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• Cover Page
• Half Title page
• Dedication
• Title Page
• Copyright Page
• Contents
• Acknowledgments
• Introduction
• 1 Educational Theory
• Introduction
• Dewey’s Major Beliefs
• Dewey’s Definition of “Experience”
• Humans as Social Beings
• Implications for Museum Practice
• 2 John Dewey and Museums
• Dewey’s Museum Visits
• The Educational Role of Museums
• Museums and Adult Education
• 3 Charles Willson Peale and the Birth of the Democratic Museum
• Introduction
• Peale’s Background
• The Peale Museum
• Conclusions
• 4 Museum Education in the Progressive Era
• John Cotton Dana (1856–1929)
• Louise Connolly (1862–1927)
• Anna Billings Gallup (1872–1956)
• Laura Mary Bragg (1881–1978)
• 5 John Dewey and Albert Barnes
• Albert Coombs Barnes
• Barnes and Dewey
• The Barnes Foundation: An Educational Institution
• 6 Progressive Education in Art Museums
• Art Museums as Educational Institutions
• Art Museums: Primarily Educational or Aesthetic?
• Education and Progressive Education
• Dewey and Barnes: Aesthetic Experience as Educational Experience
• 7 Museum Education in the 1960s
• The Anacostia Neighborhood Museum
• Science Centers
• Museum Governance: The Boston Children’s Museum
• Conclusion
• 8 Progressive Museum Practice in the Twenty-first Century
• Visitor Voices
• New Technologies
• Social Justice Museums
• Exhibitions
• Exhibition Methodology
• Programs Inside and Outside Museums
• Museum Structure and Staffing
• Conclusion
• Notes
• Introduction
• Chapter 1 Educational Theory
• Chapter 2 John Dewey and Museums
• Chapter 3 Charles Willson Peale and the Birth of the Democratic Museum
• Chapter 4 Museum Education in the Progressive Era
• Chapter 5 John Dewey and Albert Barnes
• Chapter 6 Progressive Education in Art Museums
• Chapter 7 Museum Education in the 1960s
• Chapter 8 Progressive Museum Practice in the Twenty-first Century
• References
• Index
• About the Author