Soziologische Phantasie, die erstmals 1963 erschienene deutsche Übersetzung von C. Wright Mills‘ The Sociological Imagination, darf zurecht als Meilenstein wissenschaftlich-politischer Debatten in den Vereinigten Staaten betrachtet werden und zählt auch heute noch zu einer der wichtigsten Selbstkritiken der Soziologie. Mills schlägt hier einen dritten Weg zwischen bloßem Empirismus und abgehobener Theorie ein: Er plädiert für eine kritische Sozialwissenschaft, die sich weder bürokratisch instrumentalisieren lässt noch selbstverliebt vor sich hin prozessiert, sondern gesellschaftliche Bedeutung erlangt, indem sie den Zusammenhang von persönlichen Schwierigkeiten und öffentlichen Problemen erhellt. Eben dies sei Aufgabe und Verheißung einer Soziologie, die sich viel zu häufig „einer merkwürdigen Lust an der Attitüde des Unbeteiligten“ hingebe.
Die Publikation "Soziologische Phantasie und Exemplarisches Lernen" von Oskar Negt aus den späten 60er Jahren des letzten Jahrhunderts hat die außerschulische politische Bildung in besonderer Weise herausgefordert, beeinflusst und geprägt. Der vorliegende Tagungsband blickt zurück, resümiert und fragt nach der heutigen Bedeutung der damit verbundenen und weiterentwickelten Überlegungen.
This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research on education and learning in adulthood, this Handbook addresses the inner tensions between adult education, adult learning, lifelong education, and lifelong learning, by using current research and theorizations from disciplinary backgrounds, including philosophy, psychology, biology and neuroscience, anthropology, sociology, history, political science, and economics. It provides an explicit discussion of the differences and tensions between adult and lifelong education and learning, and locates these in different policy and historical contexts, theories and practices. It explores a variety of discipline-based theoretical perspectives, and highlights how these have influenced, and been influenced by, research in the education and learning of adults. The Handbook also explores the inevitable frictions and dilemmas these present, and carefully examines the role of the international dimension in researching education and learning in formal, non-formal and informal contexts, beyond traditional schooling. This state-of-the-art, comprehensive Handbook is the first of its kind to explore adult education, lifelong education and lifelong learning fully as distinct activities on an international scale. It will be an indispensable reference resource for students of education at undergraduate and postgraduate levels, and for academic researchers, professionals and policy-makers concerned with adult and community education, further and vocational education, or work-based training and human resource development.
Work Process Knowledge brings together the findings of twenty-four leading researchers on new forms of work and the demands these place on workers' knowledge and skill. Their findings, based on a new set of investigations in a wide range of manufacturing and service industries, identify the kinds of knowledge required to work effectively in the post-Taylorist industrial organization. Raising fundamental issues for current industrial policy, science and technology policy, and ways of managing the post-Taylorist organization and developing human resources, this book will be of essential interest to academics and professionals working in the fields of management, human resource development, and workplace learning.
BACOMET cannot be evaluated solely on the basis of its publications. It is important then that the reader, with only this volume on which to judge both the BACOMET activities and its major outcome to date, should know some thing of what preceded this book's publication. For it is the story of how a group of educators, mainly tutors of student-teachers of mathematics, com mitted themselves to a continuing period of work and self-education. The concept of BACOMET developed during a series of meetings held in 1978-79 between the three editors, Bent Christiansen, Geoffrey Howson and Michael Otte, at which we expressed our concern about the contributions from mathematics education as a discipline to teacher education, both as we observed it and as we participated in it. The short time which was at the teacher-educator's disposal, allied to the limited knowledge and experience of the students on which one had to build, raised puzzling problems concerning priorities and emphases. The recognition that these problems were shared by educators from many different countries was matched by the fact that it would be fruitless to attempt to search for an internationally (or even nationally) acceptable solution to our problems. Different contexts and traditions rule this out.