This article provides an overview of adult learning theory, focusing on the theories covered in this issue of New Directions in Adult and Continuing Education. In offering a brief synopsis of each article and reflecting on the ways adult learning theories have evolved since the first update was published in 1993, this article explains several…

Three popular theories of adult learning have not been fully exploited: (1) Cross' Chain-of-Response Model; (2) Knox's proficiency theory; and (3) McCluskey's Theory of Margin. (SK)

Andragogy and self-directed learning were early attempts to define adult education as a unique field of practice. Both have been criticized for focusing on individual learners while ignoring sociohistorical context. Both continue to contribute to adult education theory and practice. (Contains 44 references.) (SK)

A contemporary method of group learning in the workplace is the concept of the learning organization. Learning organizations feature dialogue as a process for generative, creative, collective, and transformative learning. (Author/SK)

By applying the metaphor of literacy to environmental issues, the argument is made that critical literacy is a set of social practices involving thinking and acting upon environmental concerns. Examples of critical environmental education for adults illustrate the argument. (Contains 21 references.) (SK)

Internal computer networks, or intranets, are a way for organizations to provide learning opportunities and performance support. The value of intranets depends on the quality of resources, the degree to which they are maintained, and ease of use. Users need help in learning to use these resources for optimal benefit. (SK)

Emotions experienced as imaginative engagement are central to making meaning from experience. Entering into conscious dialogue with images provides a method of making sense of emotions in adult learning. (Contains 40 references.) (SK)

Transformative learning shapes the learner in profound and far-reaching ways. Conceptualizations by Mezirow, Freire, and Daloz are based on viewing learning as change in consciousness, of humans as free and responsible, of knowledge and personal and social construct, and belief in liberal democratic society. (SK)

Transformative learning can be conceptualized in emancipatory, cognitive-rational, developmental, and spiritual approaches. Current research is examining transformative learning in groups and organizations, ways to foster it in learners, and ethical considerations for adult educators. (Contains 41 references.) (SK)

Research findings on cognitive capability of older adults, educational participation, and self-reflection emphasize the importance of contextual and environmental factors in understanding how older adults are learning to meet the challenges confronting them. (SK)

Studies of informal and incidental learning demonstrate that it takes place wherever people have a need, motivation, or opportunity for learning. Context is central to the process. Despite its unstructured nature, adult educators can assist learners by identifying conditions that hinder or enhance it and by fostering critical reflection. (Contains…

Presents guidelines for constructing group learning activities, describes group learning methods (discussion, gaming, role play, simulation, projects), and provides tips for facilitating group activities. (SK)

Adult participation in book discussion groups satisfies lifelong learning needs. The informal learning that takes place helps adults acquire self-knowledge and construct new meanings by connecting texts and life. (SK)

Discusses historiographic issues involved in researching learning in community and gives a brief history. Describes three types: autonomous learning groups, community development groups, and community action groups. Poses critical questions for understanding the relationship between learning and community. (Contains 54 references.) (SK)

The sociocultural constructs of race, class, and gender combined with disability create a powerful influence on education and work for adults with disabilities. The emergence of disability studies, rights, and culture challenges adult educators to consider the sociocultural implications of disability. (Contains 34 references.) (SK)