Cultivating Lifelong Learning and Cultural Engagement for Enhance Cultural Transition: A Perennialist Approach in the Context of Museums

HsinHung Lin

doi:10.54097/f2t92s25

Authors

HsinHung Lin

DOI:

https://doi.org/10.54097/f2t92s25

Keywords:

Lifelong Learning, Cultural Engagement, Cultural Transition, Perennialist Approach, Museum

Abstract

This dissertation investigates how museums can serve as dynamic platforms for lifelong learning and cultural engagement through the integration of perennialist educational philosophy. In an era where demographic shifts and societal changes highlight the importance of continuous personal and social development, museums are positioned as pivotal institutions for cultural education. This study delves into the application of perennialist principles—emphasizing timeless truths, ethical values, and critical thinking—to enhance museum programs, thereby fostering deeper, more impactful learning experiences. Through qualitative research involving in-depth interviews with museum professionals, educators, and visitors, the study elucidates how perennialism can shape museum educational strategies to meet the needs of a diverse aging population, facilitating not only knowledge acquisition but also active cultural participation. Findings suggest that museums, by adopting perennialist approaches, can effectively cater to the educational and cultural aspirations of adults, promoting a nuanced understanding of culture and history that encourages lifelong learning and active community involvement. This research contributes to educational practices by providing insights into the integration of enduring educational values in museum settings, offering a model for other educational institutions aiming to enhance adult education and cultural engagement.

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