Research on young adult development provides important insights into the issues and tasks that distinguish this stage from other stages of the life span and that have significant implications for continuing education. (JOW)

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…

Describes the creation of the University of Kansas Adult Life Resource Center and the mid-life concerns addressed by the center's workshops on the adult life cycle and on career change. (SK)

Issues such as the nature of maturity, relationship between work and family, and social class differences in adult development will affect the content and planning of future continuing education programs for adults facing mid-life change. (SK)

Suggests that, in order to respond to change, adult educators should cultivate a broader perspective through vision-logic, a stage of consciousness beyond the rational that is more encompassing, coherent, and integrative. (SK)

Practitioners would benefit from three areas of proficiency--a perspective on the field, an understanding of adult development and learning, and certain personal qualities, such as commitment to lifelong learning and interpersonal effectiveness. (Editor)

Responses of students in an adult development course who wrote five chapters of their life stories suggest that autobiographical writing leads adults through a process of self-exploration and meaning making. The result is a transformed view of themselves and their world. (SK)

Mid-career planning workshops help middle aged adults who are contemplating career changes to identify skills, clarify values, and gather information for their prospective job shift. (SK)

Article lists the major factors inhibiting the progress of adult education and calls upon all educators to do whatever is in their power to help adults meet their basic educational needs now and in the future. (GB)

Resource persons who help adults learn are more effective if they are knowledgeable about subject matter and adult development and are capable in the use of program development procedures. (Editor)

Life history interview tracked the movement of five middle-class women attending classes through a continuing education center for women. The center facilitated their movement through developmental stages but hampered their movement between stages, their abandonment of old social roles, and their construction of new roles. (BJV)

This paper explores the psychological shadow--the disowned self--as one of the hidden, unconscious elements in adult and continuing education, often underlying those inexplicable emotional reactions that transpire in instructor/learner interactions. Drawing on the literature related to the psychological shadow, teaching/learning, and adult…

Educators must create learning opportunities to stimulate older adults and allow them to develop. These educators must also operationalize self-fulfillment in adult education. Research and theory indicate that cognition is an adaptive process and elders who practice learning activities will maintain their abilities. Further, research and theory of…

Continuing Education serves many purposes for adults. Enhancing life and contributing to career change at mid-life are two of the most important purposes. (Author)

Over 90 papers focus on adult education research. Selected titles include "Karl Marx's Theoretical Contributions to Radical Adult Education" (Allman, Wallis); "Educating Educators" (Armstrong); "Comparative Study of Philosophical Foundations of Adult Education in China and United States" (Bao); "Ethical Value Dilemmas of Professional Adult…