ABSTRACT
Most of the pages that follow were written by and for museum educators, but we hope that this fact will not put off those readers who have a more general interest in how learning takes place. Museum educators have a unique perspective that has enabled them to gain insights and make discoveries that merit a wider readership than is usually accorded this special genre of educational literature. Not that these hypothetical readers get the opportunity too often. The literature directly related to museum education and of more or less immediate use to its practitioners-let alone others-has remained a relatively scarce commodity. You could store it all in your garage and still have room for ten years of the National Geographic and maybe a power mower. (You couldn’t cram the literature of general education into all the garages in Bethesda, Maryland, although this might be the best thing to do with the stuff.) Therefore, the contributions of the Museum Education Round' table are this small, cooperative organization’s finest achievement, and Roundtable Reports its most visible. Its members may justifiably take five minutes off to celebrate. To remain satisfied with the state of their art longer than that is not in their tradition.
