can i take a crtitical lens to whatever museum / experience
I also need to find a better way to code the tags for these blogs. Futue resaerch elemtns
if we know we can have a converswation about this and what museums can do and their purpose, the next question is why don't we.
somebody mentioned she is passionate about the British Museum, it is busier than ever especially since they removed the price.
It seems there is lifelong learning that is more established in Europe.
The question, is why aren't we studying this any longer
one person specuulated that with the advent of technology, is it removing the social element of going to the museum
i am feeling like a researcher during this conversaiton
are museums still high-brow? They seem to have changed, but if we are interested in seeing how an emotional and transformational experiences (eg in a Holocaust Museum). There are missed opportunites for authentic learning within museums. So, why are we missing out on this learning.
what can we do with a colleague or our own research agenda--how can i engage in scholarship to look at adult capacity to learn. We have a responsibility with adult educators to partner with musems. The museum educators have content expertise, but that does not necessarily meet the needs of adult visitors. How can we help adult visitors of multiple persoectvives and bring them in and help them to
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