Share with students our own ongoing research, the methodological problems encountered, the expected results,... is a way of confronting them with the reality of the discipline and inviting them to support scientific reasoning themselves.
Julie BAWIN, Associate Professor in the field of contemporary art history (from the 19th century to the present day).
fter studying art history at the University of Liège, a DEA (Diploma of Advanced Studies) at the University of Paris-1 Sorbonne and a thesis defended in 2004 at the Institut national d'Histoire de l'art of Paris as part of a co-supervision between the University of Liège and the University of Paris 1-Sorbonne, Julie Bawin became successively FNRS Postdoctoral Researcher, First Assistant and Head of Studies at the University of Liège. At the same time, she has also been teaching at the University of Namur since 2005, where she is a Visiting professor. Specialized in the study of artists' collections and exhibitions, she has written numerous articles on the subject and published, in 2014, at the Editions des archives contemporaines in Paris, a reference work on the history of artists' exhibitions. In 2016, with the museologist François Mairesse, she directed a dossier on the relationship between the artist and the Museum, published by Actes Sud. Julie Bawin regularly organizes international symposia and study days, notably as part of the FNRS contact group "Museums and Contemporary Art", which she founded and chairs. In addition, for many years now, she has organized exhibitions, many of which are closely linked to her research activities (the last two have been shown at the Cité Miroir in Liège and the Musée des Arts et Métiers in Paris respectively). Since 2017, she has been in charge of the Musée en plein air of the Sart Tilman. She is also a member of many research groups, learned societies and professional associations such as the International Council of Museums.
Vary the teaching methods and devices
"In my opinion, the role of a university teacher is to strike a balance between what involves, on the one hand, rigorous training through the learning of knowledge, theoretical concepts, analytical and interpretative tools; and, on the other hand, what involves, the encouragement of students to develop their critical thinking skills, develop their autonomy and teach them to learn. To do this, it is necessary to vary teaching methods and devices. In my field, for example, it is essential to invite the student to be in direct contact with works of art through visits to exhibitions and heritage sites. Meetings with artists, experts and professionals from the museum world are also particularly formative, starting in the third year of the Bachelor's degree. "
From teaching to research
"While the articulation between teaching and research activities appears natural to the university teacher, it is not always perceived as such by students. However, it seems to me essential to leave room for the research approach in the proposed training. Sharing with students our own ongoing research, the methodological problems encountered, the expected results,... is a way of confronting them with the reality of the discipline, inviting them to support scientific reasoning themselves and helping them to develop research methods as part of their own investigations, particularly in the context of their final dissertation. "