In this report, three different methods to approach Howard Gardner‘s »Five Minds for the Future« are revealed, which are each a connecting factor to adult education. As a popular scientific article to psychology and education in the context of a general educational debate, »Five Minds« indicates that the concept of independent adult education is not generally acknowledged. As educational theory, it serves as a useful tool for determining educational objectives. As a scientific creation, which c…
The following article focuses on the debate on organizational learning from an adult-educational point of view. In most approaches to organizational learning the members of an organization are regarded as the main drivers of organizational learning processes. However, such approaches do not systematically incorporate important presumptions of learning-theory, although this promises to create a better understanding of adult-educational experiences within organizations. Hence, the article present…
Research on learning - a retrospective The history of empirical research on adults’ learning reaches back until the twenties of the last century. This contribution evokes some interpretative research on the pedagogy of learning and teaching for adults. It seems that the adult education sciences’ disciplinary memory is underdeveloped as many instructive older analysis seem to have fallen into oblivion. Recent studies mostly don’t pay attention to the linkages and continuity of the questions. …
The book provides a guideline for a didactic planning and design of conferences, conventions and workshops. It serves to support the act of preparation, realization and evaluation of events in adult education and may be used in various contexts and on a variety of topics. The book addresses staff working in the management and leadership of institutions in adult education, in public relations and event management.
The article focuses on the development of the global educational discourse from a human rights perspective, particularly with regard to adult education and lifelong learning. The author discusses the historic milestones set by the UN Universal Declaration of Human Rights (1948) and the consequent understanding of learning as well as the various national implementation strategies of the right for lifelong learning.
Recognition of informal professional competencies Learning in informal and non-formal contexts has not yet gained wide-spread political and social acceptance, documentation and certification. Due to its individual and contextual situation, informal learning can be recognized via learning results only. Professional competence, including both formal and informal learning strategies, will constitute the foundation for a comparative evaluation and certification of such competencies and abilities.
Thematisch widmet sich dieses Heft den Messverfahren in der Weiterbildung. Diese lassen sich auf verschiedenen Ebenen wiederfinden. Da Kompetenzorientierung in der bildungspolitischen Diskussion derzeit eine zentrale Rolle spielt, soll eine Fragestellung darauf abheben zu erkunden, wie (formell oder informell) erworbene Kompetenzen dokumentiert und zertifiziert werden können. Eine andere Frage soll den Möglichkeiten nachgehen, wie die Beteiligung an Weiterbildung gemessen wird. Auf organisation…
The author has collected self-reports of functional illiterates and questioned them on their “joy potential“. Three qualitatively set up analyses of the 1990s serve as sources. The contribution shows that the participation in literacy courses can cause a significant increase of self-confidence by overcoming experiences of deficit. The experience of attention and support is seen as encouraging and it contributes considerably to take over responsibility for one’s own life.
