Provides guidelines to assist the continuing educator in understanding and working with older adults. The guidelines follow the development of a probable learning session: (1) gaining attention and developing expectations, (2) reviewing relevant information, (3) presenting new information, (4) feedback, and (5) transforming information to life…

Discusses misinformation that women have about the experience of menopause, the midlife acquisition of opposite sex characteristics, and the midlife shift from a focus on significant others to a focus on more personal needs. Suggests potential educational programs for women on midlife topics. (SK)

The author says that sufficient data exist to suggest the need for a theory of education for the elderly, significantly different from pedagogy or andragogy as traditionally defined, and suggests research in this field. (MF)

This is an interpretive report, commissioned by The College Board's Future Directions for a Learning Society project, of the National Adult Continuing Education Conference held in Detroit 29 October-2 November 1977. Themes included international lifelong learning programs, competency-based education, older persons as resources, the need for…

Considers adult educational needs according to the idea of developmental tasks along with changes in adult life cycles and calls for changes in adult education and legislation. (MF)

Discusses adult individuality and the need to recognize and consider individual differences in adult education. States that the effects of differences experienced over time determine adult value systems. Presents data from author's dissertation study to show one group's value ranges and how no one person can represent the composite data. (MF)

Social endorsement of the classical theory of disengagement which explains the social and psychological withdrawal of older people has resulted in the unhappiness of many Americans. American society must allow older persons to remain actively engaged in meaningful activities throughout their life spans. This article discusses the communication…

"Transitions in Education, Work and Leisure" is a course designed to prepare people who serve as intermediaries or catalysts. The curriculum is based upon the intermediary's function of assisting adults in transitional periods to cope with constant changes in the labor market and social environment. (SK)

Reviews self-directed lifelong learning among adults in London from 1558-1640 as nurtured by individuals, organizations, self-improvement publications, and colleges. (EM)

Reports of services of the Adult Life Resource Center in the Division of Continuing Education, University of Kansas, and its goal of programming around adult life cycle change as the demonstration facet. Includes a chart relating adult life stage tasks to appropriate adult education program responses and possible outcomes. (MF)

In his address to the Adult Education Association conference on January 10, 1979, the author reflects on the increasing necessity for adults to continue to learn and the marginal status of adult education. He discusses knowledge and skills obsolescence and indicates concerns for the field of adult education. (MF)

The performance of a needs assessment is an important step in developing adult student services. Presents evidence supporting the importance of a needs assessment and examples of needs identified in the past. Discusses a three-step approach to performing a needs assessment and drawbacks associated with the process. (EM)

The author reviews and discusses results of current adult education research in the areas of cognitive styles, learning strategies, adult learning, hemispheres of the brain, adult development stages, open learning systems, nontraditional forms of learning, social action, nature of adult participation, and other concepts. (MF)