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Scientific collections and nomadism

100%
Delaune A.-M.
Opuscula Musealia
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2012
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vol. 20
17-27
EN
Science objects need a permanent theatre in the University? In a multidisciplinary and multicampus university is it a good solution to think the development of collections by the creation of a Museum? An alternative would be access to the collections of successive, partial and temporary manner, in other words the choice of Nomadism - the concept of Nomadism involving small movements that renew the interest of the place. We will study the conditions to attract diverse audiences and to keep a character of event for these temporary exhibitions in various premises. Thus, we will try to define a concept of academic, neither virtual nor permanent but Nomadic Museum.
2
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Managing the scientific heritage of a medieval university: Uppsala University phase II

100%
Flodin R., Gottberg H., Josefsson U., Worley J.
Opuscula Musealia
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2011
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vol. 19
61-69
EN
Since August 2008 a project at the Uppsala University Museum, the Museum Gustavianum, has been auditing the university’s unmanaged departmental collections. Two years into the audit the project has entered into its second phase and in this article we discuss the goals we have in mind as well as some of the problems that we have encountered. By way of two case studies we illustrate the development of the project and finally we discuss the results that we have already achieved as well as those that are expected.
3
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Muzea uczelniane i kolekcje – cele, założenia, przykłady

63%
Szaszkiewicz M., Ślaga J.
Opuscula Musealia
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2021
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vol. 28
137-147
EN
The aim of this article is to introduce the activities of museums and collections located in the structure of Polish higher education institutions. The analysis is based on concrete examples of academic units operating today. The authors distinguish several categories of museums according to their location, among them university and departmental museums. The second criterion is the organisational formula, in which the authors indicate, apart from museums, also centres and history interpretation units. Using archaeological, medical and natural history collections as examples, they describe similarities and differences in the way they work with resources. The article is also an attempt to start a discourse aimed at drawing attention to the potential lying in such units, the mission and duty of which is to preserve, secure, develop and make available for scientific and didactic purposes the heritage of the university and the history of science. The authors also refer to the legal situation of the university museum units and regulations, which the organisers may use when creating and conducting activities related to the collection and processing of tangible and intangible academic heritage, which is part of the world’s scientific heritage.
4

Helena Radlińska: powrót do źródeł i tradycji w ponowoczesnym świecie

63%
Theiss W.
Pedagogika Społeczna
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2018 (R. XVII)
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issue 4(70)
113-123
PL
Autor skupia się na problemie trwałości dziedzictwa naukowego Radlińskiej (1879–1954). Mowa o krytycznej pedagogice społecznej. Koncepcja ta powstała w początkach XX w. i wyrosła z zaangażowania pracy oświatowej w walkę o niepodległość kraju. Radlińska, łącząc oświatę i wychowanie z polityką, a zadania polityczne z przesłankami moralnymi, zbudowała model szkoły i oświaty uczestniczącej w życiu publicznym. Taka pedagogika uczy krytycznego patrzenia na siebie i świat. Pomaga w walce z przemocą, niewiedzą, nietolerancją i nacjonalizmem, uczy dialogu z drugim człowiekiem i kształtuje umiejętności współpracy oraz współdziałania. Są to niezbywalne wartości i normy oraz uniwersalne zadania edukacyjne – konieczne także, a może: zwłaszcza konieczne – w epoce płynnej nowoczesności, w realiach dzisiejszego „globalnego, popękanego świata”.
EN
The article focuses on the problem of sustainability of Radlinska’s (1879–1954) scientific heritage. This involves critical social pedagogy. This concept emerged at the beginning of the 20th century and grew out of the involvement of educational work in the struggle for the independence of the country. Radlińska, combining education and upbringing with politics, and political tasks with moral premises, built a model of school and education that would participate in public life. Such pedagogy teaches how to look critically at oneself and the world. It helps in the fight against violence, ignorance, intolerance and nationalism. Together with this it teaches how to engage in dialogue with others and develops skills of cooperation and interaction. These are indispensable values and norms as well as universal educational tasks – perhaps necessary in the age of fluid modernity, in the reality of today’s „global, cracked Word”.
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