Abstract
This contribution will explore relationships between domains and discourses of visual culture, arts, schools and galleries. For us, art educators, culture represents a very complex multiperceptual field requiring multimodal integration of perception.
We understand culture as an autopoietic, self-informing system, for which we accepted the metaphor of a "rhizome" and a "nomad thought" adopted in cultural studies and pedagogy of art from a post-structuralist theory. Another theoretical concept that influenced our shift in construction of pedagogical contents of gallery education is a "transposition" which refers to phenomena and actions that are non-linear, but not chaotic, creative but also cognitively valid, discursive but also material, bodily experienced space and tacit knowledge, as defined by Deleuze, Braidotti, Ranciére and Czech art philosopher Petříček.
Several case studies and examples from education programmes, designed by the author for Prague galleries and museums of art will be presented: INRI, Decadence Now, Strange Heaven and Skala in Rudolfinum.