{"id":4334,"date":"2026-09-21T15:18:55","date_gmt":"2026-09-21T13:18:55","guid":{"rendered":"https:\/\/thinktank-transit.ch\/?p=4334"},"modified":"2026-09-21T15:18:28","modified_gmt":"2026-09-21T13:18:28","slug":"polarisation-as-a-challenge-for-adult-education","status":"publish","type":"post","link":"https:\/\/thinktank-transit.ch\/en\/polarisation-as-a-challenge-for-adult-education\/","title":{"rendered":"Polarisation as a challenge for adult education"},"content":{"rendered":"\n

How can adult education help ensure that social differences do not lead to exclusion or a breakdown in understanding? It was with this question that TRANSIT launched its new focus topic, \u2018Polarisation and social cohesion\u2019, on 14 September. A look back.<\/p>\n\n\n\n

\u2018Adult education must remain neutral.\u2019 Or: \u2018Adult education must take a stand.\u2019 Where is your position?<\/p>\n\n\n\n

Sabin M\u00fcller and Helen Buchs opened the TRANSIT event on 14 September with this question. Right from the start, it became clear that there are no clear-cut answers. Can adult education even be neutral? Does one\u2019s own attitude not stand in the way of an open engagement with different perspectives?<\/p>\n\n\n\n

With this event, TRANSIT launched its new focus topic: \u2018Polarisation and social cohesion\u2019. The aim was to develop a shared understanding of polarisation, gather ideas for the forthcoming trend report and create an inspiring space for reflection.<\/p>\n\n\n\n

Dimensions of polarisation<\/h2>\n\n\n\n

To begin with, Helen Buchs, responsible for TRANSIT, outlined what the think tank understands by polarisation: namely, a social process in which differences between groups, ways of life and interpretations become more pronounced or become entrenched. Polarisation is not inherently problematic. It becomes problematic where it hinders understanding, weakens shared points of reference or contributes to unequal life chances.<\/p>\n\n\n\n

For TRANSIT, the central question is therefore what role adult education can play in ensuring that social differences do not lead to exclusion, devaluation or a breakdown in understanding, but rather strengthen participation and social cohesion.<\/p>\n\n\n\n

Aranya Sritharan, a TRANSIT collaborator, outlined the four dimensions that TRANSIT is examining as part of this new focus area: the political, economic, social and technological dimensions.<\/p>\n\n\n\n

The political dimension is not only about differing positions on specific issues, but also about affective polarisation: that is, emotional distance, mistrust and disparagement between opposing camps. The economic dimension centres on changes in the structure of the labour market, rising skill requirements and unequal opportunities in the labour market. The social dimension examines how segregated social spheres \u2013 and the associated inequality of resources \u2013 can reduce points of contact between people. The technological dimension concerns digital participation, the competent use of technologies, and how technology segregates spaces of information and knowledge, thereby making communication more difficult between people operating within these spaces.<\/p>\n\n\n\n

Strengthening the \u2018democracy muscle\u2019<\/h2>\n\n\n\n

In the discussion that followed, Isabel Schuler from the Think + Do Tank Pro Futuris at the Swiss Society for the Common Good provided insights into current studies and practical projects on polarisation<\/a> and social cohesion in Switzerland. She focused on the question of how willing people are to engage in dialogue with those who hold different views, to listen to one another and to tolerate even unwelcome positions.<\/p>\n\n\n\n

The studies made it clear that in 2024, the issues of immigration, the handling of the pandemic and the war in Ukraine were the main topics of polarisation. Climate activists, opponents of Covid measures and asylum seekers were the least popular groups. And more than a third of those surveyed would like to exclude the party they find most unsympathetic from the political system.<\/p>\n\n\n\n

Schuler nevertheless remained confident: \u201cA democracy can withstand a great deal of polarisation.\u201d She added: \u201cWe are often not as divided as we think.\u201d It is also important, she said, to be able to tolerate disagreements \u2013 in other words, to develop or maintain a certain tolerance for ambiguity and to keep changing one\u2019s perspective. If people take the time to listen to one another, this can foster understanding and a sense of togetherness. In this context, Schuler spoke of the \u2018democracy muscle\u2019 that a society must continually exercise. This requires spaces for interaction, changes of perspective and the experience that controversial discussions are possible without breaking down immediately.<\/p>\n\n\n\n

This perspective is particularly relevant to adult education. It is also a social space: people come together, discuss, learn from one another and encounter different experiences, viewpoints and ways of life. It is precisely here that there lies a potential which was discussed at length during the rest of the event.<\/p>\n\n\n\n

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Four tables, four questions, four perspectives<\/h2>\n\n\n\n

In the subsequent World Caf\u00e9s, participants at four tables focused on the areas of politics, the labour market, society and technology. In rotating groups, they discussed where adult education is already helping to reduce inequalities and dividing lines today, where it actually reinforces such dividing lines, what adult education of the future should look like, and what would be needed for such a future scenario. There was lively discussion, and the coloured tablecloths quickly filled with keywords, sketches, questions and counter-questions.<\/p>\n\n\n\n

At the session on politics, adult education emerged as a potential arena for democratic practice. The participants discussed how adult education can strengthen debating skills and the ability to engage in dialogue. The focus was not only on individual courses on democracy or politics, but also on learning environments in which people with differing views can engage in conversation, exchange perspectives, and where intercultural dialogue is facilitated. Spaces outside of courses were also highlighted as important: coffee breaks and informal conversations. A critical question was also raised as to whether adult education programmes and the associated calls for applications themselves attract homogeneous groups, thereby reinforcing rather than breaking down existing \u2018bubbles\u2019. One factor that could also contribute to the homogeneity of participants is the difficulty certain groups of adults face in accessing adult education, for example due to the cost of the programmes.<\/p>\n\n\n\n

At the roundtable on the labour market, the focus was on permeability, access and recognition. Adult education can help people cope with changing demands and to remain professionally mobile. However, it is often those who already have a strong foundation who benefit most from further training. Costs, time constraints, care responsibilities, a lack of support from employers or low levels of formal qualifications can mean that precisely those who would need adult education the most have less access to it. Discussions therefore centred, amongst other things, on the recognition of prior learning, more diverse formats, and the responsibilities of employers, the state and adult education institutions. Incentives were a key topic, as were a strengths-based approach and a culture of further training for all.<\/p>\n\n\n\n

At the roundtable on society, the focus was on whether adult education actually brings people with different lifeworlds. adult education can facilitate encounters and help people cross social boundaries. At the same time, it became clear that it often remains socially selective: those who feel it is relevant to them, who have the time and money, who feel at ease in educational settings and who have already had positive learning experiences are more likely to take part. This highlighted an area of tension. Diversity and variety in adult education are, in principle, to be welcomed. A broad range of provision facilitates access, as people are more likely to find an option that suits their life situation, interests and circumstances. However, programmes tailored to specific target groups can also lead to people remaining within their own circles, as they are designed for homogeneous groups, thereby preventing encounters with other perspectives, knowledge and experiences. In contrast, programmes with a stronger focus on leisure and the sports sector, for example, often attract a more diverse group of participants and thus frequently provide opportunities for spaces of encounter that strengthen social cohesion.<\/p>\n\n\n\n

At the table on technology and knowledge sources, the discussion quickly centred on questions regarding the use of AI. The key issue is whether people can use digital technologies, AI systems and knowledge sources competently, critically and autonomously. Participants discussed which meta-competencies and basic competencies are necessary when dealing with AI, how adult education can raise awareness of opportunities and risks, and what happens when technological aids not only support thinking but increasingly control it. At the same time, attention was drawn to the speed of development, the uncertainty surrounding expectations and the lack of competencies, including at an institutional level.<\/p>\n\n\n\n

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Between openness, the market and social responsibility<\/h2>\n\n\n\n

A recurring tension emerged across all discussion groups: adult education should be an open space; it should not patronise people, nor should it smooth over differences. Yet adult education should also provide guidance, address specific needs and prevent differences from leading to exclusion, devaluation or a breakdown in communication.<\/p>\n\n\n\n

Another area of tension became clear: adult education in Switzerland is embedded in a market-driven logic and is often justified on the basis of a short-term \u2018return on learning\u2019. From the perspective of participants and organisations, this is often understandable, as adult education should be professionally applicable and help to solve specific problems. At the same time, this narrow focus on utility can lead to the provision of mainly small, readily applicable \u2018bites of knowledge\u2019 for clearly defined target groups. The question is therefore whether adult education should not also be measured more strongly against longer-term societal benefits. Namely, as education that makes people more capable of judgement and action, and empowers them to question existing conditions and consider alternatives. It is here that a potential societal role for adult education lies. It can be a space where shared questions \u2013 such as those concerning democratic culture and social cohesion \u2013 are discussed controversially.<\/p>\n\n\n\n

Outlook<\/h2>\n\n\n\n

The afternoon\u2019s discussions will be incorporated into the next TRANSIT trend report. They already show that polarisation \u2013 and the dividing lines that come into focus as a result \u2013 is an important issue for adult education. It also became clear that adult education cannot simply resolve polarising tendencies and dividing lines. However, it can address them and reflect on various possible futures.<\/p>\n\n\n\n

We would like to thank all participants for the inspiring exchange and the enjoyable afternoon.<\/p>\n","protected":false},"excerpt":{"rendered":"

For TRANSIT, the central question is therefore what role adult education can play in ensuring that social differences do not lead to exclusion, devaluation or a breakdown in understanding, but rather strengthen participation and social cohesion.<\/p>\n","protected":false},"author":25,"featured_media":4306,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[23,1],"tags":[177,179,178,180],"global-category":[],"class_list":["post-4334","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-event-reviews","category-general","tag-gesellschaftlicher-zusammenhalt","tag-polarisation","tag-polarisierung","tag-social-cohesion"],"acf":[],"yoast_head":"\nPolarisation as a challenge for adult education - TRANSIT<\/title>\n<meta name=\"description\" content=\"How can adult education help ensure that differences do not lead to a breakdown in understanding? 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