博物館教育的挑戰與轉機──從加州奧克蘭博物館組織活化經驗談起

Challenges and Opportunities in Museum Education - From the Experience of Organizational Revitalization of Oakland Museums in California

教育一直以來都被視為博物館的核心功能與業務之一，並且作為社會教育機構，近年尤其注重觀眾的自主性參與、與社區與外部社群的連結與互動，以及博物館的社會影響力等，博物館教育部門一直面對多樣化且新穎的挑戰；包括2019年底，全球面臨新型冠狀病毒疫情來襲，博物館等藝文場館也無可避免地受到波及，博物館無論是在政策、財務或組織架構等面向都必須快速應變，尤其是傳統教育部門，無論在功能及任務上都產生相當多元的改變，從觀展經驗、參與是互動設計到公共性、社區／社群、行銷等，甚至在組織變革中教育的身影被掩蓋在繁複的任務之下，這些改變無一不考驗著博物館教育的專業性及定位。面對組織內外的各種挑戰，博物館的教育部門該如何看待這股趨勢，教育工作者又該如何回應這些挑戰。本文藉由加州奧克蘭博物館（Oakland Museum of California, OMCA）的組織活化案例，重新思考教育在博物館的角色及意義，以及博物館教育未來可能面臨的變化與新面貌。

Education has been considered one of the core functions and businesses of museums. As a social education institution, museums have particularly put emphasis on audience participation, connection and interaction with the community and society, and the social impact of museums in recent years. As the world faced COVID-19 at the end of 2019, museums had to respond quickly in terms of policy, finance, and organizational structure, especially in the traditional education sector, which has undergone a wide range of changes in both function and mission, from exhibition experience and participatory interaction design to public, community, and marketing, and even in the organizational changes where education is hidden under complex tasks. In particular, the traditional education department has undergone a wide range of changes in both its functions and missions, from exhibition experience and participatory interaction design to the public, community/community, and marketing, etc. Facing various challenges inside and outside the organization, how should museum education departments think of these trends and how should educators respond to these challenges? This article uses the case of the Oakland Museum of California (OMCA) to rethink the role and meaning of education in museums and the possible changes in museum education in the future.