Research
We explore how adult education can be made inclusive, digital and effective.
Services
Digital tools, specialist portals and data – for teachers, researchers, students and interested parties.
Institute
We offer research, transfer and infrastructure for lifelong learning.
In developing learning arrangements, adult educators can influence decisions in learning/teaching situations, improve learning effective decisions of learners and therefore enhance the range of opportunities. All aspirations enforcing attitude alterations on learners are unacceptable. Learners should preferably judge the effectiveness of their decisions in alignment with their individual standards. This report indicates methods of controlling learning-effective decisions without limiting the ra…
Movement and experience as the breeding ground of learning From the perspective of experiential pedagogic the two authors develop an outline for experience and action-oriented practice in adult education. They examine in detail the hypotheses confirmed by brain research that the body is the actual site of human learning. This allows them to create the basis for a didactical setting conducive to learning which is heavily based on physical body-related experience in nature and in the communit…
Aus der Lernforschung wissen wir: Das Erlernen komplexer geistiger Prozesse bildet das Gehirn anhand von Strategien nach, die es beim Erlernen motorischer Prozesse erfolgreich verankern konnte. Oder anders: Wer gut jongliert, hat gute Chancen, Projekte erfolgreich zu steuern. Doch dies ist nicht der einzige Zusammenhang von Lernen und Bewegung. Im Heft erwarten Sie Lern-Perspektiven der Neurowissenschaften und der Erlebnispädagogik, die auf körperlicher Bewegung gründen. Daneben darf es aber a…
Adult education and historiography The paper aims to explore the role and function of the historical issues within the field of Adult Education and its relations to scholarly historiography to date. Quite similar to the traditional paradigm in the history of education was the history of adult education for a long time also primarily based on pedagogical considerations. Thus research received almost no attention neither from historiography nor from educational science. Despite the current boo…
Adult education and its terminology This article focuses on the interaction between the history of ideas and adult education. The question of the disciplinary and the individual self-conception, which can be extended by an approach from the history of the understanding of concepts, is central to this consideration. After discribing the possible usage of general terminology it offers different perspectives and levels for adult educational analysis. As a conclusion it discusses to which extent…
The research memorandum for adult and continuing education (2000) focuses systematically on main research areas and contributes significantly to the systematization of the research landscape, the enhancement of possible collaborations and the provision of an overview of research achievements in the discipline for research sponsors as well as the public. Since 2007, adult educational research projects can be entered in a data base in accordance with the memorandum systematic. Acknowledging that …
Referred back to oneself. Reflexive modernisation and new learning requirements This article probes the relationship between our risk society, reflexive modernity and individual learning. First, social conditions are illuminated (with reference to Beck, Giddens and Lash) which force people to endure uncertainty (Mitscherlich and Marotzki) and gain critical ego strength. Next the author focuses attention on the reality of contemporary ways of dealing with demands, turning to findings from nar…
“The Ideal World of the Bildungbürger and Rural “Borderline Experiences” Programmes of German adult education centres in 1957 In this article course programmes of German adult education centres in 1957 are examined from the perspectives of four time-witnesses of German social history during the Cold War: (1) What memories are stimulated among time-witnesses as to what the courses were really like? (2) What approach is used in the cover text? (3) What differences can one find when comparing th…
