This study explores the shift from the museum's role as an (educational) institution that mediates knowledge to one that facilitates meaning-making. The focus is particularly on science museums, where objects have traditionally been presented within a framework of knowledge creation through scientific processes, rather than one that relates to la condition humaine. It asks: how can a science museum become a place of active contemplation without compromising its mission to promote critical citizenship and emancipate visitors through scientific literacy? Can science, which by definition pursues objective knowledge, be framed within an institution that aims for an existential experience? How can that shift redefine the mission of the institution? What are the implications of such a framing for multiperspectivism and for engaging with diverse publics?