Katrin Kraus – författare

This insightful book explores adult learning at the intersection of a rapidly changing world of work and society, and the personal, lived experiences of individuals navigating these shifts. It illuminates the social dimensions of adult learning in the contemporary era, highlighting the challenges and opportunities of being able to thrive in times of change.Each carefully curated chapter presents theoretical insights, empirical findings, and diverse perspectives on adult development across the life course, drawing from historical, cultural, and social contexts to enrich the discourse. Throughout, the authors explore the concept of “liquid modernity” as a lens to understand the complexities of learning and work, presenting innovative frameworks to rethink and redefine these interconnected dynamics. They challenge traditional assumptions about lifelong education and invite readers to see learning differently than it was understood in more predictable times. By focusing on the dynamic interplay between social contexts, life events, and lived experiences, the book provides a nuanced understanding of adult learning as a process shaped by the evolving demands of work and society.This book is an essential resource for researchers, educators, and policymakers, as well as anyone who supports adult learners. Offering profound insights into the ways adults navigate learning, work, and life transitions, it outlines a way to allow adults to flourish in an ever-changing world.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY)] 4.0 license.

This insightful book explores adult learning at the intersection of a rapidly changing world of work and society, and the personal, lived experiences of individuals navigating these shifts. It illuminates the social dimensions of adult learning in the contemporary era, highlighting the challenges and opportunities of being able to thrive in times of change.Each carefully curated chapter presents theoretical insights, empirical findings, and diverse perspectives on adult development across the life course, drawing from historical, cultural, and social contexts to enrich the discourse. Throughout, the authors explore the concept of “liquid modernity” as a lens to understand the complexities of learning and work, presenting innovative frameworks to rethink and redefine these interconnected dynamics. They challenge traditional assumptions about lifelong education and invite readers to see learning differently than it was understood in more predictable times. By focusing on the dynamic interplay between social contexts, life events, and lived experiences, the book provides a nuanced understanding of adult learning as a process shaped by the evolving demands of work and society.This book is an essential resource for researchers, educators, and policymakers, as well as anyone who supports adult learners. Offering profound insights into the ways adults navigate learning, work, and life transitions, it outlines a way to allow adults to flourish in an ever-changing world.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY)] 4.0 license.

There is a strong relation between work and education in modern societies. On the one hand education is needed as a basic qualification for work and contributes fundamentally to the integration of individuals into the labour market and society. On the other hand the potential of learning in the working process is highlighted, for instance in the recent debates about informal learning or employability. This volume contains papers delivered at the conference «Work, Education and Employability» which took place in Ascona in December 2006. The contributions offer different perspectives on the theoretical and historical impacts of the relation between work and education. They also provide analyses of recent developments in the field.

Die Frage, inwiefern Erziehung auf die Arbeitswelt vorbereitet und vorbereiten soll, ist eine die seit der frühen Industrialisierung diskutiert wird. Denn im Unterschied zur traditionellen Ökonomie des Hauses, die auf Reproduktion der Arbeitskraft und Nachwuchsrekrutierung durch eng begrenztes familiäres Zur-Verfügung-Stellen von Ressourcen setzte, begibt sich seit dem industrialisierten 19. Jahrhundert die Mehrzahl junger Menschen in organisierte Bildungsprozesse und anschließend auf den Arbeitsmarkt, wo sie ihre Fähigkeiten feilb- ten müssen. Im Verlaufe des 20. Jahrhunderts hat sich ein System etabliert, das in der Form des Berufs und der beruflichen Bildung eine breite Akzeptanz gewann. Denn der Beruf als Ausbildungsberuf sicherte nicht nur die Allokation in der Arbeitswelt, sondern war auch Garant dafür, dass Qualifikationen in ausreichendem Maße zur Verfügung standen. Als solide Qualifikationsbasis, die darüber hinaus ein gewisses Maß an allgemeiner Bildung vermittelt, sollte der Beruf einerseits gesellschaftliche Integration gewährleisten und an- rerseits die individuelle Lernbereitschaft und Flexibilität erhöhen. Die aktuelle Kritik am Beruf nimmt Katrin Kraus zum Ausgangspunkt, nochmals grundlegend das Verhältnis zwischen Bildung und Arbeitswelt zu thematisieren. Indem sie hier auf ein Konzept des Erwerbs Bezug nimmt, öffnet sie den Blick dafür, dass der Beruf als Bildungsweg nur eine Möglichkeit ist, sich auf Arbeit einzulassen, obwohl sich die Berufsförmigkeit der Arbeit und darauf fokussierter Bildungsmaßnahmen im deutschen Kontext insoweit verfestigt hat, dass Alternativen diesbezüglich kaum mehr in den Blick gerieten.