The Relationship between Objects and Meaning in Museums: Perceptual Experiences from a Gestalt Perspective

Yıl 2025, Cilt: 14 Sayı: 1, 337 - 361, 28.03.2025

Burçe Kaplanlıoğlu , Ceren Güneröz

https://doi.org/10.15869/itobiad.1616579

Öz

Object studies represent a multidisciplinary field uniting social sciences, educational sciences, and natural sciences to explore objects as multidimensional entities beyond their physical form. This approach examines objects as carriers of cultural, social, historical, psychological, and scientific meanings. From a museum science perspective, this study integrates perceptual and pedagogical dimensions of curatorial design. The perceptual aspect focuses on how objects are experienced within exhibitions, while the pedagogical aspect emphasizes how these experiences impact learning processes. In this context, it presents the relationship between object knowledge and meaning with a comprehensive conceptual framework through elements such as mind-body interaction, authentic and meta experiences regarding the use of objects in the concept of post-museum, and the role of Gestalt psychology in object perception and learning processes.Museums are defined as dynamic learning spaces accommodating visitors' diverse needs and interests. Museum education is positioned as an active and participatory process, enabling visitors to direct their own learning through constructivist and sociocultural methods. The shift towards experience-oriented museum practices redefines the object-visitor relationship, emphasizing the theoretical and pedagogical strategies that enhance this interaction. Combining experimental aesthetics, storytelling, and Gestalt pedagogy, the study demonstrates how exhibitions can transcend mere information delivery, fostering meaning-making and deep learning experiences. This interdisciplinary perspective advances museum studies and education, providing a framework for future research and applications. By examining the role of objects in museum education and exhibition design, the study offers insights into creating transformative learning environments that support critical thinking and emotional engagement, ensuring a holistic and impactful museum experience for diverse audiences.

Anahtar Kelimeler

Object Studies in the Museum, Visitor Studies in the Museum, Learning in the Museum, Museum Education, Gestalt Perceptual Organization Principles

Müzelerde Nesne ve Anlam İlişkisi: Geştalt Perspektifinden Algısal Deneyimler

Öz

Nesne çalışmaları, sosyal ve beşerî bilimler, eğitim bilimleri ve fen bilimleri gibi çeşitli disiplinlerin bir araya gelerek nesneleri çok boyutlu bir perspektifle ele aldığı kapsamlı bir araştırma alanı olarak öne çıkmaktadır. Bu disiplinler arası yaklaşım, nesneleri yalnızca fiziksel varlıklar olarak değil, aynı zamanda kültürel, sosyal, tarihsel, psikolojik ve bilimsel anlamlar içeren karmaşık yapılar şeklinde incelemeyi amaçlamaktadır. Bu çalışma, nesne çalışmalarını, müze bilim perspektifinden küratoryel tasarımın algısal ve pedagojik boyutlarıyla birleştiren bir yaklaşımla ele almaktadır. Algısal boyut, nesnelerin sergi bağlamında nasıl algılandığını ele alırken, pedagojik boyut, bu algının öğrenme süreçlerindeki yansımalarına odaklanmaktadır. Bu bağlamda nesne bilgisi ile anlam arasındaki ilişkiyi; zihin-beden etkileşimi, post-müze kavramında nesnelerin kullanımına ilişkin otantik ve meta deneyimler ve Geştalt psikolojisinin nesne algısı ile öğrenme süreçlerindeki rolü gibi unsurlar üzerinden kapsamlı bir kavramsal çerçeve ile sunmaktadır. Müzeler çeşitli ihtiyaçlara, ilgi alanlarına ve isteklere sahip ziyaretçilerin bulunduğu öğrenme yerleri olarak tanımlanmıştır. Müze eğitimi, ziyaretçilerin kendi öğrenme süreçlerini kontrol edebildikleri, aktif ve katılımcı bir deneyimdir. Bu deneyim, yapılandırmacı yaklaşım ve sosyokültürel yaklaşım gibi özgün eğitimsel nitelikler sayesinde gerçekleşir. Müzelerin eğitimsel işlevi ve deneyim odaklı yaklaşımları, nesnelerle ziyaretçiler arasındaki ilişkiyi yeniden tanımlarken, bu bağlamda geliştirilen teorik ve pedagojik yöntemlerin önemi artmaktadır. Çalışma, nesne-insan ilişkisi bağlamında deneysel estetik, hikâye anlatımı ve Geştalt pedagojisinin birleşimini vurgulamakta ve müze sergilerinin yalnızca bilgi aktarma işlevini değil, aynı zamanda anlam inşası ve derinlemesine öğrenme süreçlerini nasıl teşvik edebileceğini göstermektedir. Bu perspektif, müzecilik ve eğitim alanlarında çok disiplinli bir yaklaşımı desteklerken, gelecekteki araştırmalar ve uygulamalar için de yol gösterici niteliktedir. Böylece, okuyucunun nesne çalışmalarının müze eğitimi ve sergi tasarımındaki rolü hakkında derinlemesine bir anlayış kazanması hedeflenmektedir.

Anahtar Kelimeler

Müzede Nesne Çalışmaları, Müzede Ziyaretçi Çalışmaları, Müzede Öğrenme, Müze Eğitimi, Geştalt Algısal Örgütleme Prensipleri

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