Modelle subjektorientierter Didaktik

Models of subject orientated didactics This contribution has a didactic theoretical perspective. Three didactic theoretical concepts (constructivistical, interaction-related and subject-theoretical) are thereupon questioned, how they substantiate and comprehend subject orientation in didactical action. In the centre are questions of the worth of subjective knowledge stocks and the theoretical substantiation of the relation between teachers and learners. After a criticism of the constructivis…

Exklusion durch prekäre Inklusion und der "neue Geist" der Weiterbildung

Exclusion by precarious inclusion and the “new spirit” of adult education “The social question in Europe has a new name: Exclusion” (Kronauer 2002, p. 9). A growing number of groups of the society are in danger of being excluded from the support of the society: the shield against social risks, in the first place unemployment, illness and poverty is increasingly becoming weaker; compensation benefits against a missing justice and selectivity such as for example adult education training opport…

Lifelong Guidance for Lifelong Learning. Contents, Comments, Conclusions of the Joint Actions Project “European Guidance Forum”. Jagiellonian University

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Stichwort: "Intimacy of learning" - eine gesellschaftliche Herausforderung

Von der Bildung zur Kompetenzentwicklung

Biografieorientierte Kompetenzentwicklung in der betrieblichen Weiterbildung

European career guidance policy: A focus on subtle regulatory mechanisms

Current political strategy to reform career guidance systems in Europe is regulated by subtle practices. Using the governmentality perspective, the purpose of this article is to make sense, in theoretical terms, of governmental reason and mechanisms in reshaping of career guidance systems. The investigation draws attention to mechanisms and practices such as monitoring and evaluation which indirectly operate in the policy process to make career guidance systems amenable for management. Drawing …

Organisationales Lernen als Lernweg des Subjekts

The following article focuses on the debate on organizational learning from an adult-educational point of view. In most approaches to organizational learning the members of an organization are regarded as the main drivers of organizational learning processes. However, such approaches do not systematically incorporate important presumptions of learning-theory, although this promises to create a better understanding of adult-educational experiences within organizations. Hence, the article present…

Auf den "Eigensinn" kommt es an

Wissenschaftliche Begleitung als empirische Forschung und Beratung

Scientific guidance as empirical research and consultancy Scientific guidance as a self-evident component of adult education stands in area of tension of empirical research and consultancy. This tension ratio can be dissolved when one dissolves scientific guidance in two phases, one survey phase and a consultancy phase, which are then defined as different situations of adult education.