Biographical training

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Biographical further education is a holistic conception of adult and further education , which is essentially based on the life story, the current life situation and the personal goals in life. In contrast to the uniformly implemented programs of general, professional, political or other educational programs, the focus of learning here is on the individual biography , i.e. H. the experience and behavior of the participants, their experiences and "points of view" as well as their (change) wishes and future prospects.

definition

The biographical further training starts with the individual biography and also includes the life stories of other course participants in order to develop retrospective and forward-looking conclusions for one's own life: “Biographical work aims at dealing with one's own biography in pedagogically designed learning processes. Your own life story or phases of this life story, certain events or situations, become an explicit and conscious object of learning "

development

The French sociologist Evelyne Sullerot gave the decisive impetus for the biographical further education of women with a lecture in 1975 and her following book "The Reality of Women" 1979. This is where the concept of a holistic biographical further education for women ties in. Further development was also influenced by the increasing interest in biographies and in biography research in educational sciences and history , sociology and psychology since the 1980s and 1990s . Articles and extensive documentation on the theory and practice of biographical further education have been published by further education institutions and university institutes (including Gieseke, 2001; Schlüter & Schell-Kiel, 2004). In principle, biographically oriented further training methods can be used for both genders, but they have particularly proven themselves in women's education work.

Principles and goals

The concepts and working methods have been further developed, differentiated, and tried out many times from the 1980s to the present, especially in women's education. There are three components to be distinguished in holistic biographical training :

  • Biographical work means that the life stories of the participants are the starting point and focus of the educational work.
  • Holistic further education includes the psychologically most important personality areas: general resilience, health and illness; intellectual abilities, willingness to learn and learn; psychosocial areas (emotion and communication); musical talents as well as concrete, practical action in new situations. This is neither about one-sided cognitive training nor primarily about self-awareness of emotional problems.
  • Further education in the narrower sense means that the holistic biography work is supplemented by knowledge modules. Depending on the target group, questions and discussion topics, important prerequisites and accompanying aids for the future life of women are included: developmental and personality psychological basics, learning and work aids, legal questions, further training and professional information or suggestions for a creative lifestyle.

Cross-program goals of holistic biographical training work with women are:

  • the support and accompaniment of women in a clarification and decision-making process about their future life and the desired and / or necessary steps in life planning;
  • the (re-) activation of women in difficult decision-making situations and in phases of indecision and dissatisfaction. The work supports the participants in defining their individual goals and in taking life (again more) into their own hands;
  • maintaining or improving mental and / or physical health. The experiences and role models in an active women's group can prevent a depressive or resigned mood and counteract possible life crises.

Training programs and target groups

Examples of further training work with women are given in a series of course programs that were developed in various working groups, some on behalf of and with the support of the state government of Baden-Württemberg (see articles on women's research and women's policy from 1983 to 1993). The overall program comprises six advanced training models for different target groups: The majority of the participants are in phases of "upheaval" in which they are looking for a new orientation or striving for changes in their lives.

  1. Course program New start from 35, also New Start for women - paths to work, with changing names and updated content. For women in or after the family phase who are considering a new departure, primarily a new job.
  2. Course program New Paths - Women in Public Life: Qualification for political, cultural and social tasks. For women of all ages and in a wide variety of life situations who want to take on new (additional) tasks.
  3. Course program New opportunities after mid-life - change lanes? Life phase of getting older. For women “over 55” or “around 60” who want to prepare for advancing old age and are looking for support in the “third age”.
  4. Scientific study and course program Further training behavior of women with low educational requirements and in difficult life situations. Development of a step model for personality and vocational training for "unaccustomed" women in difficult life situations.
  5. Course program time for me - time for you. Young mothers shape life with their children. For young mothers, mainly with their first child. Change of your own identity and life perspective. Life planning between (new) family situation and job.
  6. LernWerkstatt course program - a springboard for women. For women in all phases of life with the desire to change something in their living environment or in social conditions. Learning the "project method" in order to be able to plan and carry out their own project projects independently.

The questions and topics of the participants in the individual courses are discussed in the course-typical combination of biographical learning, knowledge transfer and group discussions.

literature

  • Brigitte Fahrenberg: Women after the family phase. Psychosocial conditions, development and evaluation of a funding program. Phil. Diss. University of Bonn, 1985
  • Wiltrud Gieseke (ed.): Handbook for women's education. Opladen: Leske + Budrich., Opladen 2001, ISBN 3-8100-2651-4 .
  • Anne Schlüter and Ines Schell-Kiel (eds.): Experience with biographies. Series of further education and biography. Series Further Education and Biography Volume 1. Bertelsmann, Bielefeld 2004, ISBN 3-7639-3228-3 .
  • Ines Schell-Kiehl: Mentoring: Learning from experience? - biographical learning in the context of societal transformation processes. Series Further Education and Biography Volume 4. Bertelsmann, Bielefeld 2007, ISBN 3-7639-3231-3 .
  • Evelyne Sullerot (ed.): The reality of women. Verlag Steinhausen, Munich 1979, ISBN 3-8205-5087-4 .

For practical testing and scientific support of selected course programs:

  • Contributions to women's research and politics. A series of publications by the Central Coordination Office for Women's Issues, Ministry of Labor, Health, Family and Women, Baden-Württemberg, Stuttgart 1983–1993.
  • Brigitte Fahrenberg: Change of lane. How women are reshaping their lives. Biographical training with and for women. Centaurus Verlag, Herbolzheim 2006, ISBN 3-8255-0652-5 . [1]
  • Brigitte Fahrenberg: Holistic biographical training for women. An educational concept put to the test. In: EB Adult Education, 2008, Volume 54 (4), pp. 226–231.
  • Annette Niederfranke: New opportunities after midlife - change of lane? Orientation course for women - a guide with a scientific evaluation of the four pilot courses. Central coordination office for women's issues. Series: Contributions to women's research and women's policy Volume 21, Ministry for Labor, Health, Family and Women, Baden-Württemberg (ed.), Stuttgart 1991.
  • Project group “New start for women” Freiburg: New start from 35. Motivation and orientation course for women. Report on the development, implementation and results of the Freiburg model, funded by the Ministry for Labor, Health and Social Affairs Baden-Württemberg , Stuttgart, 1983.

Individual evidence

  1. ↑ State Institute for Schools and Further Education (ed.): Educational work with women: The biographical work - the examination of one's own biography. In: Soester materials for further education, 1993, booklet 8, p. 17.
  2. ↑ Fahrenberg, 2008, p. 226.
  3. ↑ Fahrenberg, 2006, p. 21.
  4. ↑ Contributions to women's research and women's politics. A series of publications by the Central Coordination Office for Women's Issues, Ministry of Labor, Health, Family and Women, Baden-Württemberg, Stuttgart 1983–1993.