Stand der vergleichenden Forschung in der Erwachsenenbildung. Von der systematischen Juxtaposition zum problem-/gegenstandsorientierten Vergleich?

Autor/in	Knoll, Joachim H.
Titel	Stand der vergleichenden Forschung in der Erwachsenenbildung. Von der systematischen Juxtaposition zum problem-/gegenstandsorientierten Vergleich?
Quelle	In: Bildung und Erziehung, 50 (1997) 3, S. 257-272Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 35
Sprache	deutsch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Bildung; Reformpädagogik; Erziehungswissenschaft; Vergleichende Erziehungswissenschaft; Bildungsforschung; Methode; Vergleichende Forschung; Bedürfnis; Bedürfnis; Bildung; Deutschland; Erwachsenenbildung; Methode; Reformpädagogik; Internationaler Vergleich; Bildungsforschung; Vergleichende Erziehungswissenschaft; Lebenslanges Lernen; Vergleichende Forschung; Erwachsenenbildung; Lebenslanges Lernen; Internationaler Vergleich; Deutschland; OECD-Staaten
Abstract	The article starts from the controversy about the present situation of comparative studies in adult education, which shows one branch which tends towards a rigid, data based empirical approach and the other one which is derived from a more descriptive and analytical tradition. Comparative adult education as a subdiscipline of educational studies starts from the Exeter Conference in 1966 which became wellknown by its programmatic commitment and the leading experts which launched this initiative. On the occasion of the Nordborg Conference in 1972 comparative studies were intensively promoted by its methodological reflections and so far by the already established research in comparative and area studies. The following international conferences, which are being reviewed in the article, have improved the standards of research and moved away from country reports in the model of juxtaposition to subject oriented studies, which are in the frame of either area or international dimension. Nowadays expert meetings mostly start from mentality and profiles of the present situation in adult education and lead to a prognostic forecast as far as the trends show evidence for future development. The "alongside" publications in international and comparative adult education are indicating elements as being detected already in the conferences before. Finally the article refers to some publications, mainly produced on behalf of OECD, wherein present standards of methodology and actual subjects of educational policy in an international perspective are being demonstrated. (DIPF/Text übernommen.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1998_(CD)