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The author presents findings of the project »S-Mobil 100«, which is aimed at supporting the mobility of senior citizens with new technologies. In addition, it outlines the learning process of the elderly in handling new technologies.
The author points out the cultural technique of reading and writing, which enables humans to organise the thoughts, to concentrate and activate the imagination: Thus, reading and writing are much more than the mere dissemination of information and cannot be replaced by any technology.
The German Adult Education Centres (VHS) consider themselves as further learning institutions for all whose aim it is to address the population at large. However, the data basis on the extent to which socially disadvantaged groups are reached is restricted. The present contribution investigates to which extent persons with a low level of school education are represented among the participants of the Adult Education Centres in Berlin. The investigation is linked to previous results of the resear…
Seen before the backdrop of adult education being a necessary moral practice, the limited presence of ethical reflections in research and practice on adult education may surprise. This article aims at presenting an overview of pondering on such questions in recent years. Due to the small number of contributions to this issue, the author will include international and school related research as well. Thus, the article will open the view for innovative research aspects and projects stimulating …
The report unfolds »biography« and »body« as categories for explaining holistic health education theoretically. At the same time, these terms open up adult educational opportunities, which can be defined by health educational didactics. Dimensions of knowledge and experience meet on an educational level in »biography« and »body«.
The concept of competencies has expansive effects for the definition of goals, contents and methods in teaching. The orientation on competencies therefore is more than a didactic principle like active-learning or learner-centered instruction. Coming from a concept of competencies as a didactical category as well as an aim of teaching, we will argue, that a comprehensive theoretical approach is needed, which delivers a theoretical founded orientation for both the decisions on contents and the me…
The article discusses whether it is necessary and possible to deduce the didactics of adult education from the particularities of the adult age. The authors make the case for understanding didactics of adult education in the continuity of the lifespan and as a modification of general didactics. It should be related to the characteristics of the social situation of adults. Such “didactics for adults” should be complemented by specific “didactics of further education” which focus on specific inst…
