Die Polarität von Kognition und Emotion in der Erwachsenenbildung. Lernwiderstand als Indikation emotionalen Lernens

It has recently become widely accepted that reluctance to learning in adults may be explained by features inherent in the (presentation of the) subject matter, which may be perceived by the learner as being unsuited to his or her needs. A successful learning environment, the argument goes, must meet certain standards: for instance, learning should be active, self-directed, situated and constructive. Reluctance to learning in explained as a negative reaction to the absence of these standards. The author argues that the interpretation of learning reluctance as a basically rational, although not always conscious, reaction to didactic shortcomings is too simplistic: emotional parameters such as anxiety or a desire to please must be taken into consideration as well as cognitive ones in order to further professionalism in adult education.