Research and Education
As an educational institution, the Field Museum offers multiple opportunities for both informal and more structured public learning. Exhibits remain the primary means of informal education, but throughout its history the Museum has supplemented this approach with innovative educational programs. The Harris Loan Program, for example, begun in 1912, provides educational outreach to children, offering artifacts, specimens, audiovisual materials, and activity kits to Chicago area schools. The Department of Education, begun in 1922, offers a challenging program of classes, lectures, field trips, museum overnights and special events for families, adults and children. Professional symposia and lectures, such as the annual A. Watson Armour III Spring Symposium, present the latest scientific results to the international scientific community as well as the public at large.
The Museum's curatorial and scientific staff in the departments of Anthropology, Botany, Geology, and Zoology conducts basic research in the fields of systematic biology and anthropology, and also has responsibility for collections management, and collaboration in public programs with the Departments of Education and Exhibits. Since its founding the Field Museum has been an international leader in evolutionary biology and paleontology, and archaeology and ethnography, and has long maintained close links, including joint teaching, students, seminars, with local universities—particularly the University of Chicago and the University of Illinois at Chicago
Read more about this topic: Field Museum Of Natural History
Famous quotes containing the words research and/or education:
“I did my research and decided I just had to live it.”
—Karina O’Malley, U.S. sociologist and educator. As quoted in the Chronicle of Higher Education, p. A5 (September 16, 1992)
“How to attain sufficient clarity of thought to meet the terrifying issues now facing us, before it is too late, is ... important. Of one thing I feel reasonably sure: we can’t stop to discuss whether the table has or hasn’t legs when the house is burning down over our heads. Nor do the classics per se seem to furnish the kind of education which fits people to cope with a fast-changing civilization.”
—Mary Barnett Gilson (1877–?)