Illustrating Interpretive Inquiry: A Reflection for Art Museum Education

Olga M. Hubard

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Illustrating Interpretive Inquiry: A Reflection for Art Museum Education

机译：阐释性探究：对美术馆教育的反思

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Abstract Acknowledging that the purpose and form of inquiry processes can vary across and within disciplines, this article focuses on interpretive inquiry: the kind of inquiry conducted to interpret works whose reading is not “rigidly pre-established and ordained” by a set of cultural references, but rather invite “freedom of reception” (Eco 1989, 6). Through comparison of two real-life inquiries, the author shines a light on the distinctive features of interpretive inquiry. These include a web-like meaning making process, a reliance on analogies and metaphors, and the possibility of accepting uncertainty as part of the work’s meaning. Implications for art museum education practice are explored.

机译：摘要承认探究过程的目的和形式可能会因学科而异，因此，本文将重点放在解释性探究上：为解释其读物不是由一套文化参考资料“严格地预先确立和规定”而进行的探究。，而是邀请“接受自由”（Eco 1989，6）。通过比较两种现实生活中的询问，作者对解释性询问的独特特征有所了解。其中包括类似网络的含义制作过程，对类比和隐喻的依赖以及接受不确定性作为作品含义的一部分的可能性。探索对美术馆教育实践的意义。

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《Curator: The Museum Journal》 |2011年第2期|165-179|共15页
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Olga M. Hubard;
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Illustrating Interpretive Inquiry: A Reflection for Art Museum Education

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