Live, learn, lead: Adult´s forms of learning and needs of Bildung in the frames of lifelong learning

该研究项目旨在探索人们是如何在终身学习的框架内学习的。自20世纪90年代以来，终身学习作为一种教育政策理念也在德国确立。由于社会挑战的事实，如动态变化、人口结构变化以及灵活和自力更生的社会参与的必要性，它规定将学习作为一种终身和覆盖社会成员的战略传达给社会成员。特别是自我导向学习以及正规、非正规和非正规学习之间的关系越来越受到重视。虽然学习的形式和学习的需要被社会接受，但学术讨论以不同的方式指的是终身学习。一方面，不同的学习术语被认为是理所当然的，另一方面，长期学习过程被概念化在生活过程研究或传记研究的框架内。到目前为止，如何识别正式学习、非正式学习和非正式学习之间的关系以及与学习形态的关联，在学术文献中一直是一个有争议的问题。此外，社会成员是否以及如何感受到终身学习的呼吁，以及他们对此有何反应，目前尚不清楚。到目前为止，关于教育方针S攻势策略的影响，特别是对人们对学习过程的理解和决定以及对教育的影响的研究还很少。到目前为止，只有欧洲层面的经验报告。我们的项目想要通过研究成年人如何获得终身学习的诉求，他们如何对自己学习过程的责任转移做出反应来填补这一学术空白。他们如何在正式、非正式和非正式的学习环境中学习，这种学习对他们有什么意义。清晰而简短：他们如何在终身学习的框架内学习。研究的重点应该是a)终身学习的称谓性质，b)自我定向学习与人们对S自己学习责任的增加的问题，c)正规学习、非正规学习和非正规学习的关系。关于方法方法，我们计划在我们的项目中采用两种方法：一方面，对不同年龄和不同教育背景的人进行断断续续的访谈；另一方面，在正式、非正式和非正式学习之间的关系方面，将非正式学习的数据与访谈的结果相互参照。在这方面，计划通过输出三角测量来增加知识。

The research project wants to explore how people learn in the frames of lifelong learning. Since the 1990ies, lifelong learning as a concept of education policy has also been established in Germany. It provides to convey learning as a lifelong and life wide strategy to the members of society, due to the facts of the societal challenges, such as dynamic shift, demographic changes and the necessity of flexible and self-dependent societal participation. Especially self directed learning and the relationship between formal, non formal and informal learning is viewed with increased importance. Whereas shapes of learning and the need for learning are socially accepted, the academic discussion refers to life time learning in different ways. On the one hand, different terms of learning are taken for granted, on the other hand long term learning processes are conceptualized in the framework of life course research or biographical research. So far, it is a contentious issue in academic literature how to detect the relationship between formal, non formal and informal learning and the association with the shapes of learning. Furthermore, it remains unclear if and how the appeals for lifelong learning reach the members of society and how they react on it. Up to now, there is only little research on the effects of the education policy´s offensive strategy, especially the effects on the people with their own interpretations and their decisions for their processes of learning and Bildung. There are solely experience reports at European level so far. Our project wants to fill this academic void by examining how adults acquire the appeals for lifelong learning, how they respond to the transfer of the responsibility for their own learning process (i.a. in the form of self directed learning), how they learn in formal, non formal and informal learning environments and which meaning such kind of learning has for them .Clear and briefly: how they learn in the frames of lifelong learning. The focus of the research project should be on a) the appellative character of lifelong learning, b) the question concerning the self directed learning and the increased responsibility for people´s own learning and c) the relationship between formal, non formal and informal learning. Concerning the methodical approach, we plan to incorporate two approaches in our project: on the one hand episodic interviews with persons of different ages and with different educational backgrounds and on the other hand, in terms of the relationship between formal, non-formal and informal learning, to cross-refer the data of the NEPS with the results of the interviews. In this respect, it is planned to come to increasing knowledge through output-triangulation.