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The paper examines the extent to which the principles of biomedical ethics can be used for an ethics of pedagogy. First, the principles of biomedical ethics are presented. Second, attention is drawn to similarities in terms of the epistemological status and challenges in medicine and in education. Possible links between principles of biomedical ethics and an ethics of pedagogy are examined.
The article focuses on the significance of social media for informal learning. Based on the potential of online communities, online networks, blogs, wikis etc. for informal learning, the utilization for learning is critically discussed and examined differentially. Possible consequences for adult education, which result from new informal learning opportunities on the internet, are also taken into account.
This article describes the benefits and forms of forgetting from a neuropsychological perspective. By the same token, Peter Gassner shows that forgetting is not only something negative, but rather that it is even a constitutive factor in people's learning abilities. Adult education specialists will find valuable suggestions in the article on how learners can counteract undesirable forms of forgetting, i.e. forgetfulness.
Over the past few years, various institutional forms of learning centres have been developed. Of these, the “one-stop shop” is the most relevant to the form of cooperation. Here, information, education and advice are all provided at one spot. Management models, structures and the effects of cooperation are elaborated based on this form of cooperation.
Etymologically contemplated, »validation« labels a process though which an object is awarded sturdiness or worthiness. In the educational area the word - under consideration listed in the series »glossary« here – aims at the process of acknowledgement and on making use of informally acquired competencies. The term »validation« is therewith the counterpart in the area of informal learning for »certification« in contexts of formal education.
Case studies The contribution describes principles and possible yields for the implementation of case studies in the area of adult education. The research practical implementation itself is deliniated with an example from a research project from the area of learning research. Amplified are especially the central phases of the approach to the research field and the interpretation work.
Facing todays technological development, one of the central issues further education has to deal with is how to support employees in handling the changes their work activities are subjected to and in shaping these changes. Six company case studies were conducted in logistics and in stationary retailing in order to understand how work activities change on the operative level and what effects might be observed regarding the employees’ competence development. Based on a subject-related approach th…
Teachers and trainers can only act on what they notice. In line with use-inspired basic research, the question pursued in this book is how teachers’ and trainers’ competence to perceive, analyze, and diagnose situations of learning and instruction can be enhanced resulting in long-term effects. The present state of research with regard to adult education science’s professionalization discourse, teacher education research, competence as well as expertise research is drawn upon in order to gain a…
There is growing interest in evidence-based interventions that can improve student teachers’ professional development. But how can these interventions be implemented into everyday teacher education practice by teacher educators themselves—without losing their initial, lab-tested effectiveness due to teacher educators’ practical educational autonomy? Through a quasi-experimental field study the following question is investigated: What is the impact of different degrees of educational autonomy…
Dietrich, Stephan; Herr, Monika: Organisational development and new learning cultures The theme “new teaching and learning cultures” is a thematic focus in the professional discourse of adult education for a few years already. One consequence of the hightened attention is an increasingly differentiated understanding of what can be regarded as the ”new teaching and learning cultures”. It can be observed that the treatment of the theme does not allow a restriction on the questions of didactics…
