This volume analyses adult education and lifelong learning as international phenomena, which have a strong influence on professionals working in this field. Based on the 2016 Würzburg Winter School, the book identifies influences on policy at local, national and international levels. It examines the internationalization of adult education and emphasizes the emergence of different dimensions of professionalism in adult education. Contents: Adult learning • The context of international policies • Frames of professionalization in adult education • International dimensions of adult education professionalism.
Modern Phenomenon of Adult Learning and Professional Time-Sensitivity - A Temporal, Comparative Approach (Italy and Germany) / Sabine Schmidt-Lauff; Roberta Bergamini. - STAMPA. - (2017), pp. 1-12.
Modern Phenomenon of Adult Learning and Professional Time-Sensitivity - A Temporal, Comparative Approach (Italy and Germany)
BERGAMINI, ROBERTA
2017
Abstract
This volume analyses adult education and lifelong learning as international phenomena, which have a strong influence on professionals working in this field. Based on the 2016 Würzburg Winter School, the book identifies influences on policy at local, national and international levels. It examines the internationalization of adult education and emphasizes the emergence of different dimensions of professionalism in adult education. Contents: Adult learning • The context of international policies • Frames of professionalization in adult education • International dimensions of adult education professionalism.
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Descrizione: Abstract Our western modern society is temporal complex, highly ambivalent or even paradox in time perspectives. Time is directly interwoven with our existence and experience and furnishes therefor also the (re)construction of education and learning. With this point of departure the article starts for a new understanding of time in the comprehension of lifelong learning in societies that are marked by change and transformation (1.). It is then interesting to explore the influences and heterogeneous effects of these temporal, often contradictory trends on adult learning and education (2.). By questioning the effective ‘real times’ for learning one can find that time constraints are the main obstacles preventing adults from learning - no difference if you live in Italy or Germany (3.). But beside, outcomes by comparing chronometric criteria for participation may surprise and reveal differences in between the legal national regulations concerning time in both countries. Implication and result is the necessity of a professional time-sensitivity to reflect the ways time is apprehended in learning (4.). To structure and guide learning time in order not only respect but – as a professional element - explicitly promote the requirement of ‘quality time’ for transformation, development and slow maturation. Awareness of this complexity challenges future professionalism
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