視覺教育及博物館－紐拉特的知識傳播構想

Visual Education and Museums: Otto Neurath's Notions of Knowledge Transmission

10.6686/MuseQ.201904_33(2).0001

戴東源(Dong-Yuan Tai)；陳政宏(Jeng-Horng Chen)

經驗論 ； 視覺教育 ； 博物館 ； 資訊圖表 ； 圖像語言 ； empiricism ； visual education ； museum ； infographic ； picture language

博物館學季刊

33卷2期（2019 / 04 / 01）

7 - 25+27

繁體中文

本文目的是以歷史和哲學角度，檢視邏輯經驗論者紐拉特的知識傳播構想，關於其哲學觀、視覺教育與博物館學，並說明紐拉特對於視覺教育和博物館的功能及特性的看法。本文顯示，紐拉特以經驗論哲學為基礎，發展容易理解和記憶的圖像語言系統，然後以圖像語言系統結合博物館做為教育管道，達成其知識普及化的目的。紐拉特視教育為一群人向其他人傳遞特定傳統，而且教育需要「寬容」，亦即我們應當適度允許不同意見存在於我們的傳統之中。紐拉特也主張，民眾應該主動參與博物館的策展，未來的博物館的籌劃應該由博物館的使用者而不是由專家來主導。

The aim of this article is to clarify Otto Neurath's notions of knowledge transmission from the perspectives of history and philosophy. In addition, in terms of philosophy, visual education and museology, we seek to explain the functions and characteristics of his idiosyncratic thoughts on visual education and museology. Neurath developed an easily understood and remembered picture language system based on empiricism, then applied this system to museums to drive knowledge popularization. Education is regarded as the transfer of certain traditions from one group of persons to another, with tolerance being a requirement. That is, we should - within limits - allow divergent opinions to flourish within our traditions. Neurath advocated the active participation of laypeople in museum curation. Therefore, museums of the future should be designed by users, not specialists.

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