Lernzumutungen. Die didaktische Konstruktion von Lernstörungen

The phenomenon of disordered learning and the resistance against education are reconstructed as a result of purposeful educational determination. Both are collateral costs of institutionalized learning arrangements, at which can be worked anew with educational means on a higher level. Compared with informal and implicit learning, in contexts of formal learning there is a fair chance for resistance against exacting learning demands. So the competence of refusing education might be seen as a base for selfdetermination which as well has to be acquired during lifelong learning. The personal decision to learn or not to learn is a result of meta-cognitive learning that also needs support.