ANDRAGOGIKOS MOKSLO ŽURNALAS Nr. 2 - Klaipėdos ...

According to research data and their analysis, the following four categories are
presented: boredom, seeking to avoid boredom, interactivity and overdosing; the concept of
“the wheel of boredom” emerged in this interaction. First category - the boredom occurs as
characteristic of traditional museum – its environment is quite monotonous and the visitors
lack stimuli, which would stimulate their educational needs. Furthermore, it is evident that the
visitors experience the boredom differently, depending on their activity /apathy, capacity to
react to stimuli. Why are the actors of museum education worried, when facing the boredom
in a museum? M. Heidegger (1983) helps to find the answer by arguing that the boredom is
embarrassing for us and we do want to escape from it as soon as possible. Therefore, the
second category of “the wheel of boredom”, i.e., seeking to avoid boredom, occurred not by
chance. The rise of third category requires paying attention of alternative of boredom. If we
seek to avoid the boredom due to its inconvenience, what is the alternative then? In 1787
K.P.Moritz (cit. Svendsen 2005) pointed out there is a link between the boredom and interest:
therefore, wishing that life would be interesting, it is necessary to avoid “excruciating
boredom”. M. Heidegger also agreed to the link between boredom and interest (cit. Svendsen
2005). It is worth mentioning that P.M.Spaks (cit. Narušytė 2008) noticed that
boredom/interest category established itself as the main category of superficial assessment in
terms of artworks, travels, information, people. As we can see, interest is directly related with
active activity, to put it in other words, with interactivity, which ensures the interest. Thus,
interactivity helps to escape from boredom, since it is interesting. It stimulates more actively.
So, the education situation in museum is being changed – it is being escaped from
monotonous situation. It would seem that interactivity in museum education is perfect for
solving the problem of traditional museum boredom, however, at the same time it seems
reasonable that the category of “overdosing” emerged in the concept of “wheel of boredom”
during empirical research. When museum visitors get too high dose of “interactivity”, they
satiate and this causes the boredom. The category of overdosing can be explained in the
following way: when museum visitors get too high dose of “interactivity”, they satiate and
this causes the boredom, thus, the category of “overdosing” appears as a complex challenge to
modern museum education, able to “draw” it into the “wheel of boredom”.
MOTIVATION FACTORS FOR ADULTS LEARNING FOREIGN LANGUAGES
Asta Balčiūnaitienė , Jovita Daukšytė
ANOTATION
34