Tendencje, kierunki i paradygmaty w niemieckich badaniach i koncepcjach uczenia się dorosłych
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Date
2014
Authors
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Journal ISSN
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Publisher
Wydawnictwo Naukowe UAM
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Tendencies, Directions and Paradigms in the German Studies and Concepts of Adult Education
Abstract
The article contains an overview of studies and concepts of adult education in Germany from the
1960s, when andragogy was formed as a discipline of science at universities, to the present. Of particular
importance for the development of research on education in Germany, were four large-scale
empirical team studies, commonly known as: Göttingen Study (1966), Oldenburg Study (1971-1973),
Hanover College (1975), and Heidelberg Study (1979-1981), which were more closely characterised
in the article from the methodological and theoretical perspective. In Germany in the 1980s, there
was a clear turn in the methodology of andragogy research towards a paradigm of quantitative
studies. The turn allowed to include and give a specific trait to concepts of life environment, everyday
knowledge, patterns of interaction and biographicity. In the 1990s, in the German andragogy
disappeared a tendency for the dominance of a selected research paradigm; a methodological concept
of criss-crossing perspectives was developed, which implies the development of specific research
methods, adequate for the subject of studies. Further in the text were presented concepts of
adult learning emerging in the next decades. They were: key qualifications, exemplary, expansive,
situational, self-organised, and directed learning as well as theories of emotional lifelong adult learning.
The summary indicated characteristic features of research and theory of adult education in
Germany.
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Keywords
adult education, research on learning, Germany
Citation
Studia Edukacyjne, nr 30, 2014, s. 155-168
Seria
ISBN
978-83-232-2756-4
ISSN
1233-6688