Selbstoptimierung – eine problematisierende Empirie der Weiterbildungsberatung

Abstract

The concept of self-optimisation is closely linked to discourses on lifelong learning and has been discussed in adult education research for some time. The talk about selfoptimisation is mostly articulated as a critique or critical analysis, appears as almost self-evident and thus gets caught up in the pull of normalisation. The established problematisation of self-optimisation is therefore also subjected to problematization in this paper in an attempt to reopen the thinking of the problem. This is transferred into a problematising empiricism that (re)directs the gaze to the concrete discursive practices in the horizon of lifelong learn-ing and analyses them on the basis of subjectification processes in continuing education guidance.