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The studie „Cultures of Teaching“ focusses on the question, to what extend teaching beliefs are anchored in the pedagigal practice of Adult Education. Particullary the relation between teaching beliefs and organizational contexts is analysed. These questions are answerd by the means of a qualitative research design in which nine organisations of adult education were integrated. Therefore, all members of each organisations (mananagment, pedagogical and administrative staff) took part at intervie…
Adult education is a field that is strongly shaped by tensions between scientific and political demands. The development of competencies as well as the idea of continuing to learn throughout the whole life are topics that have been debated in science and policy for many years and are still of great importance today. This dissertation deals with the relationship between science and European education policy in adult education by analyzing scientific journal articles and political documents from …
Consequences from subject-orientated research: questions to a media- and adult didactical requirement Based on empirical results that are currently available on subject-scientific basis on e-learning, the author wants to pose questions to media- and adult didactical set-ups. He asks these questions pointedly by bringing the “burning glass-thesis” up for discussion. Thereby it needs to be clarified, which characteristics justify a specific media-didactical discussion. Because these specific r…
Changing the focus on Natural Sciences At present, public debates postulate more attention to natural sciences in the education sector. First, we will examine the precarious status of natural sciences in adult education and than argue that the traditional focus on natural sciences need to be readjusted. This change of focus aims at a general understanding of scientific developments by which both the individual and the society as a whole will gain and maintain its capacity to judge and act on…
In the present contribution the final report of the Expert Commission on Financing Lifelong Learning is compared to a firework: it has provoked a short-term enthusiasm and attention. What is there to do in order not to let the ideas deflagrate but conserve chances for their implementation? The author asks the actors of further education to help oneself offensively with the arguments of the report (“public interest“, “more investments necessary“, “increase sovereignty demand“) and to advertise t…
Familienbildung ist mit ihrer »doppelten Verankerung« in Sozialer Arbeit und Erwachsenenbildung in einem Spannungsfeld zwischen Fürsorge und emanzipatorischer Bildung angesiedelt. Das Heft beleuchtet dieses Spannungsfeld und betrachtet die Bedingungen und die verschiedenen Herausforderungen für die Familienbildung aus erwachsenenpädagogischer Perspektive.
