Learning in the “Post-Museum”. The Role of Architecture

This thesis examines the role architecture has on learning in the “post-museum”. This is done through the analysis of several contemporary museums mainly located in the Western Europe. The constructivist theory of education, which is employed to conceptualise learning in the “postmuseum”, recognises the spatial, embodied and contextual nature of meaning making. However, the relationship between learning and museum architecture still lacks attention. This thesis looks not only at the spatial organisation and materiality of museum buildings. It also sees architecture as a Bourdieusian “field of practice”, riddled with various tensions, and as a set of practices that range from design to appropriation. By emphasising the ways museum buildings can serve the needs of their users, the scope of this research is extended beyond the formal and stylistic developments in architecture. This thesis reveals how architecture can create physically and psychologically comfortable museum environment...Show moreThis thesis examines the role architecture has on learning in the “post-museum”. This is done through the analysis of several contemporary museums mainly located in the Western Europe. The constructivist theory of education, which is employed to conceptualise learning in the “postmuseum”, recognises the spatial, embodied and contextual nature of meaning making. However, the relationship between learning and museum architecture still lacks attention. This thesis looks not only at the spatial organisation and materiality of museum buildings. It also sees architecture as a Bourdieusian “field of practice”, riddled with various tensions, and as a set of practices that range from design to appropriation. By emphasising the ways museum buildings can serve the needs of their users, the scope of this research is extended beyond the formal and stylistic developments in architecture. This thesis reveals how architecture can create physically and psychologically comfortable museum environment necessary for meaning making. Also, the museum public is understood as diverse and employing various modes of learning. So, the input architecture has in generating a socially and culturally inclusive as well as physically and mentally accessible museum space is of major importance. Museum buildings should also reflect the local realities, because this proves to support learning as a part of identity construction. Furthermore, architecture can create rich sensory experiences that affect visitors’ emotional responses and thus support museological narratives. These narratives are often communicated through theatrical environments that prompt embodied and performative learning. However, theatricality in architecture can also be overwhelming and thus weaken or even override the educational message. This poses a real risk as museums have ethical responsibility towards the society to communicate certain values and bodies of knowledge. Finally, this thesis also suggests that the research should not be limited to museum buildings. It could be extended to urban and natural museum settings in order to evaluate the impact of the physical environment on a bigger scale.Show less

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Learning in the “Post-Museum”. The Role of Architecture