Abstract

This thesis is structured by the reflexive conditions of action-research methodology and constructs an argument that advocates the implementation of a contextual approach to examining cultural objects in the art museum with a view to improving educational practice. A theoretical model intended for practical application is proposed, implemented and assessed in a small education project to offer the reader some practical applications and insight into engaging viewers in education programs with the art and cultural objects they experience in the art museum. What I suggest with this model is that this type of learning engages the viewer's personal experience and enhances her/his ability to contemplate the different aesthetic frameworks from which the objects come. The contextual analysis of works in the museum encourages the viewer to relate this learning to the human situation of which she/he is a part, ultimately fostering tolerance and creativity.