Eureka! Institutional Repository

The phenomenon of globalization has become a reality and the social and cultural needs have changed radically nowadays. The national identity and the preservation of the unique appearance of each people should be a primary objective. At the same time, humanitarianismand humanitarian institutions in general are in crisis and are frequently in doubt because of the technological “attack” and domination. Under these circumstances, education can contribute decisively in the attempt to connect the past with the present and at the same time it has the ability to keep their humanitarian mission alive. Museums and the exploitation of the ‘museological’ education in general can serve as an important tool, which can be integrated in the educational process. This essay aims to record on the one hand the teachers’ attitude towards museological education and the pedagogical-educational elements that describe it, and, on the other hand, the contribution of a school’s principal in adopting and exploiting these elements. After processing the answers of teachers from primary and secondary education in questions posed through the questionnaire distributed, two main conclusions emerge. The vast majority of teachers are in favour of the exploitation of museums, within and outside the school, recognizing their pedagogical value. A decisive factor for the practical implementation of this direction is the school’s principal, and in particular the one who adopts and puts into practice the principles of transformational leadership, motivating the teachers, getting across his vision for an open school with humanitarian orientation to them, as well as encouraging innovation. The foundation and the premises do exist; nevertheless the appropriate leader who will lead to the practical implementation of the museological education in schools is required.