Rohs/Käpplinger zeigen auf, dass der Lernberatungsbegriff – ähnlich wie früher der Schlüsselqualifikationsbegriff – aktuell eine Entgrenzung erfährt. Er ist eine Art „Omnibus“, in dem die unterschiedlichsten Protagonisten und Konzepte Platz finden. Nichtsdestotrotz lassen sich aufschlussreiche Gemeinsamkeiten und Traditionslinien in der Begriffsverwendung in der Weiterbildungslandschaft ausmachen, die bis zu Schulenberg in die 1960er und 1970er Jahre zurückreichen. Lernberatung scheint insgesa…
The concept of support-networks is currently finding its way out of the theoretical discussions into practical application. This is not only due to the zeitgeist of reduced governmental investments in education policy but also because the concept of support takes into account the social embeddedness of learning costs and thus contributes to the discourse of the „learning society“. Networks are propagated as an alternative to either the state or the market, on the other hand they are likely to c…
The phenomenon of disordered learning and the resistance against education are reconstructed as a result of purposeful educational determination. Both are collateral costs of institutionalized learning arrangements, at which can be worked anew with educational means on a higher level. Compared with informal and implicit learning, in contexts of formal learning there is a fair chance for resistance against exacting learning demands. So the competence of refusing education might be seen as a base…
Die Autorin beschreibt das Projekt 'Wege zum selbstorganisierten Lernen'. Ziel des Projektes ist es, Konzepte für die Umsetzung des Ansatzes der Selbstorganisation in Erwachsenenbildungsprozessen zu entwickeln und zu erproben.
Every educational event inevitably comes to an end. A »good« ending to educational events is - in contrast to their opening - often not sufficiently reflected upon in didactical terms. Ulrich Papenkort’s article focuses attention on this subject, which has received little attention from the field of research to date. By distinguishing between »opening«, »a retrospective look«, »criticism«, »look forward« and »farewell«, new possibilities for designing a successful conclusion to teaching/learni…
In einem Gespräch befragt Horst Siebert den Neurobiologen Gerhard Roth zu seinen Gehirnforschungen und den Folgen für die Vorstellungen über das Denken, das emotionale Gedächnis und das Lernen.
Aus der Perspektive der Kognitions- und Emotionspsychologie und der Hirnforschung werden Erklärungsansätze dafür entwickelt, warum Lehren und Lernen aus inhärenten Gründen grundsätzlich schwierig sind.
Findings of the empirically and medically oriented sports sciences point to the fact that ageing processes can be retarded and their consequences alleviated by adequately dosed exercise. The compensation-oriented intervention plan derived from this fact is, however, based on normative ideas of an unproblematic functioning of the body which is seen as the essential prerequisite of a high quality of living in old age. The objective of an education for the elderly that focusses on an emancipative …
In this article, fundamental considerations are presented which describe learning not only on a cognitive level but which also outline the neurophysiological conditions of learning (the nervous system as a neural net, processes of neural coupling, neuronal preconditions of the brain, body perception and movement as praxis). Besides, the question is broached whether in pedagogy a focussing on the “neurophysiology of learning” is possible or useful for general pedagogy and andragogy.
