Paradigmenwechsel als Feld strukturellen Lernens: Konsequenzen für die Herausbildung von Lernkulturen in der Transformationsgesellschaft

Abstract

SummaryProcesses of social change characterized by a "general vagueness" establish the point of departure for this present research study. On the basis of institutional and adult education theory, these processes are explored as requirements of a paradigm shift. Based on this perspective, complex social dimensions of phenomena of social transformation are being presented as structural change.The paper presents new structural approaches of learning services for companies and views existing structural problems as a mismatch between supply and demand structures aligned traditionally to qualification on the one hand and the requirement of goal-generating and self-organizing reflexive learning processes on the other. It will be shown that the reproductive function of the educational system -which aims particularly at the organized appropriation of knowledge inventories -does not meet the requirements of modern knowledge management in open change processes.Transformational learning presupposes the emergence of new social practices of teaching and learning, and a different understanding of its function in adult education.The paradigm shift becomes the subject of pedagogical action and can be described from a meta-perspective on learning based on cultural theory.Contributing to a learning theory founded on social theory, a theory able to illustrate the present structural changes in their disciplinary semantics, in this research work the structure-forming and structure-reflexive functions of both, reproductive and reflexive learning are worked out in their differences along structural analyses. An institutional theory approach is introduced, which regards the overlapping processes of societal structural change. The development of intermediate support structures makes institutional search processes possible as understanding and formation processes over different action levels away, in which new pedagogical structures and practices become experienced as collective learning process.

The effectiveness of study skills courses: Do they increase general study competences?

“…Due to the developments mentioned above, it is obvious that universities need measures to better serve this heterogeneous student group. The transition into higher education is a radical change for first-year students, and there are many challenges to meet (HILLINGER, 2012). A careful, goal-oriented investment at the beginning of university can influence the studying process in a positive way.…”