Käthe Schneider

The Subject‐Object Transformations and ‘Bildung’

Bildung, a German pedagogical term with the sense of ‘educating oneself’, refers to some of the most complex human activities. It is constitutive for human existence, because it is related to the characteristic of meaning. Because of the great relevance of Bildung for people, education is essential for furthering it. The two purposes of this contribution are: i. to examine the structure of one main process component of Bildung, namely the process of designing an image (Bild) of the changes to be furthered in the educand, and ii. to explain this process component of Bildung. This process is theoretically structured as a subject‐object transformation, and the attempt is made to explain this from an idealistic perspective. Building upon this foundation, the article shows how the process of designing an image for Bildung can be furthered educationally.

Transfer of Learning in Organizations

This book comprises contributions from the disciplines of educational science, business administration and psychology that discuss practice-related questions on learning transfer in organizations. It examines contemporary practice and provides insights in support of improvements in the design and evaluation of further training measures conducive to the transfer of learning. The book also details theoretical models on learning transfer in further vocational training and evaluates further training measures on different levels based on relevant criteria.

Transfer of Learning in German Companies

Without specific measures to promote transfer of learning, only 10 % of what has been learned is transferred to everyday work. As a result, employees’ continuing education can only be sustainably effective for a company when continuing education is developed systematically and tailored for the target group to ensure application of what was learned. The present study analyzes methods being used to plan and evaluate continuing education in German companies, and how the transfer of learning is secured. The online survey of 107 listed and family-owned German companies with at least 1,000 employees evidenced a lack of a comprehensive understanding of transfer-promoting measures and the influencing factors. The most commonly used methods are ineffective, irrespective of the company’s size. Of the sampled companies, only higher revenue companies appropriate a higher degree of usefulness to transfer of learning security. Overall, targeted consulting with regard to theoretical background and individual, practical implementation is needed.

Bildung im Erwachsenenalter

Was bedeutet Bildung im Erwachsenenalter? In diesem Beitrag wird dargestellt, dass Bildung ein grundlegender Vorgang im Erwachsenenalter ist. Ausgehend von einer begrifflichen Prazisierung wird Bildung im Erwachsenenalter als Bestimmung zu einem komplexen intrinsisch wertvollen Selbst verstanden. Abschliesend wird ein Fazit aus dieser begrifflichen Bestimmung gezogen, und es werden Desiderata fur die Bildungsforschung im Erwachsenenalter genannt.

Ein Blick der Erwachsenenbildung auf die Biographieforschung

Die Veroffentlichung von Hans Tietgens mit dem Titel „Ein Blick der Erwachsenenbildung auf die Biographieforschung“ aus dem Jahre 1991 erscheint in einem Jahrzehnt, in der die Biographieforschung eine deutliche Expansion erfahren hat. In diesem zeitlichen Kontext beleuchtet Tietgens die Relevanz lebensgeschichtlicher Daten und Erkenntnisse fur die Forschung und Praxis der Erwachsenenbildung, jedoch ebenso die Grenzen.

The Narrative Dimension of Becoming Oneself

“What makes a person a subject who both has a sense of self and makes sense of objects?” This question is central to Bildung. In this process of self-determination, narration plays a key role. The process of Bildung, which I view as reflexive and aimed at the formation of the self, is closely linked with narration, as a fundamental aspect of human experience and understanding. The thesis on which I base this paper is that narration, especially also telling a person’s life story, strengthens the sense of self and makes sense of objects. In my discussion, I clarify and justify this thesis.