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In general, each book has its own pre-history, related to its writing. In our case “The Museum and its role for children’s education” does not make an exception as well. My life path passed through different stages. Some of them took me impetuously upwards on my professional ladder, while others – perplexingly mixed-up – pushed me in “eighth deaf sidetrack”. During the 90-ties of the last century, lots of daily and periodical printed issues disappeared forever from our book-market, not due to their bad editing, but because they could not find at the suitable moment interested and powerful in financial aspect sponsor. So, after being a chief editor of newspapers and magazines, I was pensioned off as trainer/teacher in the House for children deprived of parents’ cares in Gorna Bania. It’s useless to say, that for most people this is complete professional fiasco. In front of me there were two roads: either to wrap up in my shell, cursing my destiny, or to try to make something, which will be a path towards my self-refinement. So I decided to try to undertake the most difficult – to make the first step in the second direction. And instead of waiting quietly my retirement, I took the initiative to defend first qualification degree in the Central Institute of excellence for teachers – the highest for school teachers in our country. In order to achieve this, a whole year I conducted serious work in the House of my trainees, which mainly passed in the organization of purposive directed visits in different museums in the country and in the capital, ending as a rule in subsequent play and creative classes, exhibitions, filling –in tests etc. As a result of all this, my book “Deductive ideas for stimulating the interests of the school girls and boys from the houses for children through organization of activities in museums” appeared, by the help of which I defended the above mentioned position. Meanwhile I graduated also one-year course for social pedagogic in the Sofia University.
In the first chapter of the present book I have included the above pointed study, which should be considered solely as a modest attempt – without prejudice for any exhaustion – to enter in such a vast and complicated problematic, which undoubtedly is the work with children in museums.
It’s well known that the activity of each museum does not pass aside of the society. It draws and renews its powers from the uninterrupted discussion with the surrounding reality.
That’s why it’s not occasional to consider, that the museum is situated at the border between the national memory and the history. Because, lots of objects are preserved here, overloaded by history, and also by the peaks of human spirit and their reflection in the folds of the ages.
In the museums the space is melted. Only time remains – the unseen, but exciting meeting between the moment and eternity. In this respect we have to remind the words of A. Pushkin, that without the history the peoples remain spiritual nomads. Or in other words – to disappear from the spiritual map of the world.
Among the exponents in our museums, one can see how during the Renaissance our first ministers have reflected like Levski in their financial reports even the spent money for needle and threads, by the help of which they have repaired their torn shirts.
And the documents by which Stanyo Vrabevski after the Liberation turns back the liras to the Teteven revolutionary committee, left with him before his exile in Diar Bekir… In our museums there are also lots of half-burned books. This human madness – the burning of books – does not start from Hitler. Sultan Omar burned the famous library of Alexandria. Books were burned also by pope Grigorii XI.
The inquisitor Heinrich Schoneval burned alive people in Thuringia, in Zangerhauzen and Vinkel. In XX century his followers confidently continued along his steps with the swastika on the sleeves, turning the concentration camps in Buchenwald, Treblinka and Oswiencim in stunning common definitions for Nazis cruelty.
Far from a chance is the fact that in our museums more books have come out safe than swords. The heritage, exhibited in a Bulgarian museum, is not in the waistcoat or in the breeches, in the kerchief or in the hood, in the pipe or in the bagpipe, but in revealing the nationality of the spirit, in the establishment of virtues and impulses, which enrich the life and make it better and more reasonable. When talking about the great tasks of the museum, we have to underline, that the big book of the history, widely open in its halls, is not a student’s notebook, which should be changed every school term. The exhibited archeological finds are not less necessary than the new houses. In the museums show-windows lie in front of us like a tragic treasury and all that have been a breath and stroke of the heart. Each exhibited object reveals the presence of life. There is no museum where dark pages of the history of each nation are not exhibited. But, they are just revealing the extent of the intensity of the light, which should have been extinguished. Nowadays the museum is turned in a centre of the capitals in geographic sense. In historical and educational aspect it has reached this much earlier.
Following these thoughts we have to mention also for those voices of “specialists”, who try to prove, that since the world has been covered in full by the globalization, the museums should be turned in main tool for attracting tourists. It seems to me that the followers of this idea leave unmentioned some essential moments.
At first place this is the fact, that in the museum unique objects with intransient national significance are being exhibited and preserved, images and texts related not only to one definite century. This of course is not a purpose in itself. But a clearly expressed message, aiming at the presentation of the historical truth. To be a citizen of a small country like Bulgaria represents a great responsibility. Especially if this country for a long time has carried the burden of a historical injustice – to be famous in many places in the world with the breath of rebellious blood and odour of roses. Finally we should also point out, that the dual character of the museum is connected also with the fact that it not only collects and preserves, but it exhibits. [1]
In the second part of the present book, the world practice in this actually significant and educational area as the work with children in the museum is traced. The experience of other countries reveals how deep and with a feeling of national responsibility the authorized state institutions refer to the bringing up of the rising generation through visits in museums. These trends chase definite clear purposes – today’s students are tomorrow’s citizens. And when we consider this objective circumstance, along with the early built positive and creative attitude in the youth towards the historical monuments, then not so profound conclusions are required in order to assess which will be the carriers in spiritual aspect of the future national prosperity.
That’s why each self-respecting country in the world long ago has turned the museums into a guardian of the national cultural identity. There is nothing accidental in this. Similar actions, realized as a rule with great care and competence, lead solely to the fact, that the museum continues to play not only an important function in the bringing up and the education of the young people, but also to be in a position to defend with honour in front of the rapidly changing requirements of the time. In this respect we have to stress, that nobody has ever put as an objective the interests of the young people to be directed solely to the past. But it’s important to underline, that the achieved in the museum palpable realistic and multicolour palette of knowledge for the past in order to rationalize the present are those factors, which trace the way for the future. The world experience has proved that just in the museum the children without embarrassment realize all those purely human ascertained things by the help of which they satisfy the typical for their age curiosity, as well as their thirst for new knowledge. Thus the museum – this important cultural institution – definitely plays an additional very important role: to breed a feeling of national pride in the youth, deriving from the strong impressive and moving touch in its halls with the contribution of the ancestors for the nation’s development.
When considering all mentioned up to now, we have to highlight, that the work with students in the museum should be conducted cleverly and skillfully always taking into account the thin limit between the scientific approach, the play and the experiment. This is the right way along which the achieved satisfaction from the knowledge through stimulation of the power of observation, the imagination and the gaining of concrete knowledge and skills – originating from the meeting with different topics in the museum – gives a rich opportunity to achieve new cultural horizons in the young people. Moreover, we have to take into account constantly one more fact. The organization of visits of students in museums is a responsible educational deed. Because by its help the students learn a lot about the real values in life, not only from the words!
In the first chapter of the present book I have included the above pointed study, which should be considered solely as a modest attempt – without prejudice for any exhaustion – to enter in such a vast and complicated problematic, which undoubtedly is the work with children in museums.
It’s well known that the activity of each museum does not pass aside of the society. It draws and renews its powers from the uninterrupted discussion with the surrounding reality.
That’s why it’s not occasional to consider, that the museum is situated at the border between the national memory and the history. Because, lots of objects are preserved here, overloaded by history, and also by the peaks of human spirit and their reflection in the folds of the ages.
In the museums the space is melted. Only time remains – the unseen, but exciting meeting between the moment and eternity. In this respect we have to remind the words of A. Pushkin, that without the history the peoples remain spiritual nomads. Or in other words – to disappear from the spiritual map of the world.
Among the exponents in our museums, one can see how during the Renaissance our first ministers have reflected like Levski in their financial reports even the spent money for needle and threads, by the help of which they have repaired their torn shirts.
And the documents by which Stanyo Vrabevski after the Liberation turns back the liras to the Teteven revolutionary committee, left with him before his exile in Diar Bekir… In our museums there are also lots of half-burned books. This human madness – the burning of books – does not start from Hitler. Sultan Omar burned the famous library of Alexandria. Books were burned also by pope Grigorii XI.
The inquisitor Heinrich Schoneval burned alive people in Thuringia, in Zangerhauzen and Vinkel. In XX century his followers confidently continued along his steps with the swastika on the sleeves, turning the concentration camps in Buchenwald, Treblinka and Oswiencim in stunning common definitions for Nazis cruelty.
Far from a chance is the fact that in our museums more books have come out safe than swords. The heritage, exhibited in a Bulgarian museum, is not in the waistcoat or in the breeches, in the kerchief or in the hood, in the pipe or in the bagpipe, but in revealing the nationality of the spirit, in the establishment of virtues and impulses, which enrich the life and make it better and more reasonable. When talking about the great tasks of the museum, we have to underline, that the big book of the history, widely open in its halls, is not a student’s notebook, which should be changed every school term. The exhibited archeological finds are not less necessary than the new houses. In the museums show-windows lie in front of us like a tragic treasury and all that have been a breath and stroke of the heart. Each exhibited object reveals the presence of life. There is no museum where dark pages of the history of each nation are not exhibited. But, they are just revealing the extent of the intensity of the light, which should have been extinguished. Nowadays the museum is turned in a centre of the capitals in geographic sense. In historical and educational aspect it has reached this much earlier.
Following these thoughts we have to mention also for those voices of “specialists”, who try to prove, that since the world has been covered in full by the globalization, the museums should be turned in main tool for attracting tourists. It seems to me that the followers of this idea leave unmentioned some essential moments.
At first place this is the fact, that in the museum unique objects with intransient national significance are being exhibited and preserved, images and texts related not only to one definite century. This of course is not a purpose in itself. But a clearly expressed message, aiming at the presentation of the historical truth. To be a citizen of a small country like Bulgaria represents a great responsibility. Especially if this country for a long time has carried the burden of a historical injustice – to be famous in many places in the world with the breath of rebellious blood and odour of roses. Finally we should also point out, that the dual character of the museum is connected also with the fact that it not only collects and preserves, but it exhibits. [1]
In the second part of the present book, the world practice in this actually significant and educational area as the work with children in the museum is traced. The experience of other countries reveals how deep and with a feeling of national responsibility the authorized state institutions refer to the bringing up of the rising generation through visits in museums. These trends chase definite clear purposes – today’s students are tomorrow’s citizens. And when we consider this objective circumstance, along with the early built positive and creative attitude in the youth towards the historical monuments, then not so profound conclusions are required in order to assess which will be the carriers in spiritual aspect of the future national prosperity.
That’s why each self-respecting country in the world long ago has turned the museums into a guardian of the national cultural identity. There is nothing accidental in this. Similar actions, realized as a rule with great care and competence, lead solely to the fact, that the museum continues to play not only an important function in the bringing up and the education of the young people, but also to be in a position to defend with honour in front of the rapidly changing requirements of the time. In this respect we have to stress, that nobody has ever put as an objective the interests of the young people to be directed solely to the past. But it’s important to underline, that the achieved in the museum palpable realistic and multicolour palette of knowledge for the past in order to rationalize the present are those factors, which trace the way for the future. The world experience has proved that just in the museum the children without embarrassment realize all those purely human ascertained things by the help of which they satisfy the typical for their age curiosity, as well as their thirst for new knowledge. Thus the museum – this important cultural institution – definitely plays an additional very important role: to breed a feeling of national pride in the youth, deriving from the strong impressive and moving touch in its halls with the contribution of the ancestors for the nation’s development.
When considering all mentioned up to now, we have to highlight, that the work with students in the museum should be conducted cleverly and skillfully always taking into account the thin limit between the scientific approach, the play and the experiment. This is the right way along which the achieved satisfaction from the knowledge through stimulation of the power of observation, the imagination and the gaining of concrete knowledge and skills – originating from the meeting with different topics in the museum – gives a rich opportunity to achieve new cultural horizons in the young people. Moreover, we have to take into account constantly one more fact. The organization of visits of students in museums is a responsible educational deed. Because by its help the students learn a lot about the real values in life, not only from the words!
ПРЕДИСЛОВИЕ
Общо взето всяка книга има своята предистория свързана с нейното
написване. В нашия случай „Музеят и ролята му за образованието на децата” също
не прави изключение. Моят житейски път премина през най-различни етапи. Някои
от тях ме изведоха стремително нагоре по професионалната стълбица, а други –
смущаващо объркани – ме тикваха в „осма глуха”. През 90-те години на миналия
век много ежедневни и периодични печатни издания изчезнаха завинаги от книжния
ни пазар не защото бяха лощо списвани, а защото не успяха да намерят в
подходящия момент заинтересован и мощен във финансово отношение спонсор. Така,
след като бях главен редактор на вестници и списания, се пенсионирах като възпитател
в Дома за деца лишени от родителска грижа в Горна баня... Излишно е да казвам,
че за мнозина това е пълно професионално фиаско. Пред мене имаше два пътя: или да
се свия в черупката, проклиняйки съдбата си, или да се опитам да направя нещо,
което да е пътека, водеща към самоусъвършенстването. Така реших да се опитам да
предприема най-трудното – да направя първата крачка тъкмо към втората посока. И
вместо кротко да чакам пенсионирането, се заех на стари години да защитя в Централния
институт за усъвършенстване на учителите първа квалификационна степен –
най-високата за училищни преподаватели у нас. За да направя това цяла една
година и половина провеждах сериозна работа в Дома със своите възпитаници,
която основно протичаше в организирането на целенасочени посещения в
най-различни музеи в страната и в столицата, завършващи винаги с последващи
игрови и творчески занятия, изложби, попълване на тестове и др. Като следствие от
всичко това се появи книгата ми „Дидактически идеи за стимулиране интересите на
учениците от домовете за деца чрез организиране на дейности в музеи”, с която
защитих успешно споменатата вече позиция. Междувременно изкарах и едногодишен
курс по социална педагогика в Софийския университет.
В първия раздел на настоящата книга съм включил посочената по-горе моя
разработка, която следва да бъде разглеждана единствено като съвсем скромен опит
- без каквито и да било претенции за изчерпателност - да се навлезне в една
толкова общирна и сложна проблематика, каквато безспорно е работата с деца в
музеи. Добре известно е, че дейността на всеки музей не протича извън
обществото. Тя черпи и подновява силите си от непрекъснатата дискусия със
заобикалящата я действителност. Поради това далеч не случайно се счита, че музеят
се намира на границата между националната памет и историята. Защто тук са
съхранени не само натежали от история предмети, но и върховете на човешкия дух
и техните отражения в гънките на вековете. В музеите пространството се стопява.
Остава само времето – невидимата, но вълнуваща среща между мига и вечността. В
тази връзка би следвало да си спомним думите на А.С. Пушкин, че без историята
народите остават духовни чергари. Или казано с други думи – да изчезнеш от
духовната карта на света.
Всред експонатите в нашите музеи може да се види как по време на
Възраждането първите ни „министри” са отбелязвали като Левски в своите
финансови отчети дори похарчените две пари за игла и конци, с които са кърпели
раздраните си от драките ризи. И документите с които дядо Станьо Врабевски след
Освобождението връща на българската държава лирите на тетевенския революционен
комитет, останали у него преди заточението му в Диар Бекир...В нашите музеи има
и много полуобгорени книги. Това човешко безумие – горенето на книги - не
започва от Хитлер. Султан Омар изгори знаменитата Александрийска библиотека.
Горил е книги и папа Григорий ХІ. Инквзиторът Хайнрих Шьоневал е горил живи
хора в Тюрингия, в Зангерхаузен и Винкел. През ХХ век по неговите стъпки
уверено тръгнаха следовниците му с пречупения кръст на ръкавите, превръщайки
концлагерите в Бухенвалд, Треблинка и Освиенцим в потресаващи нарицателни
определения за нацистката жестокост.
Далеч не е случайност и това, че в нашите музеи има повече оцеляли книги,
отколкото мечове. Наследството, показано в българския музей, не е в
салтамарката или в потурите, в забрадката или в гуглата, в кавала или в
гайдата, а в разкриването на народността на духа, в утвърждаването на
добродетели и пориви, които обогатяват живота и го правят по-добър и
по-смислен. Когато говорим за големите задачи на музея следва да подчертаем, че
голямата книга на историята, широко разтворена в неговите зали, не е ученическа
тетрадка, която се подменя всеки учебен срок. Изложените тук археологически
находки са необходими не по-малко от новите жилища. В музейните витрини лежи
пред нас като трагична съкровищница и всичко онова, което е било дихание и удар
на сърцето. Всяка една изложена тук вещ ни разкрива присъствието на живота.
Няма музей в който да не са поставени и мрачни страници от историята на всеки
народ. Но, те не са нищо друго освен разкриване степента на силата на
светлината, която е трябвало да бъде изгасена. В наши дни музеят все повече се
превръща в център на столиците в географски смисъл. В исторически и
образователен план той е постигнал това много по-рано.
В реда на
тези мисли следва да споменем и за онези гласове на „специалисти”, които се
опитват да доказват, че понеже светът вече бил обхванат изцяло от
глобализацията, то музеите следвало да бъдат превърнати в главно средство за
привличане на туристи. Струва ми се, че привържениците на тази идея изпускат
някои съществени моменти. На първо място това е факта, че в музея се съхраняват
и излагат уникални с непреходно национално значение предмети, образи и
текстове, често свързани не само с една определена епоха. Което разбира се
далече не е самоцел. А ясно изразено послание, целящо да се представи
историческата истина. Да си гражданин на малка страна като България е голяма
отговорност. Особено ако тази държава дълго време е носела бремето на една
историческа несправедливост – да бъде известна в много краища по света с дъх на
въстаническа кръв и аромат на рози. Накрая е редно да отбележим, че двойственият
характер на музея е свързан и с това, че той не само събира и съхранява, но и
показва.
Във втората
част на настоящата книга се проследява световната практика в тази действително
важна културна и образователна област каквато е работата с деца в музеи. Опитът
на другите страни категорично разкрива колко задълбочено и с какво чуство за
национална отговорност се отнасят оторизираните държавни институции към
възпитанието на подрастващите именно чрез посещението в музея. Тези тенденции
преследват пределно ясни цели - днешните ученици са утрешните граждани. И
когато отчитаме това обективно обстоятелство, съпътствано от отрано изграденото
позитивно и творческо отношение у младежта към историческите паметници, то не
са необходими бог знае какви дълбомислени изводи, за да се оцени какви ще са в
духовно отношение носителите на бъдещия национален просперитет.
Затова всяка една уважаваща себе си държава по света отдавна е
превърнала музеите в стожер на национална културна идентичност. В това няма
нищо случайно. Подобни действия, реализирани по правило с голяма грижовност и
компетентност, довеждат единствено до това музеят да продължава да играе не
само важна функция във възпитанието и образованието на младите хора, но и да е
в състояние да устои с чест пред бързо променящите се изисквания на времето. В
тази връзка трябва да подчертаем, че никой никога не си е
поставял за цел интересите на подрастващите да са насочени единствено и само
към миналото. Но, все пак е важно да се посочи, че постигнатата в музея осезаемо
реална и многоцветна палитра от познание на миналото с цел да се осмисли
настоящето са онези фактори, които трасират пътя на бъдещето. Световният опит е доказал, че тъкмо там – в музея – децата непринудено реализират
всички онези чисто човешки дадености, с които задоволяват присъщото за
възрастта им любопитство, както и жаждата си за нови знания. Така музеят - тази
така важна културна институция - определено играе и още една твърде съществена
роля: да възпитава чувство на национална гордост в младежта породено от силно
въздействащия и вълнуващ досег в неговите зали с приноса на предците в
развитието на нацията.
Ето защо, въз
основа на всичко казано до тук, работата с ученици в музея трябва да протича умно
и умело с постоянно отчитане на тънката граница между научния подход, играта и
експеримента.Това е верния път, по който постигнатото удоволствие от наученото
чрез стимулиране на наблюдател-ността,
въображението и придобиване на конкретни знания и умения - породени от срещата
с най-различни теми в музея – дава богата възможност да се постигнат нови
културни висоти у младите хора. И още нещо, което следва постоянно да отчитаме.
Организирането на посещения на ученици в музеи е отговорно образователно дело,
с чиято помощ учениците научават твърде много за истинските неща
в живота, а не от думите !
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