A mid-career transition from public children's librarian to academic librarian revealed new pedagogical challenges that emerged when engaging adult learners. Initially feeling unprepared to teach credit-bearing courses, the author enrolled in a graduate program in Adult Education to gain the theoretical and practical tools needed for effective…

The research reported in this paper is an investigation of the application of adult learning principles in designing learning activities for teachers' life-long development. The exploration is illustrated by qualitative data from a case study of adult educators' and adult learners' insights and experiences of a teacher development course organised…

Most adult education practitioners will understand the special requirements educators should attend to when educating adults. While Malcolm Knowles's adult education principles might not meet the strictest definition of principles, their universal adoption and acceptance by adult educators affords them the same weight as principles. So, as Knowles…

This article invokes the spirit of "Sophia" as metaphorical guide for an ongoing reclamation of wisdom spaces and describes a path for educators and practitioners that can assist in the recovery of wisdom in the face of increasing pressures of measurable outcomes within the field of lifelong learning. The authors first examine wisdom…

This article presents reflections arising from a study on adult learning professions in Poland. Changes in the socio-political and legal context created phenomena that have occurred in the adult education systems, mechanisms and approaches. The article focuses on the impact of those processes on a specific professional group--adult educators.…

Background/Context: Educational researchers have long sought to understand the factors that enable or constrain persistence in non-formal family literacy and adult education programs. Scholars typically posit three sets of factors influencing persistence: situational (learners' life circumstances), institutional (programmatic factors), and…

Reviews the work of the late Malcolm Knowles, his theory and principles of andragogy, and the legacy of his classic writings. (SK)

Principles are (1) develop a philosophy; (2) understand the uniqueness of adult learners; (3) eliminate load factors; (4) provide vision; (5) be authentic and credible; (6) provide challenges; (7) foster praxis; (8) know how learners experience learning; and (9) encourage independence. (SK)

This book addresses the "warrior" who rises to the challenge of teaching the adult learner. The discussion is designed as a catalyst for dialogue about the adult learner and to uncover the complexities of teaching this rare and riveting species. This book is organized around three interlocking themes: some things we know about the adult learner;…

Ohio cooperative extension agents who completed the Principles of Adult Learning Scale had low levels of knowledge of adult education principles and practices; a slightly positive attitude toward being adult educators; a more teacher-centered teaching style; a major in technical subjects, not education; and more experience teaching youth rather…

Open-ended interviews with 10 Canadian correctional educators (university professors, vocational instructors, and academic educators) indicated minimal application of such adult education principles as providing a conducive learning environment and sharing responsibility for the learning process. Only 2 of the 10 had formally studied adult…

The adult learning community has a unique opportunity to engage with the big issues of the times during the coming year. The Learning and Skills Council is due to launch its Strategy for Sustainable Development in 2005 and a series of initiatives and publications is set to follow, including the European Year of Democratic Citizenship, launched…

When considering the role of technology in adult learning, adult educators must determine how to respond to technology and exploit it without diminishing the learning experience. Four approaches to integrating technology into adult learning are currently being used: technology as curriculum (adults not only learn content through technology but…

Educators are continuously challenged to increase their pedagogical effectiveness when teaching adult learners. Neo-Piagetian theory and research, based on Piaget's classic work, provides promising concepts and tools to help educators enhance their pedagogical knowledge and competence when teaching adults. Consequently, through research findings…

An account is given of a learner-centered workshop in materials and curriculum development for Thai non-formal educators. The rationale for a learner-centered approach, its key characteristics, and the process by which it may be translated into a workshop design is presented. Principles which lie behind a learner-centered approach concern the…