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The author theoretically and empirically examines the importance for adult training of the 'interpretive mode', a constitutive element of human life and learning. The first section shows how everyday learning processes and learning processes characteristic of adult training are constituted via the 'interpretive mode'. Theoretical preparation is the basis of the second part of the report, which focuses on selected continuing vocational training measures. These are used to address the question of how interpretive learning works on a practical level in adult training. Based on the collected data, the author identifies implicit and explicit interpretive learning patterns and draws concise didactic and professional theoretical conclusions.