Navigating change. Theoretical perspectives to relate research on transitions and learning.

Autor/inn/en	Hof, Christiane; Bernhard, Michael
Titel	Navigating change. Theoretical perspectives to relate research on transitions and learning.
Quelle	In: European journal for Research on the Education and Learning of Adults, 16 (2025) 1, S. 7-20Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:32733 10.3384/rela.2000-7426.4791
URN	urn:nbn:de:0111-pedocs-327333
Schlagwörter	Übergang; Lernen; Praxeologie; Transformation; Erwachsenenbildung; Biografie; Pragmatismus
Abstract	Although life course transitions are not a new topic - see for instance van Gennep's (1909/2019) work on rites of passage or various studies on changes in the life course, their social conditions, and societal consequences - educational research has explored the topic of transitions in a rather segmented fashion. Transitions have been investigated according to age (e.g., youth transitioning to adulthood), according to pedagogical institutions (e.g., from family to day care), and pertaining to education subdisciplines (transitions in adult education). As a result, it is easy to lose sight of the connections between life course transitions and profound questions of education and learning. With the aim of further developing the educational learning discourse, this conceptual paper discusses life course transitions as an impetus and framework for learning and transformation processes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3