Development of museum pedagogy in ukraine: cultural principles

У статті схарактеризовано потенціал музейної педагогіки в контексті проблеми оптимізації культурно-освітніх процесів в Україні. Акцентовано увагу на необхідності особливої уваги з боку навчальних закладів, наукових інституцій до популяризації музеїв, пошуку нових форм музейної педагогіки, що спрямовано на формування в суспільстві поважного ставлення до цінностей музейної культури, підвищенні її соціального статусу, вироблення позитивної мотивації у громадян, особливо молоді. Доводиться, що в освіті необхідне активне впровадження музейної педагогіки для подолання негативної усталеної практики відірваності культурного середовища від освітніх закладів.The article describes the potential of museum pedagogy in the context of the problem of optimization of cultural and educational processes in Ukraine. It has been emphasized that educational institutions, scientific institutions must pay special attention to popularize museums, and the search for new forms of museum pedagogy, aimed at forming a society with a respectful attitude to the values of museum culture, and increasing its social status by means of development of citizens’ positive motivation, especially the youth. Museum pedagogy is primarily associated with the field of cultural and educational activities, which serves the school, educational institutions through contacts with pupils, students, and educators. This trend is traditional in the functioning of this form of communication, establishing contacts and dialogue between a museum institution and a person. The author argues that this established form of cultural and educational activities is not enough to give a description of museum pedagogy. An important component of museum work is also scientific and practical activity of a modern museum, focused on the study of cultural heritage, its historical, scientific, cognitive, educational, practical features, transfer of artistic experience through the pedagogical process. It has been determined that the education of a citizen is the most important mission of the museum. Museum pedagogy becomes a reality when a person acquires the status of participant in museum communication, and an employee of an institution, having come into contact with a person, can not be a culture educator and a teacher and a psychologist simultaneously, as he began to act in a complex social model of communication “person-person”. It turns out that in education an active introduction of museum pedagogy is needed to overcome the negative stated practice of isolating the cultural environment from educational institutions