Historisch-Vergleichende Erwachsenenbildungsforschung. Deutsch-Englische Beziehungen im Übergang vom neunzehnten zum zwanzigsten Jahrhundert.

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Autor/in	Marriott, Stuart
Titel	Historisch-Vergleichende Erwachsenenbildungsforschung. Deutsch-Englische Beziehungen im Übergang vom neunzehnten zum zwanzigsten Jahrhundert.
Quelle	In: Bildung und Erziehung, 50 (1997) 3, S. 293-315Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 49
Sprache	deutsch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Bildungstheorie; Vergleichende Erziehungswissenschaft; Bildungsforschung; Pädagogische Forschung; Vergleichende Forschung; Kommunikation; Bildungspolitik; Deutschland; Erwachsenenbildung; Großbritannien; Kommunikation; Kooperation; Tübingen; Bildungstheorie; Bildungspolitik; Leeds; Projekt; Internationaler Vergleich; Bildungsforschung; Vergleichende Erziehungswissenschaft; Erwachsenenbildner; Konzeption; Vergleichende Forschung; Interkulturalität; Interkulturalität; Projekt; Geschichte (Histor); Erwachsenenbildung; Internationaler Vergleich; 19. Jahrhundert; 20. Jahrhundert; Konzeption; Kooperation; Erwachsenenbildner; Deutschland; Deutschland (1945-1949); Deutschland (bis 1945); Deutschland-BRD; Deutschland-Britische Besatzungszone; Großbritannien; Leeds; Tübingen
Abstract	The article describes a programme of research into 'intercultural relations in adult education' which has developed at the University of Leeds over the last eight years. The broad focus of this work has been the historical evidence of interaction, exchange and imitiation among adult educators from different nations and social settings. The detailed topics of research and publication include relations between England on the one hand, and on the other the United States, India, and the tropical African colonial territories. The most important area of study, however, has been English-German relations in adult education, from the later nineteenth century to about 1955; in this area the Leeds programme has benefited greatly from collaboration with colleagues at the University of Tübingen who have been pursuing similar interests. The Leeds-Tübingen collaboration is identified as an important stimulus to the formation of a European inter-university research seminar on intercultural relations, which now has the status of a formal working group of the European Society for Research in the Education of Adults (ESREA). The article summarizes the methods and outcomes of the English-German research, and offers profiles in miniature of the three main phases of intercultural activity identified by the Leeds research group: the 'extensive' period of about 1890 to 1914, organized around ideas of Volksbildung and university extension; the ' intensive' period of the 1920s and early 1930s, concerned with new approaches to workers' education and youth work, and with new understandings of the processes of adult learning; and finally the 1945- 55 occupation period, in which the British tried to impose their own somewhat limited conceptions of adult education on their Zone in Germany as the 'best' way to support democratic social development. Each of these phases, it is suggested, was marked by an experience of ' heightened intercultural receptivity', even though the reasons for this, and the consequences, reflected the special social and political circumstances of the day. The overall effect of the research has been ( from the English point of view, at least) to recover a virtually lost history of cultural relations between the two countries. The article also touches on some of the unsolved problems of comparative research, particularly in theory- building. In conclusion it acknowledges that the Leeds programme of intercultural research has depended more on conventional historical than on social-scientific approaches, but nevertheless recommends the approach - a sustained 'intercultural' emphasis - as an unusual and valuable way to create an adult education focus within the emerging field of comparative-historical study of education. (DIPF/Text übernommen.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1998_(CD)