Ressourcen von Bildung
Empirische Rekonstruktionen zum biographisch situierten Hintergrund transformativer Lernprozesse
Arnd-Michael Nohl
Cite this publication as
Arnd-Michael Nohl, Ressourcen von Bildung (2011), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2011 #06, S.911
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Descripción / Abstract
Zusammenfassung: In der qualitativen Bildungsforschung wurde die Unterscheidung zwischen kontinuierlichen Lern- und diskontinuierlichen Bildungsprozessen empirisch wie theoretisch überzeugend ausgearbeitet. Aus welchen Ressourcen Bildung verstanden als Subjektivierung durch die Transformation von Lebensorientierungen indes schöpft, wird in dem Beitrag erörtert. In Abgrenzung zu Ausstattungs- und Linearitätsmodellen zeigt der Autor anhand der dokumentarischen Interpretation mehrerer narrativbiographischer Interviews, wie sich in Lebensgeschichten divergente Erfahrungskomplexe anlässlich einer inspirierenden Situation verbinden und zur Ressource eines Bildungsprozesses werden.
Stichwörter: Bildung, Biographie, Transformation
Abstract: In qualitative educational research, the differentiation between continuous learning processes and discontinuous educational processes has been convincingly described both theoretically and empirically. This contribution, in contrast, examines which resources education - conceived of as subjectivization through the transformation of life orientations - draws upon. On the basis of a documentary interpretation of several narrative- biographical interviews, the author shows, in delimitation from models of provision and linearity, how divergent complexes of experience may link up with one another in life histories, occasioned by an inspiring situation, and may thus become a resource for educational processes.
Key words: Education, narrative-biographical interviews, educational process
Stichwörter: Bildung, Biographie, Transformation
Abstract: In qualitative educational research, the differentiation between continuous learning processes and discontinuous educational processes has been convincingly described both theoretically and empirically. This contribution, in contrast, examines which resources education - conceived of as subjectivization through the transformation of life orientations - draws upon. On the basis of a documentary interpretation of several narrative- biographical interviews, the author shows, in delimitation from models of provision and linearity, how divergent complexes of experience may link up with one another in life histories, occasioned by an inspiring situation, and may thus become a resource for educational processes.
Key words: Education, narrative-biographical interviews, educational process