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Museums are institutions of both education and learning in service of society, that is, they are sites where educational experiences are designed and facilitated, and also places where visitors learn in broad and diverse ways. As such, the role of public education in museums today is highly important, if not at the centre of museum activity. As museums contemplate the growing significance of their educational roles and mandate within a changing society, so too they are increasingly in need of information about the audiences they serve and their own professional practice as they strive to achieve their educational missions in service to the communities in which they are embedded. Accordingly, this edited book focuses on informing, broadening and enhancing the pedagogy of museum education and the practices of museum educators. The chapters in this book report independent research studies conducted by the authors who have explored and investigated a variety of issues affecting museum education practice, contextualized across a range of institutions, including art galleries, natural and social history museums, anthropology museums, science centres, and gardens. These studies address a cross-section of contemporary issues confronting the field of museum education including studies of diverse audiences and their needs, the mediation of challenging topics, professional training, teaching and learning in informal settings, and reflective practice and praxis. Together these themes represent a set of topical issues germane to informing, broadening and enhancing educational practices in diverse museum settings, and will be of considerable interest to a broad spectrum of the museum and non-formal education fields.

Education - General --- Education --- Social Sciences --- Museums --- Museum visitors --- Educational aspects. --- Study and teaching. --- Education. --- Visitors to museums --- Visitors --- Education, general. --- Persons --- Museum attendance --- Public institutions --- Cabinets of curiosities --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Museology --- Schools of museum studies --- Study and teaching --- Museum studies.

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Dans le cadre de ses activités scientifiques, l'Académie Européenne Interdisciplinaire des Sciences a réuni durant la période 2016‐2018, par l'intermédiaire de séminaires, conférences et colloque, divers spécialistes travaillant dans les domaines des neurosciences, de la psychologie cognitive, de l'intelligence artificielle, ou encore réfléchissant aux impacts sociétaux des avancées obtenues. Cet ouvrage est le fruit de toutes ces contributions et a pour ambition de présenter un certain nombre de résultats, de perspectives actuellement discernables, de points de vue concernant l'état des connaissances dans ces domaines avec un lien, parfois direct, parfois implicite, avec la question de la conscience. Une introduction générale, rédigée par le comité de lecture de l'AEIS, rappelle le contexte de l'émergence de ces résultats, perspectives et points de vue, dont le lecteur prendra connaissance dans le corps de l'ouvrage, qui comporte quatre parties : Travaux en neurosciences et psychologie expérimentale. 2. Sciences cognitives et intelligence artificielle. 3. Réflexions sur l'intelligence, la conscience et l'impact de l'IA sur les activités humaines. 4. Synthèse des discussions de la table ronde tenue à l'issue du colloque de mars 2018. Un court épilogue rédigé par le comité de lecture met en avant des réflexions et questions qu'ont soulevé la lecture des différents chapitres de l'ouvrage et la prise de connaissance d'articles scientifiques foisonnants sur les travaux actuels pluridisciplinaires autour des interrogations liées à la conscience au sens large.

neuroscience --- experimental psychology --- consciousness