Judgement as governing idea: the preamble to Thuringia's Adult Education Statute of 1992.

Autor/in	Friedenthal-Haase, Martha
Titel	Judgement as governing idea: the preamble to Thuringia's Adult Education Statute of 1992.
Quelle	Aus: Die Zukunft des lebenslangen Lernens. Frankfurt, Main: Lang (2002) S. 283-306Verfügbarkeit
Beigaben	Abbildungen 1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Erziehungsziel; Fähigkeit; Leitbild; Urteilsbildung; Bildungsrecht; Gesetzgebung; Wissenschaftsdisziplin; Erwachsenenbildung; Wirkung; Deutschland; Thüringen
Abstract	This study is the English version of the author's inaugural lecture held at Friedrich Schiller University, Jena, Germany in 1998. "With the democratic revival and Thuringia' s integration into Germany as a "free state", a new era commenced for adult education in the region. The rigidly organised system of adult-age qualifications that had characterised the former East Germany now gave way to a pluralistic system of adult education. ... Prefixing the Thuringian adult education statute is a preamble, inspired, it may be said, by a single governing idea: nothing stands higher than the thinking person, the person striving for judgement. ... Singular to the Thuringian adult education statute, [compared to other German states], is the focus on enunciating basic principles: for in Thuringia only do we find the pertinent statute being preceeded by a preamble. Taking the Thuringian preamble as the point of departure, the author discusses in this article three questions: The first question concerns the relationship between form and content. Does the choice of the preamble form carry with it any substantive implications for adult education as an academic subject, or is it intended merely as an embellishment, however worthy? The second question concerns how the governing idea is to be interpreted in general and in multi- disciplinary terms, but especially as to whether tradition and relevant "precedence-setting cases" in the discipline itself and its professional orbit do not yield perspectives of their own that call for interpretation. The third, and last, question derives from the character of adult education as a largely outlet-oriented, applied discipline: are there any discernible perspecitves whereby the governing idea can be translated into a pedagogy suited to adults, perspectives that may prove useful in professional circles or for individual learners?" (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)