Object-based self-enquiry: A multi- and trans- disciplinary pedagogy for transformational learning

This article reflects on the coming together of two pedagogic practices – museological teaching practice and learning development – to develop a form of object-based self-enquiry. This teaching practice has emerged from a shared practitioner interest in the use of museum and special collection objects as mediating artefacts (Vygotsky, 1978; Engeström, 1999) for increasing learning awareness. It considers the design and development of workshops which use museum objects as a focus for surfacing student self-perception of the role of values, assumptions and habits of mind in meaningful learning, particularly where these become influenced by disciplinary ways of thinking and practicing.