Proposes that the use of children's literature to teach adults is consistent with the andragogical premise that significant adult learning is grounded in experience. Suggests that children's literature helps focus on real-life situations that enhance critical thinking and creativity and facilitates adults' spiritual growth. (SK)

Adults are the most rapidly growing population in American higher education. The National Center for Educational Statistics estimates that adult students will be 46% of all enrollments in the 1990s, which is good reason to give careful thought to their specific educational needs. M. Knowles, in "The Adult Learner: A Neglected Species,"…

Adults should be involved in the community problem-solving process which is educational and therefore involves the adult educator as a process expert. Author then considers the extent of the educator's involvement. (MF)

Kurt Lewin's epigrammatic paradox is particularly true for action learning. Marquardt and Waddill (2004), and previously Yorks O'Neil and Marsick (1999) have approached the issue of the relationship between theory and action learning by looking at a variety of theories which they have placed in "schools". This provides an interesting analysis, but…

An experiential approach to environmental studies courses in institutions of higher education would better prepare students to address the environmental problems of the new millennium. Research shows that adults prefer experiential and task-centered learning. Experiential learners are more efficient workers, achieve higher grades, are more…

This book seeks to locate the essence of adult experiential learning, a central phenomenon in adult education. Chapter 1, The Theme of Adult Experiential Learning in Research, addresses theory building in adult education and developing a deeper understanding of adult experiential learning. Chapter 2, Theoretical Underpinnings and Methodology,…

This book is designed to influence adult educators to make more intentional choices toward developmental growth in their work with adult learners. Part 1 provides a rationale for attending to developmental growth of adult learners and a framework of intentions to encourage such development. Chapter 1 describes characteristics of adult learners and…

This book introduces newcomers to the concept of facilitation, and it presents a critical analysis of established and current theory on facilitation for existing practitioners. The following are among the topics discussed: (1) emergence of the field of facilitation; (2) development of facilitation in management; (3) development of facilitation in…

The concept of andragogy, which was conceived by Malcolm S. Knowles, forms the underlying principles for adult basic education (ABE) preservice and inservice training programs. Knowles identified the following five focal points that he felt should be considered by adult educators: self-concept, experience, readiness, time perspective, and…

Empirical research on adult learning conducted by Jack Mezirow in the 1970s was revolutionary and groundbreaking and contributed to the creation of a critical theory of adult learning. His influence has remained at the forefront of adult education theory for over two decades. It is timely to consider whether other empirical research has…

A practitioner's model of the processes of learning and knowing was developed through a review of global, societal, individual, and personal perspectives on learning. The first phase of the model's development consisted of using a method of exploration based on determining who, what, where, when, why, and how to investigate the following 10…