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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.
In modern society, the production of knowledge is multiplied and taken from the universities who were traditionally dedicated to this task, into the general public. The role of institutions of secondary education changes from diffusing to producing knowledge; teachers representing, in this context, the once-universal authority of science. Against this background, the authors present their DFGfunded project „Wissensgesellschaft. Umgang mit Wissen im Kontext sozialer Welten vor dem Hintergrund de…
The atmosphere of adult pedagogy (Re-) discovery of a central didactical category Even though every teacher would give the pedagogical atmosphere a central meaning for the progression of the learning activity, the marginal theoretical capture of this phenomenon in adult pedagogic is astonishing. A look over the edge of a plate makes it clear, that general pedagogy, philosophy and psychology has already come to interesting cognitions. Against this background, the aim of the contribution is …
Learning as a way out of »self-paralysis« In this article learning is understood as an ‘emergence’-like movement in which people put their own patterns of learning into movement. This movement is illustrated using the example of South American businessperson. Special attention is devoted in the article to the learning movement is inhibited by: experiences of the past, recollections and emotions. The key to overcoming this ‘self-paralysis’ is a method of targeted cognitive self-observation w…
Die Direktoren dreier Leibniz-Institute im interdisziplinären Gespräch über die Frage, was Erwachsenenbildung von der Konzept-Orientierung der PISA-Studie lernen kann: Prof. Dr. Prenzel vom Institut für Pädagogik der Naturwissenschaften an der Universität Kiel und zugleich Mitglied des deutschen PISA-Konsortiums 2000, Prof. Dr. Scheich vom Institut für Neurobiologie in Magdeburg und Prof. Dr. Ekkehard Nuissl von Rein vom Deutschen Institut für Erwachsenenbildung in Bonn.
