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Tangled up in learning stories On the basis of the film „Entre of les Murs“ of Laurent Cantet education processes are described as integral aspects of the subjective relationship to the life-world of humans. The consequences for adult education are to generate more exact and up-to-date knowledge about the achievements of the subjects, in which they transform the social requirements into their own learning projects.
„Learn habitus“ has its roots in the concept of habitus by the French sociologist Pierre Bourdieu. According to Bourdieu the „habitus“ is represented in the whole of all signs of life, i.e. the daily routine, job, clothes, behaviour, taste, value judgement, in which a person is bedded and which has become the person’s second nature. If our behaviour can be understood as ways of expressing the habits, so can be the way we learn. The learn habitus represents the whole of the learning disposition …
For the author the term of learning place is like a bus: In lifelong learning there is learning always and everywhere. Anyhow the term is important as a perspective for contemplation and as a heuristic key. The author goes into the matter of the different facets of the term and formulates tasks of learning places, especially in the borderless learning area of lifelong learning. He critically points out by all means several excesses of the learning place development, where the didactical figu…
The authors explain their model of transferring self-directed learning elements from the context of projects to their daily work as adult education teachers in the Volkshochschule des Landkreises Gießen (adult education school). They focus on usability and investigate the learners' view on self-directed learning. Their results: If resources are used wisely, the implementation of self-directed learning is possible and learners appreciate it.
Welche Erfahrungen machen Bildungseinrichtungen bei der Implementierung selbstgesteuerten Lernens? Der Text referiert die Ergebnisse einer Umfrage bei Volkshochschulen, privaten Bildungsträgern und in Weiterbildungsbereichen großer Unternehmen. Erfragt wurden z. B. mögliche Umsetzungshindernissen, didaktische Konzepte, institutionelle und qualifikatorische Anforderungen bei der Umsetzung oder auch strukturelle Rückwirkungen und Konsequenzen für die Organisationsentwicklung.
