Gruber David R
City University of Hong Kong, Run Run Shaw Bld., 8th Floor, Kowloon Tong, Hong Kong.
J Med Humanit. 2016 Mar;37(1):65-80. doi: 10.1007/s10912-015-9336-6.
The introduction of digital games and simulations into science museums has prompted excitement about a new "post-museum" pedagogy emphasizing egalitarianism, interactivity, and personalized approaches to learning. However, many post-museums of science, this article aims to show, enact rhetorical performances that lead visitors to narrowly targeted answers and hide the authority of the expert in a play of tactile and affective activities, thus operating in opposition to many of the basic ideals of the post-museum. The Brain and Cognition Exhibit at the Hong Kong Science Museum serves as a case study for how a post-museum exhibit, through embracing interactivity and visitor-centered tasks, becomes a site where science is tested on and performed through visitors' bodies such that institutional prescriptions are applied. Visitors are not merely encouraged at this exhibit to learn about the brain through doing but are trained to see functional and dysfunctional brains and to then diagnose themselves and their children by playing games and taking brain-measurement tests. As a result, the interactive engagement of the exhibit creates a new space of public medicalization. Reflections and suggestions are offered at the end of the article.
将数字游戏和模拟引入科学博物馆引发了人们对一种新的“后博物馆”教学法的兴奋之情，这种教学法强调平等主义、互动性以及个性化的学习方法。然而，本文旨在表明，许多科学后博物馆进行的修辞表演会引导参观者得出针对性很强的答案，并在触觉和情感活动的游戏中隐藏专家的权威性，从而与后博物馆的许多基本理念背道而驰。香港科学馆的大脑与认知展览作为一个案例研究，展示了一个后博物馆展览如何通过接纳互动性和以参观者为中心的任务，成为一个通过参观者的身体来检验和展示科学的场所，以便应用机构规定。在这个展览中，参观者不仅被鼓励通过实践来了解大脑，而且还被训练去识别正常和异常的大脑，然后通过玩游戏和进行脑部测量测试来诊断自己和他们的孩子。结果，展览的互动参与创造了一个新的公共医学化空间。文章结尾给出了反思和建议。
