A Common Agenda for Museum Educators
A Common Agenda for Museum Educators
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博物馆教育者的共同议程
DOI：
10.1080/10598650.1989.11510117
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发表时间：
1989
影响因子：
0.6
通讯作者：
M. Alexander
中科院分区：
文献类型：
--
作者：
M. Alexander
历史博物馆共同议程对博物馆教育工作者具有重要意义。当然，教育工作者都致力于对自共同议程开始以来的两年中提出的许多问题采取深思熟虑的行动。教育工作者应该认真对待，例如，国家人文科学基金会对博物馆的兴趣是“平行学校”。“《共同议程》对口译合作可能性的探索也符合博物馆教育工作者的关切。教育工作者也在处理他们职业的培训问题，最近制定的博物馆教育工作者职业标准证明了这一点。11-13）。但也许最重要的是，共同议程进程对教育工作者有影响。跨学科工作组主席肯尼斯·艾姆斯在1989年5月/6月的《历史新闻》上写道，这一过程是”一种态度，一种面对挑战、看到并抓住机遇的方式。“本着这种精神，我们请25位博物馆教育工作者为我们的工作提出一个共同的议程。十几位有思想的作家回应了这一请求，下面是他们评论的摘录。这些答复自然分为五类：受众、评估、培训、收藏和教育工作者以及合作。作家为自己说话。
THE COMMON AGENDA FOR HISTORY MUSEUMS HAS important implications for museum educators. Certainly educators share a commitment to taking thoughtful action on the many issues that have been put on the table during the two years since the Common Agenda began. Educators should take seriously, for instance, the National Endowment for the Humanities' interest in museums as" parallel schools." The Common Agenda's exploration of possibilities for collaborative efforts in interpretation is also in tune with the concerns of museum educators. And educators, too, are dealing with the question of training in their profession, as the recently developed Professional Standards for Museum Educators attests (see pp. 11-13). But perhaps most important, the Common Agenda process has implications for educators. Writing in the May/June 1989 History News, Interdisciplinary Task Force chair Kenneth Ames called the process" an attitude, a way of confronting challenges, seeing and seizing opportunities." In this spirit, we asked 25 museum educators to suggest a common agenda for our work. A dozen thoughtful writers responded to the request, and excerpts from their comments follow. The responses fell naturally into five categories-audience, evaluation, training, collections and educators, and collaboration. The writers speak for themselves.