Humorously suggests the discipline of adult education suffers from four ills: (1) Gogymania, (2) Mapomania, (3) Defnimania, and (4) Lexicophilia. Offers possible cures. (CH)

Discusses Michael Collins' critique of competency-based education and differentiates among competency-based education (CBE), competency-based adult education (CBAE), and adult performance level (APL). (JOW)

Criticizes a conceptual model of the practice and study of adult education introduced by Boyd and Apps in "Redefining the Discipline of Adult Education" (Jossey-Bass, 1980). (JOW)

Points out the failure of adult educators to define professionalism and to examine the assumptions underlying ideological differences prevalent in the field. Argues for a systematic gathering of data to move the discussion out of the theoretical realm. Explores benefits of moving toward a clearly understood conception of adult education. (JOW)

Ten adult educators react negatively to "A Critical Analysis of Competency-Based Systems in Adult Education" by Michael Collins that appeared in the Spring, 1983 Adult Education Quarterly, Vol. 33, No. 3 (EJ 279 024). (JOW)

Uses the framework of a symposium to present an imagined discussion by historical figures about whether and how knowledge might be acquired. Discussants include Democritus, Protagoras, Heraclitus, Socrates, Jesus, Gorgias, Nietzsche, Buddha, and Kierkegaard. (Contains 40 endnotes.) (SK)

Marxist-feminist analysis of the learning organization concept demonstrates that , instead of being emancipatory, it can function as a way to extract surplus value from labor and to maintain social control. Pressures on feminist-oriented nonprofit organizations to adopt the learning organization concept could erode consciousness raising and…

Through an examination of Carnegie Corporation archives and printed materials, the author examines reasons for the Carnegie Corporation's recommendation for the formation of the American Association for Adult Education in 1926. She also analyzes the preliminary stages of the founding process. (Author/CH)

Provides an appraisal of the characteristics of adult basic education and continuing education programs relevant to the five dimensions of lifelong learning: (1) age-specific to age-inclusive; (2) formal to nonformal pedagogy; (3) individual to collective learning; (4) social maintenance to social change; and (5) intraorganizational to…

Replicating an Indiana study, 261 responses from British Columbia adult educators revealed a high degree of support for codes of ethics and identified ethical dilemmas in practice. Half currently operated under a code. Responses to whether codes should have a regulatory function were mixed. (Contains 44 references.) (SK)

Surveys the spread of literate culture in Western Europe and especially England and the decline of the ancient art of memory, both greatly attributable to the advent of printing. Argues that memory and literacy not only have intriguing historical roots but are closely intertwined. (JOW)

Examines the development of adult education as recorded in the journal "Adult Education" published by the National Institute of Adult Continuing Education. Topics covered include (1) financial challenges, (2) content of and philosophy behind adult education, and (3) current problems of survival. (CH)

Examines contributions of postmodern social/cultural theories to adult education, concluding that adult educators should be aware of the connection between knowledge and power; individuals occupy multiple positions through which they construct a worldview; and adult educators should be aware of how power is deployed. (SK)

Problems with Grow's Staged Self-Directed Learning (SDL) Model include (1) his disparagement of certain teaching styles while claiming that no style is superior; (2) concerns about the process whereby teachers move from experts to guides to facilitators to participants; (3) difficulties in diagnosis the stage of learner readiness; and (4) conflict…

Describes manifestations of privilege unearned benefit received by virtue of having particular characteristics. Examines a triarchy of privilege: interlocking psychosocial, reciprocal, and structural realms. Presents strategies for deconstructing privilege in adult education through self-exploration and group discovery. (SK)