The article examines three models of an educational relation, using comparisons between them to raise questions about likely developments in adult education. The models are: the Martin model, dialogue (a Socratic model), and negotiation. Each is discussed as triadic, asymmetrical, and transitive. (AG)

THIS PAPER ON COMPARATIVE ADULT EDUCATION BEGINS BY DISCUSSING COMPARATIVE METHODS IN THE ABSTRACT. IT THEN PRESENTS TWO MODELS, AS PROPOUNDED BY A LAYMAN IN THE FIELD OF ADULT EDUCATION, AND CONCLUDES WITH A FEW SPECIFIC SUGGESTIONS AS TO PROCEDURE. CURRICULUM ANALYSIS AND INPUT OUTPUT ANALYSIS ARE THE PROCESSES REPRESENTED IN THE PRINCIPAL…

Presents a perspective on vocational learning that proposes that vocational competence is dependent upon dispositional development, which in turn, results in moves towards maturation. Reports research with unemployed adults engaging in vocational training and resulting in four findings. First, while training packages describe assessable outcomes…

An evaluation was made of a pilot three week graduate seminar in community development offered at Syracuse University in 1970 as part of the graduate program in adult education. It also tested Robert Stake's Countenance Model, a typology or framework involving the concepts of adult education program rationale, inputs, transactions in the learning…

This study is designed to provide adult educators with information relevant to adult education training. In the first of six chapters an overview of adult education in Canada is presented. The definition of adult education, its history in Canada, and models expressing adult education goals are reviewed. Chapter 2 examines descriptive and analytic…

Adult educators create a curriculum whenever they explicitly or implicitly select some objects of knowledge over others, or choose a particular way to handle knowledge in their pedagogy. When the interests reflected in a curriculum are left unexamined, the role of knowledge as a phenomenon of power is not addressed and inequitable social…

At a time when college degrees are increasingly a prerequisite for middle-class wages, less than 40 percent of college students are able to demonstrate proficiency on literacy tests, barely half of college students graduate on time, and many do not graduate at all. At the same time. the price of college continues to increase quickly and…

Divided into four parts, this document describes a comprehensive career guidance model for postsecondary and adult programs. In part 1, the rationale for extending career guidance and counseling into the lifelong learning perspective is explained, the Georgia Life Career Development Model is described, and the components of a process model for…

This document explores the United Kingdom's developing practice of recognizing adult students' achievement in ways that make flexible use of the learning outcomes methodology, provide a mix of accredited and non-credited work, and are sensitive to the ethos of adult learning. (That ethos is often characterized by adult students' desire for…