Abstract
It is time to revisit the way we describe and advocate for the “learning power” of museums. Museum learning is unique, multi-faceted and inspires higher-order affective and cognitive development. Yet, when museums describe their educational impact to stakeholders, it is often described narrowly, using the measures of formal education rather than focusing on its capacity to model intrinsically-motivated, joyful, open-ended learning that supports self-knowledge and positive social behavior. Museum educators are not doing enough to make a case for the value of museum learning in its own right with political, civic, educational and even museum entities.
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