The didactics of non-didactics

For the didactics of non-didactics, we can take of with the characteristics of practicing the art of non-formal education. But the pedagogical discipline gives more, namely the scientific study of the contents and meanings of these characteristics. With Gottschalch (1983, 340) we find a problem-oriented educational development in the pedagogical sciences more appropriate than a formal, systematic example.
Setting out the means that are employed agogue in society has consequences at the level of its didactic and methodical approach. Decisive here is that the practice (interaction between theory and practice) not escape the environment, they sociotoop shape. This creates a different kind to combine and use of theories and frameworks (multidisciplinary), a process approach with open goals (multipurpose), and a specific form of support (relational). From comparative study of adult education in Europe (Cullen et al, 2002, 1945) that both theoretical approaches and research from a single psychological or educational perspective can be oppressive to the socially oriented praxis of the agogue, and that there is need to increase from sociological and cultural frameworks guess looking at non-formal and informal education of adults.

This article is based on the theoretical distinction between 'pedagogy' and 'agogics "the emancipatory educational and extracurricular work contexts. A social-theoretical, theoretical and cultural action theoretic classification clarifies the specificity of the pedagogical praxis adhv including the notion of Social Quality, hermeneutic, critical-hermeneutic and semiotic perspectives, practicing inclusion, presence and living the relationship.