Research
We explore how adult education can be made inclusive, digital and effective.
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We offer research, transfer and infrastructure for lifelong learning.
In dem Beitrag wird begründet, dass das Einbeziehen von nichtbewussten Lernformen - implizites Wissen - in institutionalisierten Lernprozesse eine sinnvolle Ergänzung zum bewussten Lernen darstellt.
The increasing functional illiteratism among young adults is the background for the project „Gilgamesch“ – a cooperation of the university and the adult education centre in Munich. The learners are organized in small groups, the emphasis of the courses is on verbal improvement, cognitive ordering and handling of knowledge and on the development of individual strategies to overcome writing problems. The project’s theoretical and practical results will be transmitted to various institutions deali…
Programmes for persons who are not acquainted with learning can only be successful if teaching and learning is understood as a dialogical process between trainer and participant. One of the major abilities participants should achieve during this process is to take over the responsibility for their own learning. The author describes tools developed in her own practical work: a set of questions designed as a framework for the negotiation of the individual learning project.
Historischer Längsschnitt zum Thema Lernhindernisse und Widerstand gegen Lernanforderungen von den 1950er Jahren bis heute.
Begriffsklärungen rund um das Thema Lernbarrieren.
Resistance against education and learning as a result of pedagogical and didactic acting: The article reports two research projects in adult education at the University of Kaiserslautern focusing identity-relevant and emotional aspects of learning resistance. While both aspects are rather neglected in the research on education and learning they are substantial for the understanding of learning resistance phenomena as well as for the reconstruction of the own pedagogical practice.
Resistance against education and learning as a result of pedagogical and didactic acting: The article reports two research projects in adult education at the University of Kaiserslautern focussing identity-relevant and emotional aspects of learning resistance. While both aspects are rather neglected in the research on education and learning they are substantial for the understanding of learning resistance phenomena as well as for the reconstruction of the own pedagogical practice.
Petra Grell und Peter Faulstich werfen ein Schlaglicht auf das Phänomen „Lernwiderstand“. Der Beschreibung von Erscheinungsformen von Lernwiderständen folgen grundsätzliche Überlegungen zu Lerntheorien und die Unterscheidung von expansivem und defensivem Lernen. Die zentralen Perspektiven zur Analyse von Lernwiderständen liegen in den Fragen nach den Gründen für das Lernen, nach Hemmnissen (milieuspezifisch) und Schranken (Institutionen). Diese Fragen bilden gleichzeitig eine Systematik zur the…
