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The report focuses on empirical data of cultural life from a cultural political perspective. Despite the common experience of growth, a significant increase of cultural life participation cannot be empirically verified with regard to the time budgets applied – at least not of provisions attributed to the narrower definition of culture. There are more visits (especially of large cultural institutions and popular cultural events) but not necessarily more visitors. While the prerequisites for cult…
Courses of scientific continuing education are diverse and heterogeneous. This impedes their comparability and their connectivity to existing qualification frameworks. This article provides a proposal for a systemization, which has been implemented in Baden-Württemberg, and shows possible connections to the German qualification framework (DQR).
This article discusses participation of older people from five different perspectives: the perspective of images of old age, the perspective of individual potentials for change and participation, the perspective of the creation of public space, the perspective of social relationships and the perspective of structures of care. Participation is thus understood as a combination of personal, social, cultural, communal and societal factors. Education is seen as a central mechanism for building struc…
Voluntary engagement is firmly integrated in the structures of our society. To be able to foster it, one has to understand who is engaged and why. Drawing on data of PIAAC and CiLL surveys, the authors show that age is not a relevant factor in why someone is engaged. Rather, education is a key factor in taking up volunteering activities. This, it is shown, is also true for non-formal activities of adult education.
Why do senior citizens stop taking part in continuing education? The author tries to find and explain reasons, drawing on a survey regarding courses of scientific continuing education of Ulm University. One key finding is that the biggest impediments are a lack of time and other obligations.
In this article, the dialogue between young and very old people is examined structurally and with regards to contents in the context of education and learning. Topics, interpretations and motivations are the factors which decide how educational and learning processes of different generations can be shaped and understood.
The “Boulevard of Thoughts 50 plus” (“Denk-Raum 50 plus”) is a successful example of self-determined learning in old age. Drawing on this example, the author discusses advantages of self-determined learning and shows success factors of such a format.
Death is a central part of our lives, but coping mechanisms are oftentimes less than constructive. The author shows our problematic handling of death and our fear of death and argues that adult education can help facilitate a more productive way of dealing with death and our mortality.
