Zwischen Seniorität und Alterität

Franz, Julia; Scheunpflug, Annette

doi:10.1007/s11618-009-0084-0

Cited by 6 publications

(8 citation statements)

References 27 publications

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“…The learning part in intergenerational learning implies that at least two distinct age groups come together, spend a fixed amount of time together, and establish a new knowledge base or acquire practical skills. The spectrum on which intergenerational learning takes place is wide, ranging from learning from each other; learning together; and learning about one another (Franz and Scheunenpflug, 2009). In terms of coming together, intergenerational learning can take place in families, schools, social networks, community groups, among friends and acquaintances, moving on a spectrum of formal and informal to non-formal learning as well as between on-and offline spaces.…”

Section: Enhancing Emancipation Toward Autonomy Through Intergenerati...mentioning

confidence: 99%

“…Intergenerational learning is not without further challenges and stereotypical images of aging appear to shape the rationale for much intergenerational learning. Thus, following a seniority principle, older people are seen as "knowledge keepers" who can and should pass their wisdom on to younger generations (Franz and Scheunenpflug, 2009). In terms of digital knowledge, however, older people are seen as having a deficit that can be filled by learning skills from younger so called "digital natives" (e.g., López Seguí et al, 2019).…”

Section: Enhancing Emancipation Toward Autonomy Through Intergenerati...mentioning

confidence: 99%

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Digital (in)equalities and user emancipation: Examining the potential of Adorno's maxim of Mündigkeit for critical intergenerational learning

Leontowitsch

Wolf²,

Oswald³

2022

Front. Sociol.

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The widespread use of mobile technologies has penetrated the lives of people across all age groups with the usage of smartphones and wearables appearing “natural” and without alternatives. The digitalisation of everyday life means that communication and negotiation of social and societal meanings are co-constructed by users and mobile technologies thereby blurring the boundary between on- and off-line as well as social and private spheres. At the same time, the global-market logic that has driven the extent and speed of this social transformation raises questions as to how individuals retain influence and agency over the digital technologies that have come to define both social and private spheres and that surround them at all times. Against this backdrop, this theoretical paper discusses the role of Adorno's maxim of emancipation toward autonomy (Mündigkeit) for education (Erziehung) and critical learning about and living with digital technologies. The paper suggests a way forward through intergenerational learning as a didactical method of enhancing emancipation among younger and older generations of “users” in their joint efforts of becoming critical agents in an age of digitally enhanced data markets.

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Section: Enhancing Emancipation Toward Autonomy Through Intergenerati...mentioning

confidence: 99%

Section: Enhancing Emancipation Toward Autonomy Through Intergenerati...mentioning

confidence: 99%

Digital (in)equalities and user emancipation: Examining the potential of Adorno's maxim of Mündigkeit for critical intergenerational learning

Leontowitsch

Wolf²,

Oswald³

2022

Front. Sociol.

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“…Wissen und Erfahrungen werden daher unilinear von den Älteren an die Jüngeren transferiert. Ein wechselseitiges Voneinander-Lernen sowie ein gemeinschaftliches Miteinander-Lernen, das für das Lernen in Organisationen von zentraler Bedeutung ist, werden durch diese Rollenzuweisungen erschwert" (Franz 2010: 213) Auch entlang des Generationenwechsels in Erwachsenenbildungseinrichtungen lässt sich nachzeichnen, dass der familiale Generationenbegriff Einzug in außerfamiliale Generationenverhältnisse hält (Franz/Scheunpflug 2009 "Ja, den hab ich wirklich aktiv da mit hin gebracht. (…) Und die anderen beiden (…), wollte ich auch, dass sie im Bildungsausschuss sind."…”

Section: Vom Wandel Der Erwerbswelt Zum Wandel Derunclassified

Biografie – Lebenslauf – Generation : Perspektiven der Erwachsenenbildung

Dörner¹,

Iller²,

Pätzold³

et al. 2017

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“…The project helped to develop and conduct training seminars on "intergenerational learning", to prepare multipliers, who developed intergenerational projects on sustainable development, and the projects were implemented later in practice in various institutions of adult education in Germany (Franz & Frieters, 2009). …”

Section: Review Of European Studiesmentioning

confidence: 99%

Historical Stages and the Modern Models of Children and Adults Territorial Communities

Pevzner¹,

Sheraizina²,

Petriakov³

et al. 2015

RES

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The article reveals the ongoing research, the object of which is intergenerational relations in children and adults territorial communities. Based on historical and pedagogical analysis of research of the problem and understanding of global challenges to the modern education, the authors provide scientific substantiation of the development process of intergenerational relations in children and adults communities. A conceptual model of knowledge about children and adults educational territorial communities is worked out; the most important historical stages in the development of children and adults territorial communities are highlighted; major theoretical, historical and pedagogical background of the theories regarding children and adults communities are identified; a comparative analysis of the diversity of models for children and adults territorial communities in Russia and abroad is implemented; the basic models of modern children and adults territorial communities are identified and theoretically proved, taking into account the different interpretations of the term of "territory". The results significantly extend the research methodology for the problems of children and adults communities represented in the Russian and foreign studies. The results of the study are partially implemented and will continue to be implemented into the practice of formation and development of children and adults communities as educational institutions, and in certain regions, depending on the characteristics of the community models. The results can be used during lectures and seminars on the overall social and comparative pedagogy, social psychology at the universities, as well as in the training of school principals, coordinating councils of the territories, and organizers of curricular and extra-curricular work with children and adolescents.

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Zwischen Seniorität und Alterität

Cited by 6 publications

References 27 publications

Digital (in)equalities and user emancipation: Examining the potential of Adorno's maxim of Mündigkeit for critical intergenerational learning

Digital (in)equalities and user emancipation: Examining the potential of Adorno's maxim of Mündigkeit for critical intergenerational learning

Biografie – Lebenslauf – Generation : Perspektiven der Erwachsenenbildung

Historical Stages and the Modern Models of Children and Adults Territorial Communities

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