Reflexionen zur aktuellen Qualitätsdebatte aus subjektwissenschaftlicher Perspektive

Reflections on the current quality debate from a subject scientific perspective The subject scientific theory perspective presented in this contribution makes learning actions from the viewpoint of the learning subjects a subject of discussion. Learning is thereby not composed as a dependent variable of teaching, but as subjective justified acting, that is based on interests, needs and sensitivities which are developed by the learners against the background of societal significance constella…

Kritische Erwachsenenbildung

Critical adult education Adult education in the horizon of contemporary societal criticism The essay contacts basic lines of the early critical theory in order to connect it with power analytical surveys on neoliberal restructuring of education. Foucaults analytics of power serves as a guide to decipher the current self-organisation discourse in adult education as part of a power-knowledge-complex. Thereby the present reform strategies manifest themselves as gouvernemental arrangements for …

Habitus, soziale Milieus und die Qualität des Lebens, Lernens und Lehrens

Habit, social milieus and the quality of life, learning and teaching The contribution highlights the topic quality in adult education from the perspective of Bourdieu’s theory of the habit and the on this building concept of social milieus. Thereby attention is drawn to some aspects neglected in the discussion that are of special interest to the social actors and the ”theory of practice” which derives from them: the learners, the practical processes on the organisational level and the que…

Theoretische Bezüge der Erwachsenenbildung

Weiterbildung in den neuen Bundesländern - Probleme und Chancen

Thesen zur Frage von "Professionalisierung - Entprofessionalisierung" der Erwachsenenbildung.

Lernkulturen in regionalen Netzwerken

Weiterbildungsqualität aus Sicht der Teilnehmenden

"Lernen kann man nur selbst!" Offenes Lernen in der Stiftung Berufliche Bildung, Hamburg

Wechselseitige Qualitätsbeurteilung unter Kursleitenden

Case-reconstructive quality circles have hardly ever been tried out in adult education. Under the direction of trainers, course teachers reflect the quality of their work in a mutual process. Their own teaching/learning situation serves as illustrative material. It is self-evident that this method relies on mutuality and must be voluntary. The method, which is explained with the aid of a practice example from the KVHS Northeim, has its origins in health care.