{"id":11171,"date":"2017-09-28T11:59:46","date_gmt":"2017-09-28T11:59:46","guid":{"rendered":"http:\/\/blog.museunacional.cat\/?p=11171"},"modified":"2017-10-09T11:06:53","modified_gmt":"2017-10-09T11:06:53","slug":"working-for-change-the-laboratory-of-education","status":"publish","type":"post","link":"https:\/\/blog.museunacional.cat\/en\/working-for-change-the-laboratory-of-education\/","title":{"rendered":"Working for change: the laboratory of education"},"content":{"rendered":"
Esther Fuertes<\/h6>\n
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Quo Vadis- On vas<\/em>, In Residence. Artists at the Schools of Barcelona<\/a>. Photo: V\u00edctor Jaenada<\/p><\/div>\n

Let\u2019s talk about learning<\/h3>\n

\u00abThe museum of the 21st century is not a temple, it\u2019s not a school, it\u2019s not media.\u00a0 It\u2019s a public sphere for life-long learning.\u00bb<\/p>\n

Michele Antoine, director of exhibitions of the Universcience France<\/a>, began a talk in this way and presented the museum as a privileged place to nurture curious minds<\/strong>. A simple statement that means, however, a change in mentality with respect to the traditional ways of thinking about education in museums. Are you one of those who think that the educational action of the museum is basically aimed at the school of family audience?\u00a0 Do you think that education is only a task of the department that takes this name or, on the contrary, are you capable of identifying your educational space in the work you carry out each day?<\/p>\n

Let\u2019s continue asking ourselves questions: have you ever asked yourselves how we learn? Or how that educator or teacher of the museum did, so that today you still remember what they taught you?<\/p>\n

I would like to share some ideas that, not because they are known, do they seem to me to be less valuable:<\/p>\n

\u00abTell me and I forget, teach me and I remember, involve me and I learn,\u00bb said Benjamin Franklin<\/a><\/p>\n

Almost two centuries later, the North American psychiatrist William Glasser<\/strong><\/a> carried out a series of studies that allowed him to explain the relation between the procedure used to teach and the information retained by individuals.\u00a0 His conclusions are shown very clearly in the following infographic.<\/p>\n

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The Learning Pyramid by William Glasser. Source: Pinterest<\/a><\/p><\/div>\n

Simplifying a lot, we can extract the idea that people learn more when we interact with others, and even more when we do so as teachers<\/strong>.\u00a0 As learners, do you feel identified?\u00a0 And if you are educators, where do you classify your educational practices? \u00a0Even though this fortunately is changing, until recently, an important part of students\u2019 learning is carried out by means of less effective channels, those which occupy the upper part of the pyramid.\u00a0 And the truth is that we can\u2019t allow this to be so.<\/p>\n

The educational renewal has taken place and we want to be part of it<\/h3>\n

We need quality education for all that trains us to live and to survive in this world of constant change, volatile and complex.\u00a0 An education that trains us in the autonomy of knowledge<\/strong>, providing us with the skills for taking advantage of the technological revolution and creating opportunities in a context of uncertainties. In Europe this renewal was triggered by Delors Report<\/a>, in the nineties.<\/p>\n

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From the academic world and also in the museum, we have been working for some time on adapting ourselves to the change of this educational paradigm. The key: to abandon the transmission approach of traditional education and to go towards a shared construction of knowledge.<\/strong> An idea of holistic education that thinks in the individual and that develops the formal educational programmes around four axes:<\/p>\n