Uloga muzealizovanih artefakata u kulturnoj transmisiji: implikacije za kumulativnu kulturnu evoluciju
The role of musealized artefacts in cultural transmission : implications for cumulative cultural evolution
Author
Nikolić, Aleksandra J.,Mentor
Krstović, NikolaCommittee members
Cvetković, DraganaBožić Marojević, Milica
Blagojević, Jelena
Damnjanović, Kaja
Metadata
Show full item recordAbstract
Polazište disertacije je u shvatanju važnosti artefakata kao podrške učenju i muzeja kao
strukture koja institucionalizuje kulturno trajanje. Sa ciljem da se bliže odrede svojstva i
kapaciteti artefakata kao sredstva kulturne transmisije kakva se odvija u muzeju, pristup
u okviru ove disertacije je teorijski i empirijski. Hipotetičko-deduktivnim metodom je
definisano učenje putem artefakata kao društveno učenje i uspostavljena veza između
kulturnog i ekološkog nasleđa kroz teorije muzeologije, heritologije i kulturne evolucije,
te teoriju konstrukcije niša u okviru Proširene sinteze, nove i inkluzivnije teorije
evolucije. Metodom eksperimentalne simulacije ispitivan je uticaj fizičkog stanja
artefakta na njegov medijacioni kapacitet, a kreiranjem i testiranjem računarskog modela
učenja putem artefakata u muzeju je proveravano pitanje uticaja elemenata muzejskog
konteksta na ovaj tip kulturne transmisije. Rezultati su pokazali da artefakt ima ulogu
medijuma u kulturnoj transmisiji, da p...ripada kulturnom, ali i ekološkom nasleđu, te tako
predstavlja važan faktor u kulturnoj evoluciji. Zaključak je i da je muzeološka transmisija
pretežno nekumulativna u informacijskom smislu, ali da se kroz muzejsku delatnost
rekonstruiše humana ekološka i kulturna niša, čime muzej institucionalizuje dve od tri
vrste negenetičkog nasleđivanja po Dančinu i kolegama (Danchin et al. 2011), kulturno i
ekološko. Empirijski je potvrđen uticaj uslova u kojima se artefakt ostvaruje kao sredstvo
transmisije po njegov medijacioni kapacitet. Na osnovu sinteze rezultata, kreiran je
predlog modela hibridnog učenja putem artefakata, uzimajući u obzir savremene
obrazovne sredine. Oba empirijska pristupa su po prvi put primenjena na učenje putem
artefakata, pružajući osnovu za dalja istraživanja.
The starting premise of the dissertation lays in understanding the significance of artefacts
as a support to learning and the museum as an organization institutionalizing cultural
persistence. With an aim of defining specific properties and capacities of artefacts as a
means of cultural transmission typically taking place in a museum, the approach in
dissertation is both theoretical and empirical. Hypotetical-deductive method is used to
define learning via artefacts as social learning and to establish a connection between
cultural and ecological inheritance through museology, heritage theory and cultural
evolution, and through the niche-construction theory within Extended evolutionary
synthesis, as a novel and more inclusive theory of evolution. Experimental simulation is
employed to examine how physical state of an artefact affects its mediation capacity,
while an effect of museum context elements on cultural transmission were addressed
through designing and testing an agent-based mod...el of object-based learning in
museums. The results show that an artefact has a role of a medium in transmission of
cultural information, that it belongs not only to cultural, but also to ecological inheritance,
thus presenting an important factor in cultural evolution. It is also evident from the
results that museological transmission is largely non-cummulative in informatological
sense. On the other hand, it is concluded that museums reconstruct human ecological and
cultural niche, thus institutionalizing two out of three non-genetical types of inheritance
according to Danchin and colleagues (Danchin et al. 2011) – cultural and ecological. It has
been empirically confirmed that a number of conditions affect the mediation capacity of
an artefact. Based on the synthesis of the research results, a model of blended objectbased
learning has been suggested, taking into account various contemporary learning
environments. Both empirical methods have been applied for the first time in objectbased
learning, thus providing a basis for further research in this field.