Bildung angesichts des ungewissen Ausgangs
摘要
The paper aims for a better understanding of how concepts of environmental adult education relate adult learning to the ongoing ecological crisis. A temporal model of crises serves as a heuristic, defining crises as situations in which a positive outcome is both endangered and uncertain. Within the framework of this model three ways of relating learning to the end of a crisis are distinguished and illustrated through exemplary texts.
In concepts of learning for the crisis, the experience of past crises serves as a basis for preparing for future ones. Learning against the crisis seeks to bring about a positive outcome of the current crisis through targeted changes in thinking and action. In contrast, learning through the crisis takes an experience of failure as its starting point, from which something new emerges.
The distinction proposed her can support the empirical analysis of adult education programs and facilitate more precise communication and negotiations regarding their future design.