This paper examines the history of museology in Slovakia as a scientific discipline in general and a specialized university course of study in particular. We discuss the fundamental characteristics of the discipline, including the development of the current conception of museology as a university course and describe the fundamentals of the course as currently implemented in various institutes of tertiary education in Slovakia. In conclusion, we briefly survey the current state of the field in Slovakia, its potential and its possible future development.
This study looks at the history of museums as a specific historiographical field. It first gives an overview of the various types of publication outputs one can find in this field. These include collection guides, magazine and proceedings studies, and monographs. Studies and proceedings in particular are shown to be practical solutions to the very complex mapping of museum history. Monographs can be of various types – publications about museum buildings are often highly visually impressive, while another type of monographs looks at museum collections, and yet another can be considered the pinnacle of museum historiography, as such monographs provide a comprehensive understanding of museums as organisational and administrative units. Papers already published are an important source for a study of museums, while in contrast there are relatively few texts based on primary archived sources. A detailed investigation of previous publications demonstrates that museum history is focused on and researched always upon the occasion of major jubilees of these institutions, and that this is practically solely the domain of museum employees.
Cultural heritage is one aspect of the identity of each ethnic group. Ethnic and cultural identity is now a priority in the educational process and in the school environment as well as in informal education. In this regard, as the law may have memory institutions, museums, irreplaceable role in the shaping of individuals and companies related to their cultural values. Action against the museum for formal education in the school environment is characterized by voluntary, nonviolence, not an effort to learn, but to motivate, attract.
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