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Prompt: Using the museums on the Google Museums Virtual Tours, how would you classify the museums using Gopnik’s categories? What does Gopnik mean by a “mindful museum?” Would you consider any of the museums you toured on Google Museums Virtual Tours and example of a “mindful museum?” Why or why not? Sullivan argues that museums should be moral educators and outlines 5 areas in which they should make sure that happens. Name and define those areas in your own words. Sullivan also offers suggestions for individual to initiate change. What is your opinion of his ideas/acts and can you think of any he might have left off? Finally, what does Kurin mean by brokering culture? Do you feel this is a useful term? Why or why not?
Sample Answer
Classifying Museums using Gopnik’s Categories
In his essay “The Mindful Museum,” Adam Gopnik suggests that museums can be classified into three categories: the “treasure house,” the “temple,” and the “forum.” The treasure house refers to museums that prioritize the preservation and display of valuable artifacts, such as historical objects or renowned works of art. The temple represents museums that focus on creating a sense of reverence and awe, often through the architecture and design of the museum space. Finally, the forum refers to museums that aim to foster dialogue, interaction, and learning among visitors.
Understanding a “Mindful Museum”
According to Gopnik, a mindful museum is one that combines elements of all three categories mentioned above. It is a museum that recognizes the importance of preserving and displaying artifacts (treasure house), while also creating an environment that inspires contemplation and reflection (temple). Furthermore, a mindful museum actively encourages dialogue and engagement among visitors, promoting a sense of community and shared learning (forum).
Mindful Museums on Google Museums Virtual Tours
When considering the museums available on Google Museums Virtual Tours, it is essential to analyze whether they embody the characteristics of a mindful museum. While this assessment may vary based on personal experience and interpretation, some examples of mindful museums on the platform could be:
The Louvre Museum: The Louvre not only houses an extensive collection of priceless artworks but also provides a space for visitors to contemplate and appreciate these masterpieces. The museum’s grand architecture and layout contribute to creating a sense of reverence.
The British Museum: With its vast collection of artifacts from around the world, the British Museum encourages visitors to engage with different cultures and histories. The museum also hosts numerous educational programs and exhibits that promote dialogue and understanding.
The Smithsonian National Museum of Natural History: This museum aims to educate visitors about the natural world through interactive exhibits and displays. It fosters a sense of curiosity and learning, while also providing opportunities for contemplation and reflection.
Sullivan’s Five Areas for Museums as Moral Educators
In his essay “Museums as Moral Educators,” James Cuno Sullivan proposes five areas in which museums should fulfill their role as moral educators:
Authenticity: Museums should strive to present accurate and authentic representations of historical events, cultures, and individuals.
Diversity: Museums should embrace diversity and inclusivity, representing a wide range of perspectives, cultures, and communities.
Contextualization: Museums should provide appropriate context and interpretation to help visitors understand the significance and meaning behind the artifacts or artworks on display.
Critical Thinking: Museums should encourage visitors to engage critically with the information presented, fostering independent thinking and analysis.
Civic Engagement: Museums should actively engage with their local communities, addressing contemporary issues and promoting social responsibility.
Sullivan’s Suggestions for Initiating Change
Sullivan offers several suggestions for individuals to initiate change in museums:
Engage with museums: Regularly visit museums, participate in programs, and support exhibitions that align with your values.
Advocate for change: Express your opinions to museum staff, trustees, and policymakers, encouraging them to prioritize ethical practices.
Support initiatives: Contribute financially or volunteer your time to organizations and institutions working towards positive change in museums.
Participate in public dialogue: Attend public forums or engage in online conversations about museum-related topics, sharing your perspective and encouraging others to do the same.
While Sullivan’s ideas provide a solid foundation for promoting ethical practices in museums, there may be additional actions individuals can take to initiate change. For instance, individuals could collaborate with local communities or grassroots organizations to create alternative museum spaces that prioritize inclusivity, representation, and social justice.
Kurin’s Concept of Brokering Culture
In his book “The Smithsonian’s History of America in 101 Objects,” Richard Kurin introduces the concept of brokering culture. He argues that museums have the power to facilitate cultural understanding by acting as intermediaries between different communities, bridging gaps in knowledge and fostering dialogue.
Kurin suggests that by actively engaging with diverse communities and partnering with them in the creation and interpretation of exhibits, museums can broker cultural understanding. This approach allows for multiple perspectives to be represented and challenges dominant narratives.
The Usefulness of “Brokering Culture”
The term “brokering culture” can be seen as a useful concept because it emphasizes the role of museums in facilitating dialogue and understanding among diverse communities. By actively seeking out partnerships and collaborations, museums can move beyond mere representation and become platforms for shared knowledge creation.
However, it is important to note that brokering culture should not be seen as a one-size-fits-all solution. Different communities have unique histories, needs, and perspectives that should be considered when brokering cultural understanding. Additionally, museums must approach this process with sensitivity, respect, and a commitment to dismantling power imbalances.
In conclusion, Gopnik’s classification of museums provides a framework for understanding their purposes. Sullivan’s ideas emphasize the importance of museums as moral educators and suggest ways in which they can fulfill this role. Kurin’s concept of brokering culture highlights how museums can bridge gaps between communities. By implementing these ideas and actively engaging with diverse audiences, museums can become more mindful, inclusive, and transformative spaces.
