The report examines the transferability of Howard Gardner’s approach »Five Minds for the Future« to the field of continuing education. Along the »Five Minds«, he points out their significance as a plea for holistic education. Thus, future-oriented education does not impart a definite canon of knowledge but a positive preservation of learning. This pretence is transferable to continuing educational institutions which already include various holistic topics and forms of learning in their programm…
The authors explain their model of transferring self-directed learning elements from the context of projects to their daily work as adult education teachers in the Volkshochschule des Landkreises Gießen (adult education school). They focus on usability and investigate the learners' view on self-directed learning. Their results: If resources are used wisely, the implementation of self-directed learning is possible and learners appreciate it.
»Education for sustainable development (ESD)« first became a term of educational politics in 1998 by use in papers of the Bund-Laender Commission. While sustainability as a principle of development politics has already been used since the Bund-Laender Commission in 1987, the connection with the educational term first hesitantly was made with the Agenda 21 of Rio 1992. In Germany above all the environmental educators adopted the term ESD, but not without political pressure. With diverse protago…
Beim Lehren und Lernen können wir von KI profitieren, so Lutz Goertz im »Stichwort«. Alina Köchling und Shirin Riazy zeigen Vorteile von Learning Analytics auf, warnen aber, dass der Einsatz auch Diskriminierungen nach sich ziehen kann. Wie Lern-Empfehlungen durch die Maschine helfen, Lernziele zu erreichen, zeigt das EULE-Team, und Ralf Klamma beschreibt, wie Wearables und Augmented Reality die Weiterbildung verändern. Cäcilie Kowald stellt intelligente Chatbots als allzeit verfügbare Dialogpa…
Adult education and its terminology This article focuses on the interaction between the history of ideas and adult education. The question of the disciplinary and the individual self-conception, which can be extended by an approach from the history of the understanding of concepts, is central to this consideration. After discribing the possible usage of general terminology it offers different perspectives and levels for adult educational analysis. As a conclusion it discusses to which extent…
