This paper attempts to assess the extent to which Eduard Lindeman has created the framework of discourse and analysis predominant in adult education. Six contributions to the development of conceptual frameworks, philosophical imperatives, and substantive foci are identified. (Author/SSH)

In the areas of adult development and adult learning, research is seldom confined to observable behavior. Therefore, documentary records of human experience should be used. (JOW)

Addresses Courtenay's reservations about adult development models by arguing that different models evince underlying similarities; development that is not fully achieved need not imply abnormality; and more developmentally advanced adults need not be considered "more worthy." Suggests that models offer support, encouragement, and hope to…

Case studies of 11 executive women were used to characterize them as compliant novices, competence seekers, or change agents. Each category had different learning tactics, negotiation strategies, and transition characteristics related to career development. Relationships were highly important throughout the women's careers. (SK)

A narrative approach can eliminate the shortcomings of stage and phase models of adult development. Narrative is based on constructivist epistemology and central to human meaning making. Time and narrative are integrally related; narrative is historical and can be understood as interpretation of life stories. Individual and cultural narratives are…

Data from the National Longitudinal Study were used to relate seven life experiences with four developmental outcomes (personal agency, political participation, concern for social inequality, and social action). Each of the life experiences was significantly related to one or more outcomes, supporting the connection of life experience, learning,…

Mezirow restates the major ideas of his transformation theory and addresses criticisms in terms of adult development, ideology, and Freire's concept of conscientization. Tennant and Newman's reactions are followed by Mezirow's response. (SK)

When interviews with 74 people over 60 were analyzed using a grounded theory approach, developmental change was found to occur in five age-independent periods: (1) continuity with middle age; (2) early transition; (3) revised lifestyle; (4) later transition; and (5) final period. (SK)

This review divides the literature on mentoring into three sections: mentoring in adult growth and development, in the business world, and in academic settings. Although the literature is biased in favor of the phenomenon, the concept needs clarification and more rigorous research and evaluation. (SK)

University adult education programs (n=83) surveyed by telephone indicated the following: 17% phased out the program; students are 12% full time, 88% part time; most offer required/elective courses in adult learning and development theory; only 43 knew of the Standards for Graduate Programs in Adult Education; and only 32 of those used the…

The assumptions of influential adult development models are being questioned: that growth is linear, higher developmental levels are better, all adults want to change and grow, and models based on males apply equally to females. The extent to which knowledge of psychological development is indispensable to practice continues to be debated. (SK)

Mezirow's concept of perspective transformation (PT) is criticized for considering examples of socially expected development as instances of PT. Individual development is both social and psychological, and PT is best considered as a developmental shift (a new world view) rather than developmental progress. (SK)

Argues that adult education must be concerned with coordination of adult development and social development. Suggests that the functions of adult education are adjustment to social needs, economic growth, enriched intellectual content, and enhancement of individualization. (SK)

Presents three views of adult development: (1) person-centered, focused on self-realization and based on humanistic psychology and liberalism; (2) production-centered, focused on organizational goals and based on behaviorism and libertarianism; and (3) principled problem solving, based on cognitive psychology, progressivism, and pragmatism.…

A literature review uncovered three themes on women's psychosocial development: diverse and nonlinear patterns, importance of intimacy and identity, and centrality of relationships and connectedness to others. The review assessed the applicability of existing developmental models to women and identified alternative designs and methods needed to…