Using the crisis-ridden Afghanistan as an example the authors show the importance of adult und continuing education for the positive development of a conflict region. By strengthening the employability of young people in transition from school to university or professional life it helps preventing frustration, aggression and violence – and thus also the emergence of new conflicts.
In this article, the reactor disaster in Fukushima (March 2011) together with the changes in energy policy following in its wake are used to enquire about reactions in the fields of natural science and technical didactics. The empirical finding is that didactical discourse has been little affected by Fukushima. The reason for this, in the view of the author, is to be found in the theoretical problems associated with specialised didactics, in this case didactics involving technology, as well as …
Experience cannot be synthesised – it needs time. This aspect moves to the centre of attention when educational training time is not examined from the perspective of its exploitation, but rather in terms of its enablement. This article conceives of adults’ educational time as a qualitative factor whose content requires structuring. The structure of educational training time is at the same time viewed as a deceleration factor. Deceleration is not understood here to mean passive non-activity, but…
Development of culinary competencies. »Food Literacy« as a horizontal task for adult education Nourishment relevant theoretical knowledge and practical skills in preparing dishes are more and more decreasing. At the same time the requirements towards the personal feeding competence are increasing: the variety of offers continuously demands decisions and a time budget for nourishment from the consumer – these become smaller in competition to work times and media using times. The contribution i…
