Дефініція «Музейна педагогіка» в сучасній вітчизняній та європейській літературі»
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Дата
2018
Назва журналу
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Видавець
Анотація
Для будь-якої науки термінологія має важливе значення, а для музейної сфери є однією з визначальних складових її базису. На вітчизняному просторі дефініція «музейна педагогіка» з’явилася на початку 70-х рр. ХХ століття. Розуміння суті музейної педагогіки змінювалося на різних історичних етапах.
У статті розглядаються важливі напрями термінознавчої роботи з вивчення процесу формування музейно-педагогічної вітчизняної та європейської термінології. На сьогоднішній день цей термін не має однозначного тлумачення. Аналізуються розбіжності у трактуванні дефініції «музейна педагогіка»
An important direction of termenate work in Ukraine is the study of the formation process of term system of separate knowledge branches, one of which is museum-educational terminology. Terminology has an important meaning for every science, and for the museum sphere is one of the defining components of its basis. The development of categorical apparatus characterizes the level of knowledge achieved by science. Scientific language, which has formed, is one of the signs of maturity of a scientific discipline, and the history of the formation of categories reflects the history of formation of scientific direction. The study of the modern foreign and native experience allowed scientists to introduce into scientific circulation the term "museum pedagogy" as a concept reflecting a new stage in the realization of educational potential of the museum. The term and labelled by it activity have entered the foreign pedagogical theory and practice quite confidently and quickly, but the scientific circulation of native science – a bit slowly, that is why many aspects of its methodology and methods require scientific understanding. In the native space this definition appeared in the 1970s, and the term began to be used in two meanings – practical cultural-educational activity and scientific discipline. The extraction of museum pedagogy as a separate discipline was dictated by the need for a theoretical understanding of the educational activities of the museums in order to identify priorities and trends, as well as increasing of its quality level taking into account the development of museology and relevant disciplines, sociology, pedagogy, psychology etc. Understanding the essence of museum pedagogy has varied at different historical stages. Nowadays this term has an unambiguous interpretation. Most scholars characterize it as an independent scientific discipline; others as a branch of scientific-practical activity of a modern museum. A number of scientists are convinced that museum pedagogy is a branch of knowledge which is forming, and some claim that it is a part of pedagogy that studies the history and features of cultural-educational activities of museums. This discrepancy in interpretation demonstrates that museum pedagogy is a young discipline that requires careful study. Nowadays the relevance of the ideas of museum pedagogy in the native educational space is increasingly attracting the attention of scientists. The development of theoretical thought and the popularization of scientific knowledge in museology and museum pedagogy have a positive effect on the formation of the Ukrainian museum terminology.
An important direction of termenate work in Ukraine is the study of the formation process of term system of separate knowledge branches, one of which is museum-educational terminology. Terminology has an important meaning for every science, and for the museum sphere is one of the defining components of its basis. The development of categorical apparatus characterizes the level of knowledge achieved by science. Scientific language, which has formed, is one of the signs of maturity of a scientific discipline, and the history of the formation of categories reflects the history of formation of scientific direction. The study of the modern foreign and native experience allowed scientists to introduce into scientific circulation the term "museum pedagogy" as a concept reflecting a new stage in the realization of educational potential of the museum. The term and labelled by it activity have entered the foreign pedagogical theory and practice quite confidently and quickly, but the scientific circulation of native science – a bit slowly, that is why many aspects of its methodology and methods require scientific understanding. In the native space this definition appeared in the 1970s, and the term began to be used in two meanings – practical cultural-educational activity and scientific discipline. The extraction of museum pedagogy as a separate discipline was dictated by the need for a theoretical understanding of the educational activities of the museums in order to identify priorities and trends, as well as increasing of its quality level taking into account the development of museology and relevant disciplines, sociology, pedagogy, psychology etc. Understanding the essence of museum pedagogy has varied at different historical stages. Nowadays this term has an unambiguous interpretation. Most scholars characterize it as an independent scientific discipline; others as a branch of scientific-practical activity of a modern museum. A number of scientists are convinced that museum pedagogy is a branch of knowledge which is forming, and some claim that it is a part of pedagogy that studies the history and features of cultural-educational activities of museums. This discrepancy in interpretation demonstrates that museum pedagogy is a young discipline that requires careful study. Nowadays the relevance of the ideas of museum pedagogy in the native educational space is increasingly attracting the attention of scientists. The development of theoretical thought and the popularization of scientific knowledge in museology and museum pedagogy have a positive effect on the formation of the Ukrainian museum terminology.
Опис
Ключові слова
дефініція, музейна педагогіка, музейно-освітній процес, definition, museum pedagogy, museum-educational process
Бібліографічний опис
Снагощенко, В. В. Дефініція «Музейна педагогіка» в сучасній вітчизняній та європейській літературі [Текст] / В. В. Снагощенко // Наукові праці ДВНЗ ДонНТУ. Серія: Педагогіка, психологія і соціологія. – Покровськ, 2018. – № 1 (22). – С.114–122.