Using the lens of endarkened feminist epistemology, two women of color think through the question of how we use adult education to create brave spaces and develop practices for teaching, research, and service in an unsafe, fear-laden, and punitive context shaped by White Christian nationalism (WCN). Because of the cultural-historical context of…

As the population ages, more older adults seek learning opportunities in various educational settings. This article highlights the understanding of older adult learners and the greater heterogeneity within this demographic. I explore why and how older adults learn, including their learning needs, the challenges of aging that may affect their…

Most adult education practitioners will understand the special requirements educators should attend to when educating adults. While Malcolm Knowles's adult education principles might not meet the strictest definition of principles, their universal adoption and acceptance by adult educators affords them the same weight as principles. So, as Knowles…

Reviews themes, issues, and challenges addressed by the articles in this issue. Provides an annotated list of six recommended readings on adult education and spirituality. (SK)

Presents five perspectives on teaching: transmission, development, apprenticeship, nurturance, and social reform. Urges the use of these perspectives to identify, articulate, and justify teaching approaches, rather than simply adopting constructivism as the new orthodoxy. (SK)

Adult learning theories do not address the real learning needs of women, people of color, or working class learners. Adult educators should teach nondichotomous ways of knowing, acknowledge and foster alternative forms of knowing, construct a supportive environment, and teach with love. (SK)

Key themes of articles in this issue are as follows: application of adult learning theories, learner transformation, empowerment, community-based programming, politics of cultural difference, adult educator cultural awareness, and adult educators as political agents. (SK)

In summarizing the shared themes of the authors of the previous chapters, this chapter explores the role of the transformative educator, the transformative classroom environment, the transformative text, and the student when teaching for change.

Spiritual epistemology is a learner-centered teaching approach that conceives of education as creative, critical action and adult educators as resource persons. Its principles include dialogue, respect, accountability, demand and support, and an invitation to learners to take a moral stance. (SK)

This chapter addresses ethical issues that can arise for an educator who ascribes to and practices from the theoretical perspective of transformative learning.

This chapter highlights the central role of experience in learning and consciousness; it also outlines experience-based instructional processes that adult educators can use. (Contains 1 figure.)

Through the arts, people holistically learn, interact with greater multicultural diversity than elsewhere, and form connections with others. Participating in the arts gives adults experiences, contexts, and tools to help them reexperience, revision, and reconceptualize multicultural diversity in their lives and communities. To illustrate aspects…