This review of the literature offers an analysis of ways in which the theory and pedagogical concepts of cosmopolitanism have been employed across research in adult education contexts. Twenty-nine research articles and dissertations on cosmopolitanism and adult education, conducted in various geographical locations and adult education contexts,…

This 2015 updated capsule on a History and Philosophy of Andragogy includes nine new items and is mainly limited [with a few exceptions] to a chronological history and the accompanying philosophy of andragogy, in line with when the English language documents were published and personal descriptions of events were recorded. Some of these documents,…

Too often, educators, researchers, and practitioners in the fields of adult education and human resource development rely on traditional curricular materials and an academic body of knowledge for teaching, evaluating, and training adults. This assumes a coherent body of prior knowledge, assumptions, worldviews, and experiences in their students…

In this article, we examine adult education literature as it relates to all aspects of popular culture. After an extensive literature review we found that, increasingly, adult educators are investigating popular culture's connection with adult education and learning; however, we argue that much more work needs to be done in this area, specifically…

Confusion and concern about the use of the term "andragogy" generated the question, "Is there a generic set of principles that guide lifelong learning?" The term "anthrogogy" (anthro = human) was created to name the way out of the confusion. To identify the assumptions that constitute anthrogogy and illustrate their…

The existing body of learning style (LS) research was reviewed from the standpoint of its applicability to adult populations. It was discovered that most existing LS research has been conducted on populations of school- and college-age students in classroom settings and does not consider self-directed, informal, or incidental learning. The…

Numerous models have been developed to analyze the relationship between adult education, adult learning, and adult development. Squires' contingency model postulates that the how of teaching is determined by the nature and characteristics of the participants (the who), the content (the what), and the setting (the where) in which teaching takes…

Intended for adult educators, this book is a comprehensive overview and synthesis of what is known about adult learning. Part 1 describes the context of learning. Chapters 1-4 describe the following: the sociocultural context; the range of settings and ways they influence learners and the learning process; literature on who participates in formal…

This symposium paper reviews the literature on adult students in higher education and offers a model of their collegiate experiences. The review is organized according to the following themes: adults' experiences in higher education, social and psychological concerns, the role of the classroom, adult cognition, the adult-world surroundings, and…

The socially constructed beliefs that teachers hold about knowing, teaching, learning, and praxis are likely to have a profound influence on their practice. Too often teachers serve to reproduce traditional authoritarian and didactic patterns of instruction in schools, apparently because they themselves have never been given the opportunity to…

The purpose of a review of course materials and teaching methods in the area of adult development and learning was to identify commonalities that existed in course titles, objectives, content areas, texts, required reading, resources used, course requirements, and instructional processes. Thirty-two course syllabi and 1 curriculum guide from 24…

In the early 1960s, European adult educators developed a new theoretical model of adult learning called "andragogy." In 1968, Malcolm Knowles introduced the concept of andragogy into U.S. adult education literature and identified four primary assumptions about adult learners: adults become increasingly independent and self-directing;…

Many organizations are not satisfied that their methods of evaluating training are rigorous or extensive enough to answer questions of value to them. Complaints about Kirkpatrick's popular four-step model (1959) of training evaluation are that each level is assumed to be associated with the previous and next levels and that the model is too simple…

This report provides an overview of the second year of the Family Education and Training Program, a project constructed to: (1) investigate the impact of a comprehensive child care training program on the employability of low-income mothers; and (2) assess the effect of training and support in parenting and job readiness on parenting skills and…

A panel of experts from a variety of disciplines was convened to advise policymakers about what is known about instructional effectiveness in adult and family literacy situations. The panel concluded that, although little research examining instructional effectiveness in family and adult literacy programs is available, a great deal of "best…