THE PERSONALISTIC DIMENSION OF MUSEUM PEDAGOGY DEVELOPMENT IN LVIV: A CONTEMPORARY DISCOURSE

Abstract

The article analyses the development of museum pedagogy in Lviv through the lens of the personalistic approach. It substantiates the importance of personalistics as a methodological tool for studying the formation and evolution of the city’s museum and educational space. The contribution of leading figures to the development of the theoretical foundations and practices of museum pedagogy, as well as their role in the development of the Lviv studies discourse, is explored. Particular attention is paid to the relationship between cultural heritage, educational innovations and museum activities in the context of contemporary social transformations. The main trends and prospects for the development of museum pedagogy in Lviv as an important component of the cultural and educational environment are identified. It is emphasised that during 1991–2026, a distinctive model of museum pedagogy has been developing in Lviv under the influence of traditional regional experience in cultural and educational work in museums, as well as the introduction of museum pedagogy practices in Ukraine and abroad. It is stressed that the development of museum pedagogy in Lviv is systematic and based on the principles of comprehensive interdisciplinary interaction: the integration of pedagogy, psychology, museum studies and cultural studies with school subjects (history, Ukrainian language and literature, art, mathematics, physics, computer science, chemistry, English, etc.). It is emphasised that teachers, scholars and museum researchers in Lviv have developed and implemented original and progressive forms of educational interaction. Based on their joint work, they prepare methodological and academic publications containing recommendations for organising the educational process in the museum environment, lesson plans and didactic materials, and share their practical experience with colleagues, which contributes to increasing the effectiveness of museum pedagogy in the educational process.