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This study starts from a dilemma which has been observed in adult basic education. On the one hand the use of assessments is regarded as supportive in order to determine in detail the learning needs of adults. On the other hand it is to be expected that persons with experiences of performing inadequately show justified anxieties or resistances in connection with test situations. I have chosen a research approach, which follows Holzkamp’s concept of a subject-scientific learning theory (1995), b…
"Introduction into adult education“ Constitution of object and theory perspectives in the medium of a specific literature genre The contribution analyses in an observation of second order the specific method, with which the newly "introduction into adult education“ is constituted its object and thereby brings to bear a special perspectivity. The four analysed introductions make a topic of adult education as a double search move, as professional learning intercede, of learning as an institut…
Franz Pöggeler (1926 -2009), war einer der produktivsten Pädagogen des 20. Jahrhunderts. Das gilt sowohl für die Breite der Themengebiete, mit denen er sich beschäftigte, als auch für die vielfältigen Publikationsorte, an denen er veröffentlichte, und die hohe Anzahl der Veröffentlichungen, die nachgewiesen werden konnten. Das Diktum der besonderen Produktivität gilt auch für die große Palette seines praktischen Engagements für die (Erwachsenen-) Pädagogik.
The forgotten walking stick. A find from the legacy of Franz Pöggeler This article presents an object from the historical archive of the Deutsches Institut für Erwachsenenbildung – a walking stick which has been passed down by Robert von Erdberg, Walter Hofmann and Rudolf Reuter among the protagonists of the »Hohenrodter Bund« which was found in the legacy of Franz Pöggeler. By tracing how this object was handed down, it is possible to illustrate continuities in the history of adult educati…
