From Passive Viewers to Active Curators: Rethinking Museum Education through Youth Engagement

Abstract

In Japan, the Museum Act stipulates that museums have both educational and research roles; however, curators are primarily assigned research duties, resulting in an imbalance that has constrained the development of museum education (Kurita 2019). As a consequence, museum education in Japan has often emphasized explanation and knowledge transmission, positioning children and youth primarily as passive recipients rather than active participants. Amid shifts in educational philosophy and societal expectations—and reflecting broader global trends in experiential and inquiry-based learning—new models have emerged that encourage children and youth to participate more actively in museum activities, paralleling the aims of child-curator programs seen in various regions. This study examines two initiatives at Nagoya University Museum: MusaForum, a university student–led initiative, and the Kiso Horse Project, a museum–school collaborative program. Through an analysis of program design, participant roles, and learning processes, these cases demonstrate how program designs grounded in preparatory engagement, hands-on practice, and structured reflection enable young participants to act as active contributors rather than passive recipients. By positioning museums as dynamic platforms for youth-driven inquiry, this study proposes a multi-layered program-design model that integrates scientific inquiry, cultural understanding, and well-being, offering practical implications for participatory museum education and the evolving role of museums as collaborative learning ecosystems.