박물관교육을 위한 융복합교육의 개념화에 관한 소고

Abstract

The purpose of this study was to explore the meaning of convergence education in museum education by examining the educational characteristics of artistic and aesthetic experiences in the discourse of convergence education. To do this, this study discussed about the aspects of knowledge generation that are changable, nomadic, and networked and examined the characteristics of convergence education in terms of boundary thinking. In particular, the emphasis was placed on the need for fundamental shift in the formation of knowledge, the role of education, and the production of culture. In addition, this study investigated how the meaning of learning can be transformed into a fluid process that constitutes perpetual understanding and experience rather than acquisition of knowledge through convergence education, which crosses the boundaries of segmented knowledge. Also, it shed light on the boundaries of museum education focusing on the integrated nature of aesthetic experience. From the viewpoint of convergence education, this study explored the possibility of re-conceptualizing and expanding art as a means of acquiring thinking tools for creative thinking beyond pure formative creation. Based on the above discussion, this study sought for the meaning and direction of the museum education through the convergence education by illuminating the museum as an educational space that promotes the fusion of thinking. The concept of boundary in museum education was elaborated in association with the borderline of time and space, the relationship between objects and visitors, and the notion of inter-subjectivity. The significance was of this study could be found in its attempt to locate convergence education in relation with museum education by conceptualizing museums as a border-crossing site.