The contribution of several authorities who have influenced recent trends in the traditional forms of education are considered, material from the affective domain added, and a tentative model for adult education presented. (Author/SA)

Suggests a rationale and strategy for developing a research-based body of theory, indigenous to adult education and of practical utility to practitioners in program development, program evaluation, training and in setting research priorities. (Author/EB)

The author evaluates the tendency of adult educators to overlook or deny the dependence of educational practice on educational theory. (SK)

Describes a study which attempted to determine whether there are substantial numbers of adults whose academic achievement is equivalent to that of a representative sample of college students. (Author/AN)

Surveys the literature on the philosophy of adult education. Positions of major writers are analyzed in terms of (1) aims and objectives of adult education, (2) the teacher, the learner, and the instructional process, and (3) the content of adult education. (Editor/TA)

An explication of the classical approach versus the phenomenological approach to the issue of andragogy, viewed in the above approaches as "an illusion which represents more jargon in the lexicon of educationese" (classical) or as "a significant contribution to philosophical discourse about adult education" (phenomenological).

Discusses the problems in American society from which emanate adult needs. Argues for a learner-centered curriculum and for responsiveness to social conditions and technological change. (Author/JB)

Presents a typology for differentiating between varying definitions of educational needs. The typology is based on the assessment of learner competence, motivation, and the relevance of the learning activity. A case study to test the typology investigates the degree of interdependence of these elements in the assessment of learner needs.…

Considers the following areas of legislation: (1) the Portuguese educational system, (2) administrative structures, (3) adult basic education, (4) popular libraries, (5) associations of popular education, and (6) the National Plan for Literacy and Basic Education for Adults. (Author/SK)

A study of the articles published in "Adult Education" (their kind, content, number, authors, and indicated trends) concludes that the journal is a useful publication to read to keep abreast of developments in the field of adult education and to determine what is of concern to whom in the field. (Author/AG)

Describes a study undertaken to determine the effectiveness of the tape recorder in helping adult primary and secondary school drop-outs to improve their reading speed and comprehension. (AN)

A study of the journal, Adult Education," over the period from 1950 to 1970 showed an increasing number of articles classified as empirical research, interpretive literature reviews, and historical studies. (Author/EB)

Systems theory functions in enabling the researcher to study and analyze the intermediate-level political system represented by the Cooperative Extension Service interactions at the federal level. (Author)

The author draws two major implications about adult education research: (1) there appears to be a strong case for action research (attempting to achieve certain ends while investigating the processes involved); and (2) induction is justified. (CT)

The findings reported here offer some support to the conceptualization of education as an integrated lifelong process with adult education forming one aspect of that process. Factors influencing participation are discussed, with importance given to educational background, both of the individual and of his family, as an influence. (Author/JB)