Schonräume der Langsamkeit. Grundzüge einer temporalphänomenologischen Erwachsenenpädagogik

Experience cannot be synthesised _ it needs time. This aspect moves to the centre of attention when educational training time is not examined from the perspective of its exploitation, but rather in terms of its enablement. This article conceives of adults_ educational time as a qualitative factor whose content requires structuring. The structure of educational training time is at the same time viewed as a deceleration factor. Deceleration is not understood here to mean passive non-activity, but rather a sought-after activeness to oppose the pressure of time. Against this backdrop, a temporal-phenomenological adult edu cation must make deceleration processes possible. Applied didactically, the article presents various practices in deceleration using the examples of time organisation, repetition, discussions and breaks, art, question and answer structur es and culture.