The social role of adult education in Central Europe
CONTENTS, INTRODUCTION
Contents
I. ETHICS, RESPONSIBILITY AND EDUCATION
Wilhelm Filla: Gedanken Erwachsenenbildung durch ihre öffentliche Finanzierung
Michael Samlowski: Volkshochschule zwischen Markt und Bildungsauftrag
Zuzana Fabianová - Miroslav Hrnčiar: Leistungsfähigkeitsbewertung in Bildungseinrichtungen
Ján Gunčaga - Helena Palaťková: Insertion of moral values into the process of adult education
Radmila Herzánová - Lenka Bartková: Education of entrepreneurial ethics in economic courses in non-economic universities
Jana Smoligová - Imrich Andrejčák - Jozef Stašák: The motivation of the pupil in terms of education
Siniša Kušić - Sofija Vrcelj - Anita Klapan: Adults and "knowledge society"
II. CULTURE AND EDUCATION
Alexander Bilčík - Roman Hrmo - Lucia Krištofiaková: Speed reading and its importance in adult education
Zoltán Tamáš - Viola Tamášová: Médias comme partie de la vie économique, sociale et culturelle de la société en UE
Erika Juhász: Sectors and institutions of the cultural learning in Hungary
Zuzana Geršicová - Janette Gubricová - Dana Masaryková: Creative dramatics as an effective form of adult education
Dáša Porubčanová - Miriama Vojteková: Intuition - the primary way in understanding of life-long learning
Ladislav Várkoly: Elderly students - development of creativity, digital skills and teamwork competence in technical education
Małgorzata Świder: Die Erwachsenenbildung in der Volksrepublik Polen nach dem zweiten Weltkrieg. Zwischen Repolonisierungskursen und der Bekämpfung Des Analphabetismus
III. INNOVATION AND EDUCATION
Marek Wilczyński: Bologna System und die Reform der akademischen Bildung in Polen 1999-2014
Elke Gruber: Partizipative Forschung in der Erwachsenenbildung - dargestellt am Beispiel von MAP EB Tirol
Jože Lipnik: Zweisprachige Schulwesen in Slowenien
Vít Dočekal: Integral Andragogy in the Czech Republic
Slávka Krásna: Socio-educational training as an innovative form of lifelong learning secondary vocational schools teachers
Lívia Hasajová - Andrej Villim: Improving the education of geodesy and cartography in the European area with an emphasis on applied mathematics
Conclusion
Introduction
This volume of scientific studies titled Non-conference reviewed Collection of Papers is focused on the topic The Social Role of Adult Education in Central Europe. It is based on the idea, that contemporary society assumes and requires a variability of forms of life-long education. Qualitatively new spiritual and cultural global conditions constantly evocate the necessity to formulate new directions and objectives of education, which simultaneously give space for the differentiation of people´s opinions, ideas and values, as the authors of the publication state. In education stress is laid on the personality, the individuum and the education of a free and cultural person with respect to the individual character and inborn dispositions. The educational ideal is related to the application of various interests of individuals. As the content of this collection indicates, besides individual and civil freedom the personal responsibility of one´s conduct to generally valid interests of society is equally essential.
Implementation of information and communication technologies, alongside with media to the education process of adults, enhances the methods, content and forms of education. The value of information gains on importance, because their search, acquisition, processing and evaluation interferes with everybody.
They have an influence on the cultural, social and economic and financial spheres and on the acquisition of qualification and education. The authors speak about education for the information and knowledge society, for a society of intensive knowledge processing. They stress that cognitive processes have the tendency to self- reproduction and they dispose with a strong multiplication effect. In other words, learning produces learning, innovation enforces further and further innovations and an increase in the production of knowledge leads to an even bigger growth of produced knowledge.
The increasing dynamics of cognitive processes requires from an individual flexible reaction and it leads to the necessity of life- long education.
The collection of scientific papers focuses in three chapters: I. Ethics, responsibility and education II. Culture and education and III. Innovation and education on one important phase of life-long education - on adult education, which is seen as a necessity of the present era. The individual chapters deal with the topic of adult education focused on the development and cultivation of the individual in the productive and post-productive age through various educational activities. The authors of the studies point to the fact, that adult education results in the acquisition of new knowledge or enhancing existing knowledge and abilities, to the development of spheres of interest, shaping values, attitudes, personal qualities, etc.
Adult education on individual level is reflected in the healthy development of personality, satisfaction and success. The effect of education can be seen both in the individual and the civil and professional life. The importance of adult education is proved by the fact that it is beneficial not only for the learning individual, but also for the state and the employers.
The fact that adult education is considered important at present is proved by the theoretic and empiric interest of a team of international experts in this field of andragogy in the studies published in this publication. The conclusion of their studies is: that a grown up person realizes the necessity of education in order to face professional and personal problems. This new feeling of unpreparedness and unfinished qualification is typical for many people and it motivates them to self-development. The thesis of the impossibility to educate an adult person is in conflict with the principle of unity and continuity of education as a life-long integrated process. Namely, the question of the educability of adults has to be understood as a complementary and continual process, in which a grown up person as a subject of social influences and their own activity is changing to the subject of self-development. Namely, it results from the regularity of development of a grown up person, who does not finish with the completion of physical maturity, but it permanently continues in the context of his life and work. An adult person is able to change his personal features, characteristics and behaviour, if he has sufficient motivation for overcoming obstacles in one´s self-development in an environment of intentional and functional influences. Success (the fulfilment of life vocation) of an adult person in life and work is determined not only by his knowledge and professional skills, but also by personal characteristics, features, value orientation...
Unlike the pedagogical educational process the andragogic one is less normative, regulative, intentional and it aims to conscious self- education of an adult person, who uses the help and support in situation which he has to face in life and profession and which he is able to face due to the new quality of personal characteristics. In this aspect, according to the collective of authors functional, auto-regulative operation leading to autonomous processes of self-education is more dominant than intentional functioning in the theory and practice of adult education.
Erika Juhász, Viola Tamášová, Erich Petlák - editors