Chris Bühler is a digital ethicist. He deals with economic and social issues under the premise of digitality and the increasingly dense interconnectedness of our world. As a coach, he offers companies and individuals guidance for digital transformation. He is sceptical about buzz words like flexibility and disorientation and pleads for calmness in an anxious period.
Chris Bühler ist Digitalisierungsethiker. Er beschäftigt sich mit wirtschaftlichen und gesellschaftlichen Fragen unter der Voraussetzung der Digitalität und der zunehmend dichteren Vernetzung unserer Welt. Als Coach bietet er Unternehmen und Einzelpersonen Orientierungshilfen für den digitalen Wandel an. Buzz-Wörtern wie Flexibilität oder Orientierungsverlust steht er skeptisch gegenüber und plädiert für Gelassenheit in einer aufgeregten Zeit.
In ten dialogues, experts reflect on continuing education today and tomorrow. The conversations have now been published in a book by TRANSIT, the continuing education think tank. The expertes from a wide range of disciplines invite us to look at the learning of the future from a variety of perspectives. And to ask ourselves under which social and technological conditions we are learning today – and in the future – which competences may bring us further and in what depth we should actually learn in order to meet the challenges that will come our way. The publication of the book was celebrated in a very cosy atmosphere (due to the pandemic it took place outside). While drinking hot punch, a few people took the opportunity to meet again, network and exchange about the future of lifelong learning.
Wir scheinen in einer Lernkultur angekommen zu sein, in der das Individuum grösstmögliche Freiheit der Gestaltung geniesst. Doch diese Freiheit ist mehr Schein als Sein. Mit Foucault entzaubert die Professorin für Erwachsenenbildung Ulla Klingovsky die «schöne neue Lernkultur».
We seem to have arrived at a learning culture where the individual enjoys the greatest possible freedom of design. But this freedom is more appearance than reality. With Foucault, Professor of Adult Education Ulla Klingovsky debunks the «brave new learning culture».
Rather, we seem to be caught in a system of self-optimisation, which adult education also serves. Klingovsky, on the other hand, pleads for adult education in the service of a «people’s enlightenment».
Flexibilisation will be at the centre of TRANSIT’s attention in the near future. The topic swung just above in the recent survey conducted by the think tank for adult education. The survey also showed that the interest in future issues of adult education and in opening new horizons of thinking is unbroken.
After a break due to COVID 19, the interdisciplinary think tank TRANSIT resumes its work and presents itself once again as an open platform to discuss trends and perspectives in adult education. You can help decide which topics will be in the foreground. Take part in our survey until 17 October 2021. In addition, we would like to announce a first event. This will take place in January 2022. You can help decide what will be discussed by taking part in the survey.
Der Physiker und Philosoph Eduard Kaeser gehört zu den wichtigsten Stimmen in der Schweiz, wenn es um unser Verhältnis zur Künstlichen Intelligenz (KI) geht. Unsere fortschreitende Angleichung an die Maschinen beschreibt er als fundamentales Problem. Die vor dem Hintergrund gestellte Bildungsaufgabe laute jedoch: «Lernen, wer wir sind.»
The physicist and philosopher Eduard Kaeser is one of the most important voices in Switzerland to speak out about our relationship with artificial intelligence (AI). He considers our progressive enmeshment with machines a fundamental problem. However, he explains, the educational challenge against this backdrop is to «learn who we are».
Our second trend report is available for download. Its title is: Releasing the Chained Giant. A notable aspect of adult education is its particular focus on professional skills, combined with a public discourse that categorises continuing education and professional development as a literal survival strategy for the individual and society. Against this background, the qualities of cultural education remain largely obscured, as do the potential contributions that training and education might make with regard to radical shifts such as climatic change or an ageing society. Cultural education and processes of change TRANSIT is therefore proposing a new emphasis within adult learning whereby cultural education is re-evaluated and its potential is also discussed in the context of professional development. In addition, TRANSIT argues that more room should be given to education focused on processes of change, particularly since our response to radical change requires a form of education that helps to solve complex problems, whether at the individual, organisational, community, social or global level. Digitalisation In turn, digitisation has long been a persistent topic in the …