In the view of cultural history, andragogy precedes pedagogy. The task of the andragogy is the social distribution of cultural innovations. The passing on of such innovation to the following generation is the task of pedagogy. Andragogy and pedagogy have been carried out over thousands of years in the mode of informal learning. With the dawn of literacy, formal learning emerges which then institutionalizes forms of schooling for the young generations. Institutions for andragogical formal learni…
Education for sustainable development is being practiced exemplary in Sweden, Finland, Great Britain, France and the Netherlands. This outcome is the result of the present attempt of a European comparison in sustainable education. Since reliable indicator systems are absent at present, with which one could measure whether a country practices sustainable development more efficiently than others, the estimation of the author is based on surveys with official institutions and conventional assessme…
With respect to the Spatial Turn, an orientation becomes visible which clearly refers to the materiality of spatial arrangements. This trend to re-establish materiality entails the risk of returning behind the state of the Spatial Turn achieved so far. One opportunity to avoid the “space trap” might be to turn to a topological perspective. Such a perspective in adult education opens up for removing blind spots in the reception of the Spatial Turn and thus for the introduction of a frame that ca…
Keeping an eye on the practice of management in further education institutions, the observer will encounter a rich variety of changing management strategies. Johannes Hartkemeyer, himself director of a Volkshochschule, scrutinizes past crazes and sets up guidelines for dealing with ever-changing fashions on the one hand, and organisational development on the other hand. His advice is to be a »learning organisation«, watch out for »mental models« of the organisation in a permanent process of ref…
Construction of reflexive acting in work related learning adult education in the context of the company With the arising of post industrial work relations employment contracts, learning and further education develop to an important factor of success in companies. In an increasingly customer orientated and globalized economy, a reflective work action has become possible and necessary both in view of subject related developments and work environments and structures. This double reflexibility …
In the face of accelerated structural change (“transformation society“) in-company further education can no longer just rely on familiar forms of learning and teaching. It must evolve into a form of guidance for personal development, by which managers are directed towards continuous introspection (“culture of reflection”). The author shows that such phenomena can be empirically shown to exist at this moment in time, and outlines in which way they can be seen as pedagogical communication, by way…
The National Educational Panel Study (NEPS) reflects upon adult learning from the perspective of a life profile. The article describes the system and methodological approach of the NEPS with a special focus on the group of adults. The education and employment history as well as the consequent competence development of the adult working age population is analyzed. Overall, 60,000 people are surveyed in the NEPS including more than 11,000 adults. First data is already available to the expert publ…
More popular than its reputation Learning success controls in adult education The research project called “LeKo“ of the European Federation for Catholic Adult Education (KBE), which is funded by the Federal Ministry of Education and Research has analysed how learning success controls can be included in all areas of adult education and it has analysed which attitudes participants have towards it. The first empirical results are presented here. Thereafter the pedagogical-instrumental value is …
The paper tackles the issue of procedures for the validation of competences, which are used in the tertiary education sector in order to evaluate an individual’s study ability on the basis of his/her vocational qualifications. This contested terrain will be explored by means of the University of Hamburg’s validation procedure (the so-called Eingangsprüfungsverfahren, §38 HmbHG). The focus of interest will be put on a qualitative reconstruction of individual decision-making processes during thes…
Der Report 31 will auf einige Forschungslücken zum Umgang mit der Geschichte in der Erwachsenenbildung hinweisen. Thematisiert werden so unter anderem Fragen zur Notwendigkeit eines Rekurses auf die philosophische Tradition, zum Beitrag der Frauen in der Geschichte der Erwachsenenbildung, Probleme und Zuzgänge einer historisch-vergleichenden Erwachsenenbildungsforschung. Außerdem wird die erwachsenenpädagogische Theoriebildung nach 1945 in den Blick genommen sowie der Fortgang des ost-westdeuts…
