Slow Spectatorship and Free Concentration: Some Remarks on Designing Pedagogical Contents in Gallery Education
Abstract
The contribution deals with broader backgrounds influencing arrangements of pedagogical contents in gallery education. The author presents some theoretical foundations for conceptualizing cognitive and cultural fields.
The paper deals also with actual changes in terminology, and specifies roles and frames of regulatory discourses of educational institutions. Conrete examples of education programs are taken from good gallery/museum practice and presented as visual evidence.