For Protestant adult education / EEB, theological goals are part of its self-image. Concepts for new access options/educational offers have become necessary (dialogical forms - seminars - explorations - projects - workshops - study days; needs of those distanced from the church / choice of topics, - premises. Increasingly, there are differentiated expectations of religion and churches. Church members are divided into "humanists" (care of cultural heritage), "everyday Christians" (consistency of word and deed), "demanding" (individuality of belief and image of God) and "young people" (desire...

By studying theology and religion, you embark on a path full of discoveries. One recognizes the representation as a community of faith and the Christian message in its social and cultural significance. For the author, educational science, political education and intercultural competence/ICC are the basis of interest, with the challenge of the social responsibility of religion. These framework conditions set the prerequisites for thinking, living and acting. This is where the author's long search for orientation across the landscape of social, political, cultural and religious perspectives...

Pour la formation protestante des adultes / EEB, les objectifs théologiques font partie de l'identité. Des concepts pour de nouvelles possibilités d'accès / offres de formation sont devenus nécessaires (formes de dialogue - séminaires - explorations - projets - ateliers - journées d'étude ; besoins des personnes distantes de l'Eglise / choix des thèmes, - locaux. Il existe de plus en plus d'attentes différenciées à l'égard de la religion et des Églises, et c'est là qu'il faut intervenir. Parmi les membres de l'Eglise, on distingue les "humanistes" (entretien de l'héritage...

L'inclusion, la pédagogie du traumatisme et la prévention de la violence constituent un processus dont l'objectif est de promouvoir et de soutenir la participation sociale de tous les individus et de prévenir toutes les formes de discrimination. Avec l'entrée en vigueur de la "Convention de l'ONU relative aux droits des personnes handicapées", l'inclusion est reconnue comme une mission sociale et nécessite des changements avec des orientations d'action dans le système éducatif. La pédagogie avec la formation des enseignants, le développement scolaire et la formation/pédagogie des...

Inclusion, trauma pedagogy and violence prevention represent a process with the aim of promoting and supporting the social participation of all people and preventing all forms of discrimination. With the entry into force of the "UN Convention on the Rights of Persons with Disabilities", inclusion is recognized as a social mandate and requires changes with action orientations in the education system. Pedagogy with teacher training, school development and adult education/adult pedagogy in the context of diversity in society affect education. The "Index for Inclusion" is interesting as a...