| Summary: | 碩士 === 國立臺南藝術大學 === 博物館學研究所 === 94 === Abstract
The purpose of this study is to explore and analyze how Paulo Freire’s dialogical pedagogy can inform the education theory and practices of museums. The second purpose is to advocate for the change of the established education theory and practices of museums, and to develop a learner-based pedagogy which could fulfill the commitment to education as central to museum’s public service. The third purpose is to tries to integrate Freire’s dialogical pedagogy into the education theory and practices of museums.
The research methodology of this study included an analysis of theory and case study. The ideas and approaches of Freire’s dialogical pedagogy were analyzed through literature-based research. This study uses Freire’s dialogical pedagogy as a framework for exploring the education theory and dialogic exhibition project of the Chinatown History Museum. The purpose of case study is to examine and explain how to deploy Freire’s dialogical pedagogy on an existing basis and its implications in museums.
The results of the literature-based research in the areas of Freire’s dialogical pedagogy and museums studies demonstrated that Freire’s dialogical pedagogy is appropriate for the present orientation of museums toward their missions and values. And museums could utilize the principles of Freire’s dialogical pedagogy to develop a pedagogy for cultivating the subjectivity and learning experiences of adult learners, and create a learner-based, inclusive, dialogical learning environment empowered to the learners in museums. Based on the literature-based research and case study, the sfollowing conclusions can be made about the implications of Freire’s dialogical pedagogy in museums.
1. Museums should establish a reflective and critical perspective on education.
2. Museums should transform their roles into a social and cultural agent, a public intellectual, a learner, an inquirer, a coordinator, and a director.
3. Museums should build an equal, cooperative, and dialogical relationship with the audiences and the communities they serve.
4. Museums should develop a pedagogy for cultivating the subjectivity of adult learners.
5. Museums should redefine the learning project and its process, and exhibition project and its process, and put different interpretation on them.
The implication of the dialogue between museums and Freire’s dialogical pedagogy is museums must respond to the needs and values of the audiences and the communities they serve in a creative and dialogical way, and the recognition of opening the dialogue with the audiences and the communities must penetrate the system and the staffs to make museums into a dialogical, creative, reflective, and active institution in today’s world.
Key Word：Freire, dialogical pedagogy, museum, learning, dialogue
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