Сomparative analysis of the museum pedagogy concept

Abstract

A comparative analysis of the concept of «museum pedagogy» based on the materials of
scientific sources of several countries of the world, namely: USA, India, Great Britain, Sweden,
France, Italy, Czech Republic, Poland, was carried out. According to the results obtained, it
is theoretically substantiated that museum pedagogy is an interdisciplinary field of knowledge
aimed at providing non-formal education. The influence of the national-cultural component on
the formation and development of the contents of the museum pedagogy of these countries is
highlighted. It is established that the pedagogical process in museums is a dynamic system
of components aimed at the formation of operational, associative thinking, aesthetic taste,
empathy; skills development, activation of creative potential and creative activity. The basic
factors that determine the pedagogical process in museums are highlighted. The purpose
and the basic principles that form its basis are defined. It has been found that modern
museum pedagogy in Ukraine is becoming a structural branch of pedagogy. Based on its
basic fundamentals, scientific, and methodological principles, it aims to realize the educational
potential of museum collections by means of the urgent needs of museums. The potential of
museum pedagogy in the process of forming the personality of pupils with impaired vision
has been updated.