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We explore how adult education can be made inclusive, digital and effective.
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The mature adult who participates voluntarily in free educational programmes is a basic assumption, which equally often supports theories and practices of adult education as it is empirically challenged. Neither supply nor demand is consistently characterized by voluntariness. Up to a certain degree, programmes and participation are mandatory. The assumption that responsible adults do not want to, should not and cannot be taught is also considered to be problematic. The article reveals good rea…
Environmental education that fosters meaningful community participation and learning has been considered a requisite to sustaining our human and natural environments in many of the global conferences, agreements, declarations and charters since the 1972 UN Conference on the Environment in Stockholm. Despite this growing consensus there is a small amount of published research in Australia in this field of practice we have decided to call popular and informal environmental education – education t…
The demographic development in Germany will lead to the society servicing more older people than younger people. Against this background the contribution shows in which way institutions of communal adult education are called upon for developing specific offers that consider the different educational requirements and educational necessities of a very heterogeneous age group. By means of examples from the work at adult evening classes (Volkshochschulen) the author clarifies how contents, teaching…
In Deutschland entstanden unmittelbar nach Kriegsende 1945 die ersten kirchlichen Akademien als Orte offener und zugleich gemeinwohlorientierter Diskussions- und Denkkultur, in denen es um nicht weniger ging als den Neuaufbau einer durch Krieg und Nationalsozialismus materiell und moralisch zerstörten Gesellschaft (Schütz 2004, S. 15f). Bemerkenswert schnell und konsequent erwiesen sich katholische wie evangelische Akademien als Träger demokratiestützender Bildungsarbeit. – Was können sie jedoc…
Beim Lernen spielen emotionale Prozesse eine große Rolle. Ergebnisse einer Befragung von erwachsenen Lernenden zeigen, dass gerade kooperative Lernformen positive Emotionen wie Freude hervorrufen und Lernmotivation und Lernerfolg erhöhen, so die Autorin und der Autor.
Ist die Beschäftigung mit dem Begriff Haltung ein Zeichen für eine neue Bildungs-Debatte? Zumindest, so der Autor, wird der Blick nach der Kompetenzwende damit auch wieder auf Selbstwirksamkeit und Innensteuerung gerichtet. In pädagogischen Settings geht es dann um die Entwicklung von Haltung als orientierender Kraft – bei den Lernenden wie den Lehrenden.
Natural Sciences as a Constitutive Element of Modern Adult Education Imparting natural scientific knowledge to a socially broad audience was already quite common in manifold forms before adult education as such was really constituted in the last third of the 19th century. Some of the questions raised when natural science spread in the 18th and 19th centuries are still or again relevant in the 21st century. This paper tries to demonstrate that notion in a summarized form on the basis of an ex…
Der REPORT vermittelt einen Überblick zur wissenschaftlichen Forschung und Theoriebildung in der Erwachsenenbildung. Jedes Heft behandelt ein Schwerpunktthema und enthält einen umfangreichen Rezensionsteil.
This book gives an overview of central aspects of Adult Education and Training in Cyprus in an attempt to sketch out the country’s profile in the field. Based on empirical findings from a current research project, Maria Gravani and Alexandra Ioannidou present a range of data and information regarding the historical development of Adult and Continuing Eeducation in the island, the adult education and training institutions, financing, provision, participation, staff and professionalism, quality a…
Serving oneself. The new voluntary work and the role of full-time educationalists People’s own learning and development motives play a more important role in the “new voluntary work” than before. This article relates subjective descriptions by volunteers of the learning motives underlying their commitments and adopts a profession-oriented theoretical perspective to relate these to a strategy of support for volunteers by full-time educationalists, referred to as learning and development supp…
