John Dewey and Adult Learning in Museums

Abstract

The objective of this article is to investigate learning in museums through the lens of John Dewey’s philosophy of education and experiential learning. The influence of Dewey’s philosophy of education is widespread and resounding. In this article, I examine the experiential qualities of Dewey’s philosophy and compare it with the objectives of the museum educational experience, explaining the relevance to adult education. There can be no doubt that museums are unique arenas for learning, made rich by the experiential nature of their environment. They have a long history of educating the public through informal and nonformal learning. Through their interactive nature, museums have the power to confront individuals’ schemata and transform the way people view the world. Recent museum educational theory focuses on the social, personal, and physical interactions that combine to create meaningful learning experiences. Museums are often not given the consideration they deserve as meaningful centers for learning, especially in adult education. It is my hope that through a discussion of Dewey’s educational philosophy and its implications for museum learning theory, I can illustrate the relevance of museums as alternative sites of learning for adult educators.