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<p>Family education is understood as a&#xa0;context between the social spaces of the family and the public space in which the implicit experiential knowledge of the addressees is related. This mode of family education practice is often referred to as “exchange”, in which the course leader is assigned a&#xa0;moderating role. On the basis of two group discussions with specialists and participants in family education, evaluated using the documentary method, insights into an ongoing research project on facets of a&#xa0;theory of family education are possible. The initial reconstructions make it clear that a&#xa0;descriptive account of the corresponding mode of “exchange” falls short and raise the question of the extent to which participants in family education are expected to accept implicit requests/demands and, thus, whether family education serves an educative function in the rearing/upbringing of adults.</p>

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Erzieht die Familienbildung?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月25日

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  • Michael Hermes,
  • Ute Müller-Giebeler

摘要

Family education is understood as a context between the social spaces of the family and the public space in which the implicit experiential knowledge of the addressees is related. This mode of family education practice is often referred to as “exchange”, in which the course leader is assigned a moderating role. On the basis of two group discussions with specialists and participants in family education, evaluated using the documentary method, insights into an ongoing research project on facets of a theory of family education are possible. The initial reconstructions make it clear that a descriptive account of the corresponding mode of “exchange” falls short and raise the question of the extent to which participants in family education are expected to accept implicit requests/demands and, thus, whether family education serves an educative function in the rearing/upbringing of adults.