Publications
Biographie und Bildung
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Biographie und Bildung
REPORT Zeitschrift für Weiterbildungsforschung
1/2008
Bielefeld
Abstract
Biography and Education Biographical aspects are coming increasingly under the focus of teaching-learning and educational research in the context of international comparative studies and the debate over self-organised and self-guided learning. Different theoretical approaches are selected and current empirical findings in the area of biographical research are presented in this issue in order to shed light on the interrelationship between education and biography.
Content
Prof. Dr. Jochen Kade; Daniela Peterhoff; Prof. Dr. Christiane Hof
Verzeitlichte Bildungsgestalten: Subjektbildung im Kontext des Lebenslangen Lernens 4/2008, S. 9–22
Verzeitlichte Bildungsgestalten: Subjektbildung im Kontext des Lebenslangen Lernens 4/2008, S. 9–22
Temporalized “Bildungsgestalten” (educational formations) –
The formation of the subject in the context of Lifelong Learning
The article outlines the reference framework of an ongoing DFG-financed research project. Based on theoretical assumptions which rest upon German Bildungstheorie the project analyses Lifelong Learning as a special mode of the formation of subjects. The projects’ core research concept, which brings into focus the importance of education for the formation of the subject, without overestimating it, is that of specific individual “Bildungsgestalten” (educational formations). This concept allows the reconstruction of the formation of the subject considering life-age, individual life-style, educational backdrop and changing socio-historic background.
The projects’ basic data consists of two sets of qualitative Interviews: one set conducted in 1985 and another set conducted 25 years later with the same persons, in 2007. Combined with the theoretical approach the project therefore is able to examine theoretically, methodologically and methodically the temporal aspects of “Bildungsgestalten”. Considering recent sociological theories concerning the temporal structure of modern societies the temporal aspects of “Bildungsgestalten” is specified in terms of continuity and discontinuity.
Prof. Dr. Jochen Kade; Daniela Peterhoff; Prof. Dr. Christiane Hof
Prof. Dr. Daniel Wrana
Bildung und Biographie in Selbstlernprozessen 4/2008, S. 23–32
Bildung und Biographie in Selbstlernprozessen 4/2008, S. 23–32
“Bildung” and Biography in Self-organized Learning
If subjects of learning are related to the learners thinking and acting in past or future, learning gains a biographic dimension. The notion of “bildung” can be attributed to a learning process, when frames of interpretation get transformed and re-arranged. The councelling of learning in a learning environment opens spaces, where learning processes like this can come true. This interrelation is examined in the contribution with an analysis of discursive practices in a councelling interview.
Prof. Dr. Anne Schlüter
Biographisches Lernen als Bestandteil des Studiums zur Professionalisierung der Erwachsenenbildung? 4/2008, S. 33–42
Biographisches Lernen als Bestandteil des Studiums zur Professionalisierung der Erwachsenenbildung? 4/2008, S. 33–42
Biographical Learning as a Contribution to the Professionalization in Adult Education at University Level
Biographical learning as a subject matter in the course of studies is a method to reflect upon and change individual learning strategies. One can describe such strategies both as an unconscious as well conscious reflection of biographies that strive for development. On the one hand, this is aiming at reflecting previous learning processes; on the other hand, this shall serve to develop a professional understanding of learning processes. This essay will look at university curricula and examine how this approach is implemented at universities in Germany and abroad.
Rudolf Egger
Lernwelten als nicht beherrschbare Räume 4/2008, S. 43–52
Für eine Erwachsenenbildung der ungesicherten Diesseitigkeit im Konzept desLebenslangen Lernens
Lernwelten als nicht beherrschbare Räume 4/2008, S. 43–52
Für eine Erwachsenenbildung der ungesicherten Diesseitigkeit im Konzept desLebenslangen Lernens
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.
Renate Elli Horak
Normative Lebenslaufmuster und Widerspruchserfahrungen als Ressourcen in weiblichen Bildungsbiographien 4/2008, S. 55–65
Erste Ergebnisse einer qualitativen Studie
Normative Lebenslaufmuster und Widerspruchserfahrungen als Ressourcen in weiblichen Bildungsbiographien 4/2008, S. 55–65
Erste Ergebnisse einer qualitativen Studie
Normative Patterns of Biography and Contradictory Experiences as Resources in Women’s Educational Biographies
As part of a research project on discontinuities in female educational and professional careers, this essay focusses on conflicting expectations women experience – conflicts between set normative social standards and biographies on the one hand, and the different individual plans and perspectives on the other hand. Group discussions among the participants of a Women’s Studies Program showed that these conflicting expectations continue to influence women’s lives latently, and that they may even condition women positively in regard to learning. Possible consequences of these findings for adult education are considered.
Susanne Zirkler; Birgit Schulte
Biographieszenarien Älterer in der zweiten Lebenshälfte 4/2008, S. 66–75
Anforderungen an zielgruppenspezifische Bildungsangebote
Biographieszenarien Älterer in der zweiten Lebenshälfte 4/2008, S. 66–75
Anforderungen an zielgruppenspezifische Bildungsangebote
Biographical Orientations for Older People in Adult Education
In times of demographic changes and an increasing flexibility of biographies, adult education is in need of adjusting its repertoire. General and highly standardized programmes alone do no longer fit the heterogeneity of its target groups. The article is based on two empirical studies – one focuses on individual management of work path, the other shows the importance of structuring time and activities to elder people. With these, the authors show the variety of existing biographical settings. In conclusion a biographical orientation for adult education services is proposed.
Kornelia Haugg; Prof. Dr. Klaus Meisel; Bernhard von Rosenbladt
Nuissl, Ekkehard: Trends der Weiterbildung. DIE-Trendanalyse 2008 4/2008, S. 79–82
Das Buch in der Diskussion
Nuissl, Ekkehard: Trends der Weiterbildung. DIE-Trendanalyse 2008 4/2008, S. 79–82
Das Buch in der Diskussion
Kornelia Haugg; Prof. Dr. Klaus Meisel; Bernhard von Rosenbladt