%0 Journal Article
%T Ways to live history. Or philosophy, culture, and architecture in the origins of the museum Altes in Berl赤n Formas de habitar la historia. O la filosof赤a, la cultura y la arquitectura en la fundaci車n del Museo Altes de Berl赤n Modos de habitar a hist車ria ou Filosofia, cultura e arquitetura na funda  o do Altes Museum de Berlim
%A Fabiano Lemos
%J Education Policy Analysis Archives
%D 2011
%I 
%X From the beginnings of what we now know as our modernity, man has been surprised with his own finitude. The 18th and 19th  century bourgeois needed to formulate complex ways of preserving the past and of linking with it. In the philosophes＊ circle, time concept starts to double itself in the idea of origin, that, for them, had become opaque. We just need to think of the broad-range process of structuring museums and restructuring natural history collections in cities such as Paris and Berlin, around the turn to the 19th century, so that we can be convinced that the surprise with that origin that one cannot recognize anymore, that becomes object of popular and scientific interest, leads each and all of the decisions in this process. Museum is just one of the institutions in which man, through a complex series of idealizations of space, show himself the spectacle of a lost time and, thus, of a culture whose educational thrive can only be understood by associating to these institutions. Our task is to investigate 每 and the case study of the grounding of the Altes Museum in Berlin, between 1822 and 1830, will perform this concretely 每 which educational policy made the emergence of this new ideological model possible, and , on the opposite way, which conceptual elaborations confirmed or legitimated the new pragmatic topography of time in modernity within the institution that had as aim, precisely, articulate and administrate past and memory. Desde los albores de la modernidad tal como la entendemos hoy en d赤a, el hombre se espanta por su finitud. El burgu谷s de los siglos XVIII y XIX tuvo que crear mecanismos complejos para la preservaci車n del pasado y su relaci車n con 谷l. En el c赤rculo de philosophes, la noci車n del tiempo comienza a replicarse en la idea de origen, que para ellos se convirti車 en opaca. Basta pensar en el amplio proceso de estructuraci車n de los museos y la reestructuraci車n de las colecciones de historia natural en ciudades como Par赤s y Berl赤n en la transici車n para el siglo XIX, para convencernos del asombro con el origen que ya no se reconoce y que se convierte en objeto de inter谷s cient赤fico y popular, y que gui車 cada una de las decisiones involucradas en este proceso. El museo es s車lo una de las instituciones en que el hombre, a trav谷s de una serie idealizaciones del espacio complejo, se entrega a el espect芍culo de un tiempo perdido, y por lo tanto una cultura cuyo esfuerzo educativo s車lo puede aprender asoci芍ndose a estas instituciones. Lo que debemos investigar - y el estudio de caso de la discusi車n en torno a la fundaci車n del Museo Altes e
%K Museum
%K educational policy
%K history of education
%K philosophy.
%U http://epaa.asu.edu/ojs/article/view/781