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Mind in Matter: An Introduction to Material Culture Theory and Method

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Mind in Matter: An Introduction to Material Culture Theory and Method

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Jules Prown

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Mind in Matter: An Introduction to Material Culture Theory and Method on JSTOR

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Jules David Prown, Mind in Matter: An Introduction to Material Culture Theory and Method, Winterthur Portfolio, Vol. 17, No. 1 (Spring, 1982), pp. 1-19

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Shams, Ladan ; Seitz, Aaron R

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The materials of life: Making meaning through object-based learning in twenty-first century higher education

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The materials of life: Making meaning through object-based learning in twenty-first century higher education

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Thomas Kador, Helen Chatterjee and Leonie Hannan

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Thomas Kador, Helen Chatterjee and Leonie Hannan

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Project MUSE - Developing the Higher Education Curriculum

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Slow looking : the art and practice of learning through observation

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Slow looking : the art and practice of learning through observation

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Shari Tishman

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Entangled : an archaeology of the relationships between humans and things

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Entangled : an archaeology of the relationships between humans and things

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Ian Hodder

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Object-based self-enquiry: A multi- and trans- disciplinary pedagogy for transformational learning

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Object-based self-enquiry: A multi- and trans- disciplinary pedagogy for transformational learning

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Graham Barton & Judy Willcocks

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Abstract

This article reflects on the coming together of two pedagogic practices - museological teaching practice and learning development - to develop a form of object-based self-enquiry. This teaching practice has emerged froma shared practitioner interest in the use of museum and special collection objects as mediating artefacts (Vygotsky, 1978; Engeström, 1999) for increasing learning awareness. It considers the design and development of workshops which use museum objects as a focus for surfacing student self-perception of the role of values, assumptions and habits of mind in meaningful learning, particularly where these become influenced by disciplinary ways of thinking and practicing.

Keywords

object-based learning, learning awareness, self-enquiry, transdisciplinarity

Author Biography

Graham Barton

Following an early career in commercial property as a Chartered Surveyor, Graham Barton switched to parallel careers in performing arts, as a musician/sound designer/producer, and Higher Education, in the latter specialising in English for Academic Purposes and Learning Development. His educational interests have emerged from these personal and professional changes, and from finding ways to draw on educational theories as vehicles to help learners engage with transformative learning. Areas of pedagogic research interest include academic study as creative practice, contemplative practices for self-enquiry in learning, sound arts practice, threshold concepts and practices, disciplinary discourses, three-dimensional conceptual mapping and other creative methodologies for developing student meta-, epistemic- and systemic cognition.

Judy Willcocks

Judy Willcocks is Head of the Central Saint Martins Museum and Study Collection (UAL) and an Associate of the Museums Association with twenty years' experience of working in museums. She has a long-standing interest in developing the use of museum collections to support teaching and learning in higher education and teaches an archiving unit for Central Saint Martins' MA in Culture, Criticism and Curation. Judy is also interested in developing relationships between universities and museums in the broader sense and is the co-founder for the Arts Council funded Share Academy project, exploring the possibilities of cross-sector partnerships.

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# data[].attributes.attachment_link.title
Object-based self-enquiry: A multi- and trans- disciplinary pedagogy for transformational learning

# data[].attributes.attachment_link.description
This article reflects on the coming together of two pedagogic practices - museological teaching practice and learning development - to develop a form of object-based self-enquiry. This teaching practice has emerged froma shared practitioner interest in the use of museum and special collection objects as mediating artefacts (Vygotsky, 1978; Engeström, 1999) for increasing learning awareness.

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Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching

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Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching

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Dr Kirsten Hardie

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This report considers one particular strand of Kirsten's many pedagogic practices: it discusses key student-centred learning activities that she have developed using object-based learning (OBL) approaches. The discussion of three key pedagogic case studies illustrates the distinct and different ways that objects can be used to facilitate deep learning: how objects can surprise intrigue and absorb learners; how learners' wonder of or pleasure in an object - the wow of an item - can create rich important and fun learning. She draws from and contributes to established work regarding OBL and offers pedagogic examples that can be adopted and adapted by others across and beyond discipline boundaries.

# data[].attributes.attachment_link.title
Wow: The power of objects in object-based learning and teaching

# data[].attributes.attachment_link.description
This report considers one particular strand of Kirsten's many pedagogic practices: it discusses key student-centred learning activities that she have developed using object-based learning (OBL) approaches.

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Learning from things: Method and Theory of Material Culture Studies

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Learning from things: Method and Theory of Material Culture Studies

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David Kingery (ed)

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Daniel Miller

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Rehabilitating unauthorised touch or why museum visitors touch the exhibits

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Rehabilitating unauthorised touch or why museum visitors touch the exhibits

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Candlin, Fiona