ABSTRACT
This chapter aims to provide a starting point in the construction of a philosophy of museum education, a philosophy which has partly emerged through a long tradition of thought and action concerned with learning and teaching with objects and specimens. The broad historical parameters of the practices of learning and teaching with objects will be outlined, although an analysis of discontinuities in these practices will not be addressed here. 1 This chapter is also written as a guide and a resource for further reading. There are, therefore, many references in the text, and an extensive bibliography.
