금융기관 역사관의 문화예술교육적 전환 가능성 연구: IBK역사관 이음스퀘어(IE:UM²) 사례를 중심으로 = A Study on the Possibility of Cultural Arts Educational Transformation in Financial Institution Museums: The Case of IE:UM²

다국어 초록 (Multilingual Abstract)

This study examines how financial institution museums may shift from information-centered financial literacy education toward a cultural arts education model grounded in experience, interpretation, and public engagement.
In line with recent international museum discourse, which increasingly emphasizes interpretation, accessibility, inclusion, participation, and sustainability, the study approaches financial heritage not as an object of institutional explanation but as a cultural text that can be continuously reinterpreted within the lived contexts of citizens. To examine this possibility, the study proposes three analytical criteria: (1) a shift in educational value from functional knowledge acquisition to citizenship and literacy; (2) a shift in temporal and narrative organization from chronological description to experience-based, accumulative narrative; and (3) a shift in social orientation from internal promotion and training toward community participation and public expansion.
These criteria are applied to a case study of IE:UM² (Ieum Square), the IBK Industrial Bank of Korea museum located at the bank’s Euljiro headquarters in Seoul. The analysis suggests that IE:UM² organizes the visitor experience not primarily through guided explanation, but through spatial narrative and mediated experience. Its three-cube configuration—History, Innovation, and Vision—structures past, present, and future as distinct temporal layers of experience, allowing visitors to encounter financial history as accumulation, renewal, and reflection. The entrance sequence and the media environments of each cube further support a gradual cognitive and affective transition from everyday perception to immersive interpretation, encouraging visitors to relate financial institutions to social memory, work, crisis, recovery, and responsibility. In addition, by defining itself as a “Square,” IE:UM² frames publicness as a relational condition in which meaning can be produced and shared through spatial openness, mediated access, and programmatic use.
This study is significant in that it explores the possibility that a financial institution museum may function as a public cultural and educational environment that supports interpretation, reflection, and participation. The findings provide an analytical framework for examining educational transformation in corporate heritage spaces and offer practical implications for the planning and operation of financial heritage education.