Vallaha adımı yetiş bacı olarak değiştirciiim. Sürekli biyerlere bişeyleri yetiştirmeye çalışıyorum. Bu derse yetişmekten tut da tiyatroya yetişmeye, işe yetişmekten eve yemeğe yetişmeye, ödevlerimi günü gününe yetiştirmeye, minibüse yetişmeye veya yılbaşında hediyeleri zamanında yetiştirmeye kadar varabiliyor. Hayırlara vesile olsun. Bir de blog yazısı yetiştiremiyorum ki vicdanen bu sorumluluğun altında eziliyorum ezim ezim. Ben de sıkışık olduğum ve yazı yazamadıgım dönemlerde Pislak arkadasimin verdigi fikre istinaden bölüm için hazırladıgım ödevleri burada yayınlamaya karar verdim, en azından size malzeme olsun, bana da vicdan hafiflemesi. Şimdi tabii bu ödevler ingilizce oldugundan Pisumer arkadaşımızın ingilizce yazdıgı blog yazılarına gönderme yapıyormuş, kendisiyle bir yarış içerisine giriyormuş gibi görünmek asla istemem, öyle bir amacım yok an itibariyle, ha ilerde olaiblir mi why not, ingilizce mizah yapamaz mıyım, bence i can yani, japonca bile yaparım ama yapmiycam.
Herneyse bu baglamda aşağıya bu dönem hazırladıgım ödevlerimden birini koyuyorum. Hadi bakalım tüm ödevlerimi yayınladıktan sonra sınav da yapıcam. Soruyu önceden verebilirim, ön hazırlık yapmak için şansınız olur sizi şamatacılar.
Şimdi ciddileşelim, öhhöömm pööhhmmm, ssshhee sshhee, bir ki bir ki, sshehhh:
"Museums have always committed to the role of education from the beginning. But their way and meaning of education have been differing in each century. In 18th century the first museums were only educational for a specific part of the society; the bourgeois to increase only their level of knowledge. In the end of 18th century the first public museum Louvre was opened and this lead to the establishment of many other public museums in Europe. With the appearance of Industrial Revolution in 19th century, museum education was being understood as delivery of information to people whose task was to absorb as much as possible and creating well informed and responsible citizens (Hooper-Greenhill, 1994). But with the second half of 20th century the meaning of education has totally changed; scientific approach to museum education has gained attention. Visitors were expecting to be explained, entertained and educated. After the establishment of UNESCO & ICOM (International Council of Museums) international standards are obtained for definition and functions of museums which is now including education function officially: A museum is a non-profit making, permanent institution in the service of society and of its development, and open to the public, which acquires, conserves, researches, communicates and exhibits, for purposes of study, education and enjoyment, material evidence of man and their environment. (ICOM Statutes).
As Hooper-Greenhill mentioned education within the museum is rarely about conveying factual information, it is neither a book nor an encyclopedia. The learning opportunities of museums are very broad when compared to books and other sources, with a collection of unique objects, specialized people, fascinating site and etc. In order to develop an efficient education program there are two main elements to realize; theories of knowledge and learning and an educational policy. A complete educational program consists of more than a theory; it requires application of that theory through a specific pedagogy. It also includes an educational policy: what is the aim of the education, to whom is it directed, how does it relate to other social and political institutions? (Hein, George E. 1998, Learning in the Museum). Today education purpose of museums was redesigned on not only schoolchildren but also for adults. It began to include learning by individual discovery. Today museum education helps each visitor to construct his new meaning from the experience he gained through museum collections regarding their own taste and interests and contribute to their lifetime learning.
When we consider the situation in Turkey, museum education has begun to gain importance by 1990s. Until 90s the importance of museum education has only been mentioned in government programs, seminars and meetings, there has been several projects and even taken decisions but nothing was put forward to application (Ministry of Education, 1996). After 1990s, an academic base began to emerge with the establishment of Museum Studies Program in Yıldız Technical University in 1989 and Graduate program in Museum Education in Ankara University in 1998
There is a behavioral difference between state museums and private museums in Turkey in terms of education. State museums having expository information presentation methods are not willing to attract or educate less informed visitors such as school children (Neuerburg, 2007). On the other hand the state museums are under a strict control of Ministry of Culture and Tourism and there is a high bureaucracy in the management of these museums. Private museums having less famous collections, are trying harder to attract people. They have more educational programs for especially school children. For private museums education programs are almost priority. While the state museums keep having object-based museum management in terms of collecting, keeping and exhibiting, in the private museums like Rahmi Koc Museum, Sabanci Museum and Istanbul Modern there are several educational programs. For example as written in the website of Rahmi Koc Museum, education is their priority and aprox 60% of their visitors are schoolchildren. There are always exhibits and activities for schoolchildren.
In our cultural policies the education mission of museums is not seen as priority. On the other hand regarding the regulations of Museums Internal Services, an education specialist is not described. Especially state museums do not employ people specialized in museum studies for these kinds of social communications and management. They only have archeologists i.e. who are specialists of their area but lack the knowledge of communication or education, there is no budget for educational or communication departments (Neuerburg, 2007)."
References
Hooper-Greenhill, E. 1994, The Educational Role of the Museum, Routledge
ICOM Statues adopted by the 11st General Assembly, Copenhagen, Denmark, 14 June 1974, Section II-Definitions, Article 3)
Hein, George E. 1998, Learning in the Museum. London, Routledge
Tezcan, Kadriye. 2006, Historical development of Museum Education, ITU Magazine, Social Sciences Enstitute, cilt: 3, sayı: 1, p.47-58, 2006
Neuerburg, S. 2007, Children’s Education in Museums in Istanbul
Hiç yorum yok:
Yorum Gönder