Ines Langemeyer

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Ines Langemeyer (* 1972 in Münster ) is a psychologist and university professor for teaching and learning research at the Karlsruhe Institute of Technology .

Langemeyer studied psychology at the Free University of Berlin from 1994 to 2000 and graduated as a psychologist. She was graduated from the Helmut Schmidt University - University of the Federal Armed Forces Hamburg in 2005 as Dr. phil. PhD. From 2001 to 2011 she worked as a research assistant at the Free University of Berlin, the University of Erfurt , the Brandenburg Technical University Cottbus , then worked as a post-doctoral research fellow at the University of Oslo and in 2011 was appointed professor for lifelong learning at the PH Ludwigsburg and at the German Institute for Adult Education in Bonn. In 2013 she was offered a professorship for adult education at the University of Tübingen , and in 2014 a professorship for teaching and learning research at the Karlsruhe Institute of Technology .

Scientific work

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Who writes where and what is Langmeyer's assumption and who is interested? - Millbart talk 12:57, 4th Dec. 2018 (CET)

Her main areas of work are: subject science , scientification of thinking and work, competence theory with a focus on cooperative competence and mindfulness ; Teaching-learning research in the university sector or higher education research, science and technology research, knowledge cultures , cultural history school .

Langemeyer assumes that a new kind of scientification can be observed in advanced fields of work, this is related to digitization . According to Langemeyer, the term “digital work” refers metonymically to the changed logic of work in general. The change in shape between analog and digital objects emerges from the material chain of natural forces and materials. In the digital product, neither the material nor the energetic properties of the analogue model are used as such. Rather, its properties would be turned into data, for which a scientific logic is required. Only if it is ensured that such a generally understandable logic is used as a basis for the translation of analog into digital parameters, would the data created become meaningfully usable data through the use of software. In digital form, analog parameters (color, size, speed, position, etc.) would be technically calculable quantities, but only the scientific logic that is used in digitization ensures broad social usability. In this way, many areas of reality would also become objects that can be simulated and modeled. Digitization not only allows a new type of planning and control, but also experimental, researching and developing action in dealing with different parts of reality. The use of these possibilities must be understood with the concept of the scientification of the ability to think and act. Phenomenologically, aspects of this change in work can be understood as "work in the form of learning".

Langemeyer calls competence a form of skillful action. She criticizes that many approaches would interpret skillful action as a result due to the 'competencies' behind them. If the concept of competence is based on these thoughts, then abilities, skills, knowledge, attitudes would be set as causal causes, psychological characteristics that lie on the inside of the subject. Langemeyer, on the other hand, argues with Kurt Lewin and Lew Semjonowitsch Wygotski that causalities must be understood differently in psychology; with Gilbert Ryle she argues that neither knowledge is a cause of ability, nor competence is a cause of performance, but that “competence” is a term with the help of which we not only recognize ability in others or in general, but also ourselves Become aware of certain ability to think and act and can attribute them to our self: “I know how to do it” or “I know why my actions make sense or are right”. According to Langemeyer, competence is an attribution based on a judgment. This is not the same as producing an action. Equating competence with ability would only make sense if one means a dimension of reflective (self-) awareness. When using the plural, the concept of competence raises the question of why which competence can prevail over a multitude of other competencies in a moment of action, similar to Ryle's critique of intellectualist legend. Under the assumption that competencies have a causal effect on performance, this consideration, according to Langemeyer, leads to an infinite regress that is psychologically unsustainable.

Langemeyer's concept of mindfulness refers to the research of Karl Weick and Kathleen M. Sutcliffe on teams in high reliability organizations. Building on the approaches of Lev Semjonowitsch Wygotski , Michael Polanyi and Kurt Lewin, she developed the concept of “knowledge-in-practice”.

Langemeyer builds her approach to higher education research on Lew Semjonowitsch Wygotski , Gaston Bachelard , Ludwik Fleck , Kurt Lewin , Klaus Holzkamp and other theories of science. She argues that the concrete understanding of university teaching and learning in science should not be equated with higher general education, but should be thought of in terms of the social process of recognition, research and verification. For the investigation of these metacognitive abilities, she ties in with Deanna Kuhn . Distinguishing the level of scientific experience from a personal level guides her research on the tension between socially organized science and individual learning processes.

Fonts (selection)

  • Andreas Hirsch-Weber, Ines Langemeyer, Stefan Scherer: Academic forms of teaching and learning at high school. (Ed.) Research perspective on key qualifications. A. Hirsch-Weber, I. Langemeyer, S. Löffler, AM Kunz, S. Scherer Verlag Beltz Juventa in the Beltz 2020 publishing group
  • I. Langemeyer: Digitization as a challenge for personnel development and participation | Corporate strategies of the IT industry and their importance for further training. In: I. Langemeyer, Verlag Barbara Budrich Opladen • Berlin • Toronto 2019
  • I. Langemeyer: enculturation in science through research-oriented teaching and learning. In: M. Kaufmann, H. Mieg, A. Satilmis (eds.): Research-based learning in the humanities. Springer VS-Verlag, 2018, pp. 59–77.
  • I. Langemeyer: On the epistemological and practical relevance of higher education research. In: G. Reinmann, T. Jenert, J. Schmohl (Hrsg.): Hochschulbildungsforschung. Springer VS-Verlag, 2018, pp. 56–71.
  • I. Langemeyer, A. Martin: Academics without professional status? - Or: How science gets into society and what this means for studies. In: bwp @ Berufs- und Wirtschaftspädagogik - online, issue 34, June 30, 2018, pp. 1–20. (bwpat.de)
  • I. Langemeyer: Self-regulation during studies or: Insights into a teaching that promotes personality. In: R. Arnold, M. Lermen, M. Haberer (eds.): Self-learning offers and study support. Schneider Verlag, Hohengehren 2017, pp. 15–28.
  • I. Langemeyer: The research-related study as enculturation in science. In: H. Mieg, J. Lehmann (Ed.): Research-based learning: renewing teaching and learning. Campus, Frankfurt am Main 2017, pp. 91–100.
  • I. Langemeyer: The knowledge of mindfulness. Cooperative competence in complex work processes. Waxmann , Münster 2015, ISBN 978-3-8309-3308-3 .
  • I. Langemeyer: The most important safety-decive is you! In: International Journal of Action Research. Vol. 11, No. 1-2, 2015.
  • I. Langemeyer, I. Rohrdantz-Herrmann: Why does a university need teaching and learning research? In: I. Langemeyer, M. Fischer, M. Pfadenhauer (eds.): Epistemic and learning cultures - where universities are developing. Juventa / Beltz, 2015, ISBN 978-3-7799-3277-2 , pp. 211-227.
  • I. Langemeyer, A. Martin: "Scientification of work" as a challenge to university education. In: I. Langemeyer, M. Fischer, M. Pfadenhauer (eds.): Epistemic and learning cultures - where universities are developing. Juventa / Beltz, 2015, ISBN 978-3-7799-3277-2 , pp. 296-307.
  • I. Langemeyer: Learning in a simulation-OT in heart surgery and the challenges of the scientification of work. In: Journal of Education and Work. Volume 27, No. 3, 2014, pp. 284-305.
  • I. Langemeyer: Basics of a subject-scientific competence research. In: REPORT further education. Volume 1, 2013, pp. 15-24.
  • I. Langemeyer: Competence development between self-determination and external determination. Work-process-integrated learning in IT. A case study. Waxmann, Münster 2005.

Web links

Individual evidence

  1. ↑ ibap.kit.edu/paedagogik: Ines Langemeyer
personal data
SURNAME Langemeyer, Ines
BRIEF DESCRIPTION German psychologist
DATE OF BIRTH 1972
PLACE OF BIRTH Muenster