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We explore how adult education can be made inclusive, digital and effective.
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Mit ihrer Reform zum »Kontinuierlichen Lernen« hat die finnische Regierung Instrumente zur weitreichenden Anerkennung non-formal erworbener Kompetenzen geschaffen. Der Autor schildert die Entwicklungen zum kompetenzbasierten Lernen in der finnischen Erwachsenenbildung und gibt einen Einblick in Voraussetzungen und Vorteile dieser Anerkennungspraxis.
Intergenerational learning can be considered as a chance for institutions of adult education. Besides explicitly planned courses for different generations, intergenerational learning opportunities also take place incidentally in the educational work in seminars and courses, when the participants belong to different age groups. In both cases, the question arises how to arrange those courses didactically in order to support intergenerational learning processes. Based on systematic considerations …
Die Corona-bedingte Schließung von Einrichtungen der Erwachsenen- und Weiterbildung hat vor allem diejenigen Lehrenden hart getroffen, die freiberuflich Kurse leiten. Am Beispiel der Volkshochschulen zeigt die Autorin, welche Auswirkungen die Pandemie für Solo-Selbständige hatte und wie Einrichtungen und Politik reagiert haben.
Indivisible but Limited. Inclusion in View of Severe and Multiple Disabilities in the Light of the Danish Experiences “Indivisibility“ is given the upmost priority in the discussion about inclusion. Does “indivisible” also imply “unlimited”? The author sees limitations to the right of inclusive adult education. Acknowledging these limitations is a prerequisite for developing successful forms of inclusion. Not attracting a sufficient number of “non-disabled” participants is a limitation of p…
Weaving the ‘carpet of memories’: a zigzag movement between association and knowledge This article presents a didactical strategy in the form of »zigzag learning« which works on the basis of a constant linkage between free associative learning elements (sporadic learning) with a logically structured content (systematic learning). A »carpet of memory« is woven in this zigzag movement which is propitious for learning efficacy. The strategy is presented using an example from school biology cla…
God’s people as a learning community Biblical foundations of lifelong learning The article presents the around 2.500 year-old roots of a concept of lifelong (religious) learning which is being developed in the book Deuteronomium of the Hebrew Bibel. Learning is considered an existential self-realization of God’s people which encompasses not only ethics, but also history and constitutional law. With respect to the history of people’s duty to learn in Judaism, the author evaluates perspective…
Interest and Learning This article presents an overview of the so-called educational-psychological theory of interest and demonstrates its relevance for the processes and results of learning. Following this theoretical approach, interest behaviour can be described as a relation between person and object. It is accompanied by self-determination, positive emotions and a strong personal relation to certain objects or actions. Advantages of interest-motivated learning appear in improving cogniti…
Didactics – more than the art of teaching? The contribution gives an overview of the historical terms of didactics. With the background of changing paradigms, drawn is the entry of the didactical term into adult education and its development since the 1960s. One focus of the consideration is on the didactical change from “teaching“ to “formation of learning contexts”, which was influenced by the discussion on constructivism. Concluding, the author elaborates on the state of research on didac…
Organisation psychological profit for adult education using the example of "quality" In this contribution organisation psychological theory concepts and empirical methods are used for the current problem of educational institutions of providing a "quality proof" – in the sense of the implementation of quality management systems -, in order to maintain the continuity of their promotion. Before, the organisational psychology is sketched in its extension level, its methods and its reception beh…
Welche Kompetenzen sind in der Praxis der politischen Bildung relevant? Dies diskutieren die Autorin und der Autor mit Blick auf die Lernenden und die Lehrenden und analysieren dabei aktuelle gesellschaftliche Herausforderungen, die die Kompetenzfrage beeinflussen.
