By Diana T. Laurenson
The Sociology of Literature
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An educative museum acknowledges and supports the idea that multiple ways and levels of exploration are possible, and that variations of approach and process can be explored. Museum experiences fit the user’s current interests, previous knowledge, and desired depth; no single pattern of approach is required. Multiple levels of engagement-from naive observations to deep, authentic dialogue between connoisseurs-can be encouraged with simple stimuli. By assisting the user to arrive at a fitting process, the museum defines itself as an educator, an instrumental agency where learning and the learner are valued.
An educative museum can create such an environment by setting aside a physical space and time within the museum for interaction and moderated discourse among users. The concept of the museum-asforum acknowledges that the museum experience is a cognitive immersion, an experiment with depth and density, consisting of stimulating and masterful artifacts, and scholarly knowledge of natural and constructed worlds. The forum acknowledges that the human experience of these things will fill the mind, that human experiences and human language are inextricably linked, and that unexpressed insights are often lost, even to their author.
What is the most productive way to compare objects? What might I consider more deeply among these objects? What might I learn from other observers? How might I find out more? The skill implied in articulating questions means that the question can be asked repeatedly with no loss of meaning, though the contexts of the collections may differ. A good question remains unanswerable in full and continually recurs. g objects. Every object bears characteristics and implications; every object holds meanings; but because its origins are distant, the restoration of an appropriate context is a difficult challenge.