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<p>Social crises are communicative as well as andragogical phenomena. Crisis communication is learned and communicated as a&#xa0;learning opportunity. A&#xa0;crisis does not exist without a&#xa0;social structure and an associated discourse, which begins before the crisis, grows with the establishment of a&#xa0;crisis diagnosis and then slowly ebbs away as the novelty level decreases. Crises are specific, negatively colored formulations of social complexity, in which the multiplication of contingencies, of non-transparent interdependencies of social conditions trigger a&#xa0;need for orientation, which is determined by the diagnosis of crisis and processed as communication about it. As part of this crisis communication, countless learning opportunities and requirements are always identified and addressed to different people or social groups. The article examines crisis communication as a&#xa0;specific form of normative self-description of society, which currently represents a&#xa0;particularly virulent practice of the construction of society, whose form and function must be clarified further. We will discuss the social ubiquity of crisis diagnoses as a&#xa0;catalyst for andragogical crisis communication and the social practice of increasingly describing social changes as crisis-like in order to analyze the specific temporality of the crisis between social regression and progression. The fact that social crises are not least handled by and in organizations leads to a&#xa0;form of cumulative structural growth in the form of regulating procedural schemes that further increase the complexity of society. This gives rise to further crises. The reflective approach to this phenomenon by educational science offers the opportunity not to fall into the repetition compulsion of structurally predetermined crisis communication, but rather to make a&#xa0;specific form of social addressing of learning requirements visible in the analysis of crisis communication, which transcends human and organizational actors as a&#xa0;social adragogy.</p>

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Krisenlernen. Zur Andragogik der Krisenkommunikation

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月1日

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  • Sebastian Manhart,
  • Thomas Wendt

摘要

Social crises are communicative as well as andragogical phenomena. Crisis communication is learned and communicated as a learning opportunity. A crisis does not exist without a social structure and an associated discourse, which begins before the crisis, grows with the establishment of a crisis diagnosis and then slowly ebbs away as the novelty level decreases. Crises are specific, negatively colored formulations of social complexity, in which the multiplication of contingencies, of non-transparent interdependencies of social conditions trigger a need for orientation, which is determined by the diagnosis of crisis and processed as communication about it. As part of this crisis communication, countless learning opportunities and requirements are always identified and addressed to different people or social groups. The article examines crisis communication as a specific form of normative self-description of society, which currently represents a particularly virulent practice of the construction of society, whose form and function must be clarified further. We will discuss the social ubiquity of crisis diagnoses as a catalyst for andragogical crisis communication and the social practice of increasingly describing social changes as crisis-like in order to analyze the specific temporality of the crisis between social regression and progression. The fact that social crises are not least handled by and in organizations leads to a form of cumulative structural growth in the form of regulating procedural schemes that further increase the complexity of society. This gives rise to further crises. The reflective approach to this phenomenon by educational science offers the opportunity not to fall into the repetition compulsion of structurally predetermined crisis communication, but rather to make a specific form of social addressing of learning requirements visible in the analysis of crisis communication, which transcends human and organizational actors as a social adragogy.