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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…
Due to the increasing blur of learning boundaries, the need arises for re-defining the concept of learning space. Based on an understanding of learning space, which refers to the local circumstances within organized education programs, the article initially aspires to include the debate on learning space in the discussion of informal learning, before it then focuses on the relation between time and location and the significance of virtual learning spaces. The article itself does not re-define t…
Im Rahmen des BMBF-Projekts „EdAge – Bildungsverhalten und -interessen Älterer“ sind das Weiterbildungsverhalten und die Weiterbildungsinteressen der 45- bis 80-Jährigen in einem integrierten Forschungsansatz erhoben worden, der quantitativ-repräsentative und qualitativ-explorative Untersuchungsbausteine verbindet. Damit konnten zahlreiche bislang ungeklärte Fragen beantwortet werden: • Wie stark partizipieren Ältere an Weiterbildung und welche Variablen prägen ihr Bildungsverhalten? • Was …
The term »valorization« has gained a wide distribution by the EU support programme of vocational training (Leonardo da Vinci). The author points to the prospective that the term will soon be able to establish itself in other educational areas. Valorization can be described as a process of dissemination and utilization of project results with the aim of optimizing their value, increasing their impact and integrating them into training systems. A correlatively strategy shall be existent in projec…
The atmosphere of adult pedagogy (Re-) discovery of a central didactical category Even though every teacher would give the pedagogical atmosphere a central meaning for the progression of the learning activity, the marginal theoretical capture of this phenomenon in adult pedagogic is astonishing. A look over the edge of a plate makes it clear, that general pedagogy, philosophy and psychology has already come to interesting cognitions. Against this background, the aim of the contribution is …
