One of the major features of professional concepts for adult education measures is their marked orientation to the participants – and the respective situation. In this learning context, the people doing the learning are adults who have already learned to assert themselves in other situations. They should, therefore, not be regarded as inexperienced pupils simply because they are in an educational context. The focus must be on the competent adult. Adults learn differently; they bring with them a high level of learning experience and internalised learning strategies. Adults are not (usually) instructed, not informed, not changed. Instead, adult education can support and accompany processes of reflection, doubting, searching. This is why we define education offers as “impulse systems”. Whether and how these impulses are assimilated and put to use is up to each adult to decide for him or herself.
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