This chapter provides an overview and critique of the mindfulness and meditation literature in popular culture, adult education and health care, and provides discussion based on both experience and the literature for teaching and learning for well-being.

This qualitative study explored the connection between art and adult education for critical consciousness from the perspective and work of conceptual artist, Luis Camnitzer. The theoretical framework is grounded in the critical public pedagogy literature. Data collection methods included interviews with conceptual artist Luis Camnitzer and with…

In this article, the author begins by providing an overview of the literature on wisdom itself and then considers what some of its insights might suggest for dealing with a few current challenges facing the field of adult education. This article is grounded in two basic assumptions: (1) that there is an integration quality to wisdom that attends…

This article reports on the findings of a quantitative survey of North American adult education faculty and a textual analysis of websites of adult education graduate programs in North America conducted in the fall of 2013. This study examined background information about adult education faculty and programs; the nature of faculty work interests,…

This article presents the findings related to teaching beliefs and pedagogical practices of a study that examined how financial literacy educators educate adults from underserved population groups in community-based settings. The study is theoretically framed in the teaching beliefs and culturally responsive education literature. Findings reveal a…

The purpose of this chapter is to consider the important influence that spirituality has in adult learning and how discussions of it are affecting the field of adult education. In so doing, the author begins by attempting to define spirituality and then considers the nature of spiritual experience and its relationship to adult development.…

Spirituality, religion, and culture are complicated subjects. Indeed, they are fundamental socialising forces that affect how adult learners make meaning in the world. While there has been considerable discussion of the spiritual and religious dimensions of adult learning in North America and to some extent in England, there has been little direct…

The purpose of this qualitative, phenomenological study was to determine the meaning and use of intuition in novice nurses with an above-average self-perception of intuitiveness in their 1st year of practice. Sixteen novice nurses from a variety of hospitals and specialty areas were interviewed to discover the meaning of intuitive knowing and to…

This chapter introduces the volume, provides an overview of the theory and literature on popular culture and critical media literacy in education, and discusses ways to use popular culture in adult education.

This chapter explores the dilemmas and perceptions of being open regarding nonheterosexual sexual orientations in the higher education classroom from the individual perspectives of the three coauthors.

Addresses aspects of group process that affect learning in groups: maintenance and task functions, group cohesion, the facilitator's role, group formation, and power and conflict issues. Suggests that the relationship between group process theory and learning theory needs further exploration. (SK)

Interviews with 16 female adult educators brought up in particular spiritual traditions uncovered 5 themes of spiritual experience: (1) spiral process of reframing spiritual values; (2) life force, interconnectedness, and wholeness; (3) pivotal experience of a perceived higher power; (4) development of authentic identity; and (5) a way of life…

Identifies the central themes of this issue on team teaching: relationship development, in which team members negotiate in order to accomplish objectives; task completion as the focus; and collaborative knowledge construction, the direct result of effective interplay between tasks and relationships. (SK)

Presents a taxonomy of adult education philosophies: (1) autonomy driven (humanist, critical humanist, and critical emancipatory) and (2) relationally driven (feminist humanist, feminist emancipatory). Uses personal examples to demonstrate how tacit philosophies are exhibited in teaching practice. (SK)

Assumptions underlying teaching for transformation and cultural relevance include (1) how is spirituality defined; (2) transformative learning involves cognitive, affective and symbolic/spiritual aspects; (3) transformative learning must attend to sociocultural dimensions (personal, cultural, structural, political, sacred); and (4) instructors…