Title: Fenomén difficult knowledge: jeho definice a možnost uchopení v prostředí muzejní expozice
Variant title:
- The difficult knowledge phenomenon: its definition and possible interpretation in a museum display
Source document: Museologica Brunensia. 2021, vol. 10, iss. 1, pp. 16-24
Extent
16-24
-
ISSN1805-4722 (print)2464-5362 (online)
Persistent identifier (DOI): https://doi.org/10.5817/MuB2021-1-2
Stable URL (handle): https://hdl.handle.net/11222.digilib/143941
Type: Article
Language
License: CC BY-SA 4.0 International
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Předkládaná studie pojedná o fenoménu difficult knowledge, česky též těžká témata, nabídne jeho definici a vymezení vůči tématům kontroverzním. Během procesu učení zaměřeném na těžká a kontroverzní témata je ve hře celá škála psychických procesů, které kognitivní uchopení tragických historických událostí ovlivňují a v mnohém znemožňují. Nemalou roli zde sehrávají také obecné společensko-politické poměry a převládající konsensus. Studie poodhalí psychologické a pedagogické základy práce s těžkými a kontroverzními tématy a jejich interpretace v muzeu. Upozorní na nesnáze, jež tato témata svírají, a nabídne jeden ze způsobů, kterým je lze překonat a těžká a kontroverzní témata citlivě a důstojně v prostředí muzejní a galerijní expozice prezentovat.
The presented study will deal with the phenomenon of difficult knowledge. It will define it and compare it to controversial topics. When learning difficult knowledge or controversial topics, a whole range of psychological processes are at play, which inform and, in many ways, prevent the cognitive process. General social-political conditions and the prevailing consensus also play an important role here. The study will reveal the psychological and pedagogical foundations of working with difficult knowledge and controversial topics and interpreting them within the museum setting. It will highlight the difficulties they are fraught with and offer one of the ways in which to overcome them in order to present difficult knowledge and controversial topics in a museum or gallery exhibition in the most sensitive and dignified manner.
Note
Příspěvek vznikl na základě výzkumného šetření autorky a byl financován z projektu IGA_ PdF_2020_031 – Globální narativy ve výtvarné výchově a muzejní a galerijní pedagogice, který byl podpořen Pedagogickou fakultou Univerzity Palackého v Olomouci
References
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[2] BRITZMAN, Deborah P. Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany: State University of New York Press, 1998. ISBN 978-0-7914-3807-7.
[3] BRITZMAN, Deborah P. If the story cannot end: deferred action, ambivalence and difficult knowledge. In SIMON, Roger I., Sharon ROSENBERG a Claudia EPPERT (eds.). Between hope and despair: Pedagogy and the remembrance of historical trauma. Lanham: Rowman & Littlefield Publishers, 2000, s. 27–56. ISBN 978-0847694631.
[4] EPPERT, Claudia. Relearning questions: Responding to the ethical address of past and present others. In SIMON, Roger I., Sharon ROSENBERG a Claudia EPPERT (eds.). Between hope and despair: Pedagogy and the remembrance of historical trauma. Lanham: Rowman & Littlefield Publishers, 2000, s. 213–246. ISBN 978-0847694631.
[5] FELMAN, Shoshana. Jacques Lacan and the adventure of insight: Psychoanalysis in contemporary culture. Cambridge and London: Harvard University Press, 1987. ISBN 9780674471214.
[6] FINKELSTEIN, Norman G. Průmysl holocaustu: úvahy o zneužívání židovského utrpení. Praha: Dokořán, 2006. ISBN 80-7363-068-0.
[7] FREUD, Sigmund. Spisy z let 1913-1917. Praha: Psychoanalytické nakladatelství, 2002. ISBN 80-86123-18-9.
[8] GARRETT, James H. The routing and re-routing of difficult knowledge: Social studies teachers encounter. When the Levees Broke. Theory and Research in Social Education, 2011, roč. 39, č. 3, s. 320–347. ISSN 0093-3104. https://doi.org/10.1080/00933104.2011.10473458 | DOI 10.1080/00933104.2011.10473458
[9] HEYBACH, Jessica. A. Learning to feel what we see: Critical aesthetics and "difficult knowledge" in an age of war. Critical Questions in Education, 2012, roč. 3, č. 1, s. 23–34. ISSN 2327-3607.
[10] JIROUTOVÁ, Jana. Muzeum 21. století a využití jeho soft power. In Muzeum a změna V. Praha: Asociace muzeí a galerií České republiky, z. s., 2017, s. 150–156. ISBN 978-80-86611-77-8.
[11] LORD, Gail Dexter a Ngaire BLANKENBERG. Cities, museums and soft power. Washington, DC: American Alliance Of Museums, 2015. ISBN 978-1-941963-03-6.
[12] NOVICK, Peter. The Holocaust in American Life. Boston: Houghton Mifflin Company, 1999. ISBN 978-0618082322.
[13] NYE, Joseph S. Soft power: the means to success in world politics. New York: PublicAffairs, 2004. ISBN 1-58648-306-4.
[14] PIAGET, Jean. Psychologie inteligence. Praha: Portál, 1999. ISBN 80-7178-309-9.
[15] PITT, Alice J. Reading Resistance Analytically: On Making the Self in Women's Studies. In ROMAN Leslie G. a Linda EYRE (eds.). Dangerous Territories: Struggles for difference and equality in education. New York, London: Routledge, 1997, s. 127–142. ISBN 9780415915960.
[16] PITT, Alice J. a Deborah P. BRITZMAN. Speculations on qualities of difficult knowledge in teaching and learning: An experiment in psychoanalytic research. International Journal of Qualitative Studies in Education, 2003, roč. 16, č. 6, s. 755–776. ISSN 0951-8398. https://doi.org/10.1080/09518390310001632135 | DOI 10.1080/09518390310001632135
[17] ROSE, Julia. Commemorative Museum Pedagogy. In TROFANENKO, Brenda a Avner SEGALL (eds.). Beyond Pedagogy: Reconsidering the Public Purpose of Museums. Rotterdam: Sense Publisher, 2014, s. 115–133. ISBN 978-94-6209-632-5. https://doi.org/10.1007/978-94-6209-632-5_9 | DOI 10.1007/978-94-6209-632-5_9
[18] ROSE, Julia. Interpreting Difficult History at Museums and Historic Sites. Maryland: Rowman & Littlefield Publishers, 2016. ISBN 9780759124370.
[19] SIMON, Roger I., Sharon ROSENBERT a Claudia EPPERT (eds.). Between hope and despair: Pedagogy and the remembrance of historical trauma. Lanham: Rowman & Littlefield Publishers, 2000. ISBN 978-0847694631.
[20] Symbolikon [online]. [2021-03-15]. Dostupné z: https://symbolikon.com/downloads/nkyinkyim-adinkra/.
[21] The National Memorial for Peace and Justice [online]. [2021-03-15]. Dostupné z: https://search.creativecommons.org/photos/6030b7de-8107-41c3-a0f1-e5097d7a2e4e.
[22] Život s kontroverzí. Výuka kontroverzních témat prostřednictvím výchovy k demokratickému občanství a lidským právům (EDC/HRE). Praha: Centrum občanského vzdělávání FHS UK, 2017.