The article provides an education-theoretical reflection of spaces for teaching and learning in education centres. Adult education is defined as a »learning process concerning everyday life«, which requires particular architectural adjustments. In this context, Joachim Ludwig stresses that architecture is by far more than a simple arrangement of building material. Room structures rather contain a »significance« which has a great influence on the »standard of living« for learners as well as teac…
Models of subject orientated didactics This contribution has a didactic theoretical perspective. Three didactic theoretical concepts (constructivistical, interaction-related and subject-theoretical) are thereupon questioned, how they substantiate and comprehend subject orientation in didactical action. In the centre are questions of the worth of subjective knowledge stocks and the theoretical substantiation of the relation between teachers and learners. After a criticism of the constructivis…
Stepped courses of studies and professionalization of adult education Reflections against the background of first experiences at the Ruhr-University Bochum The contribution takes the occasion of the dynamics of reform, with the transposition of the study into two cycles, to show policy-making decisions which need to be made for the study offers in the area of adult education. One important point of reference is the question, as to what extent the reform counteracts the efforts concerning pr…
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…
Interdependence of context, selection criteria and usability of assessment methods Competence assessment is a broad field increasingly difficult to structure. The article distinguishes different assessment methods regarding their relation to different definitions of competence (competence as a collective term vs. competence as an organizing function), purpose of assessment (summative - formative) and objects of assessment (action - resources - reflection). There are contingencies shown which s…
Computer aided data analysis in the qualitative adult education research Experiences with the software MAXqda 2 and Atlas.ti The qualitative social research has various different programmes to choose from when evaluating data which can make the systemization and organization of data easier. In the contribution two works from research in adult education and respective usage of software for qualitative data analysis are exemplarily discussed. Thereby especially the process of the (network) …
