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Adult pedagogical responsibility in the interpretation and explanation of empirical results for knowledge-based education needs analysis Education needs analyses often appear in a picture of the "comparison" of definable desired value and measured actual value. Thereby mostly the impression of deficits arise. Depending on the arrangement of a needs analysis, therewith in a special way questions are posed concerning the processing and application of the empirical data material, especially w…
New trends in educational management This contribution is about sharpening the awareness in companies in an offensive way in the sense of a fair debate with the considerations of the other party by means of educational management. In order to invite all organisation members and to enable such processes, the project group scientific consultancy (PwB) has elaborated a staff development seminar with several affiliated groups. The basis for professional feedback talks and on these building staff…
Consultancy in transition Interfaces of school and study as well as of study and job Setting out from the point of a teaching insight, which understands study as a job biographical phase, study entrance as well as study withdrawal as central interfaces of this phase achieve increasing significance. At the universities increasingly practical initiatives at these interfaces can be observed; certainly hardly any empirical studies exist that take a closer look at the need of the students at thi…
Theoretical references in professional adult education and vocational training To the extent that social sciences are dependent on the terms with which they are formulated also adult education underlies the impacts of terminological decisions, that can be encountered this way or another way. The usage of the term intervention is such a decision, it stands in the centre of this contribution. By interpreting the empirical results of research on self-learning competences as well as by theoretic…
Against the self-misunderstanding of quasi therapists within the adult education scene The topic will squirm itself around a complicated relation when it is about naming the establishment of psycho therapists’ “elements” and thereby simultaneous medical “elements” within the practice of further education and concerning this matter simultaneous commenting when esoterical components are added. This interconnection shall be debated system theoretically. Finally the question of regulating possib…
The "unreigned" subject Learning in adult education In adult education – but not only this profession - humanistic psychology, chaos theory, constructivism, modernisation theory are, among others, in many cases normatively charged. Thus they are no longer theories for explanation but instructions for the design of social reality, namely of further education. In contrast to this the author here is interested in the system of relations, in which the subjects are interwoven when they enter a …
The new jargon of normative pedagogy Empirical results of the normativity problem of constructivistical adult didactics The present contribution attends to the normativity problem of the constructivistical adult didactics. For this a research design is introduced which facilitate an empirical analysis of ethical implications (1). When one regards the relocation of non-pedagogical terms in adult pedagogy, transformation examples can be seen, which is a central result in the analysis carried …
