Change involves thoughts, emotions, values, and actions but thought gets the most attention. Learning to change necessitates an integration of rational and nonrational ways of knowing. Nonrational ways and human care are important dimensions of the learning process. (SK)

In opposition to the dominant economic agenda in adult education, a new cultural psychology of learning and development emphasizes learning as a social goal and fosters understanding of how people survive, rebuild, and learn through difficult times. Reflective conversations with an unemployed man illustrate the emotional and social processes of…

Chormmunity is a group's collaborative, embodied text-making. It explores interfacings of intention, metaphor, empowerment, inspiration, vision, negotiation, collusion, the propositional, the practical, the experiential, the presentational, the tacit, the sociological, the psychological, epistemology, methodology, and ontology. Chormmunity is…

The mission of lifelong learning encompasses a holistic, universal, educative framework embedded in acts of self-directed, self-initiated learning. Key to these lifelong learning actions are both facilitative environments and resources for individual learning activities, as well as the development of individual structures and processes to create,…

Literature on adult life stages and career development is synthesized and placed within the perspective of a career cycle model for teachers as adult learners. The teacher career cycle is viewed as a progression affected by personal and environmental factors. The stages a teacher's career proceeds through (e.g., preservice, entry, growing, stable,…

Explanations of age-related differences in adult memory usually assume two forms: processing deficits and structural deficits. Processing deficit explanations attribute recall differences to a failure of older adults to effectively use the processes of attention, organization, mediation (the use of such devices as visual images and verbal images…

Suggests that learning is a process undergoing change from infancy to adulthood and that the more consciously aware the learner is of the process, the more the learner can be in control. Presents the Performance Pathfinder Plan as a model of appropriate adult learning. (Author/DC)

Reviews current findings of empirical research on older adult learning, notes key differences in how older adults and young people learn, and suggests strategies that could be used to enhance the effectiveness and efficiency of instruction designed for the elderly. (33 references) (Author/LRW)

This book discusses how spiritual development is informed by culture, how spirituality assists in meaning making, and how understanding the relationship between culture and spirituality can help adult educators make their students' educational experiences more transformative and culturally relevant. Particular attention is paid to spirituality's…

There is dissonance between the lives of adult students in rural Nepal in a subsistence-level agrarian community and their participation in school. The concept of "transfer" has several shortcomings from the standpoint of understanding relations between mathematical reasoning in the classroom and in the workplace. It is more helpful to…

Robert Kegan's constructive-development theory of adult growth postulates three different ways of knowing (instrumental, socializing, and self-authoring) and suggests that, although individuals develop differently, individual development can never be separated from culture. The potential of the constructive-development perspective on adult…