Suchergebnisse

Aus der Einleitung: In dieser Arbeit wird das Gebiet des Limburger Beckens nach agrargeographischen Gesichtspunkten untersucht. Sie soll die räumlichen Erscheinungen in dieser Landschaft erfassen, die von dem in der agraren Produktion tätigen Menschen vom Ende des Mittelalters bis zum Beginn des 19. Jahrhunderts verursacht worden sind. Welchen Anteil haben hier die Prinzipien der Ökonomie, der Gesellschaft, der Geschichte in der Auseinandersetzung des Menschen mit der Natur an der Gestaltung dieser Agrarlandschaft am Rande des süddeutschen Altsiedelraumes?

"Drawing upon experiences from Scandinavia and Germany this paper argues, that any action research project should be aware of the sociopolitical context, in which it is taking place and which it is a part of. As a consequence I concentrate on a socio-political perspective on action research rather than on the often used and in European AR discussion prevailing micro perspective on the single action research case. Experiences from Germany and Scandinavia demonstrate that programmes for work life reform as a framework for participative action research do not have any chance without being able to create support from broad socio-political coalitions. The question therefore is: Which is the socio-political context enabling action research as part of action and research programmes in the field of work life reform?" (author's abstract)

"This paper is about an action research project which took place from 1976
– 1979 in a screw factory in Northern Germany. This is long time ago, but
the action research process has developed perspectives which are very up
to date thirty five years later, in German trade unions as well as in work
life in general.
Within a joint learning and development endeavour 45 workers and a
group of 5 researchers (3 sociologists, 1 psychologist,
1 engineer) have co-operated in a democratic participation process. We
experienced action research as dialogical, devoted to democracy as a
value, enhancing all participants' innovative qualifications, and very much
based on joint learning and education. One of the main results is the better
knowledge of preconditions for democratic participation in work life:
Democratic participation needs public spaces in organisations; it needs
time to develop; changes must meet participants' interests; cooperation
between participants has to be as much non-hierarchical as possible (see
Gustavsen's concept of democratic dialogue: Gustavsen 1992); and there
has to be a lot of learning and education incorporated into the action
research process." (author's abstract)

"There is much uncertainty about action research (AR) in the academic social
science debate; that's why critical comments on AR are often uninformed.
One of the main reasons for these deficits is the lack of training
opportunities at universities.
The following article is general in style, though based on broad action research
experience. It is not my intention to present the great variety of AR
concepts and practices or my experiences in detail, but to draw some general
lines about the possibilities and difficulties to train students in AR in
academic contexts. On this ground the need for action research training is
demonstrated, and some opportunities in university contexts are pointed
out. I conclude enumerating some criteria for writing action research and
elaborating the difficulties to write AR in academic and in action research
contexts." (author's abstract)