The purpose of this literature review was to develop the profound living concept through a synthesis of themes extracted from scholarly literature. The problem encountered was a lack of theory and depth in the concept of profound living. The methods used in this study were a thorough literature review in which concepts were extracted from related…

Shadow work may result in increased awareness and emotional and behavioral changes that influence the quality of life in the adult student. Using a semi-clinical, semi-structured, qualitative interview with 20 adult learners, this study investigated the role of shadow work following Kegan and Lahey's (2009) Immunity to Change (ITC) process in…

This article focusses on later life learning in Neighbourhood Houses in Victoria, Australia, amidst a backdrop of neoliberal education policies impacting on Adult Community Education (ACE) in Australia. This empirical research was conducted in the state of Victoria and charts the learning of older learners (referred to in this article as later…

The 36th Annual Adult Higher Education Alliance (AHEA) Conference was held on March 10-11, 2016 in Orlando, Florida, on the campus of the University of Central Florida. There were 48 presentations from scholars and practitioners from 20 states who participated in the conference. The contributions to these proceedings represent the best of the…

Follows the argument of feminist psychologists that traditional life-span theories are male oriented and exclusive of the possible diversity of a woman's life cycle. Looks at the implications of findings on adult education and adult learning. (JOW)

A common outcome of entering post-compulsory education as a mature aged learner appears to be development and growth of the self. However, this is often only viewed as an outcome or considered an added benefit, rather than an integral part of the academic process itself. This paper explores the relationship between academic growth and personal…

Reviews concepts of meaning making in classical and contemporary writing. Examines models of cognitive and ego development linked with meaning making and draws a model of the relationship of meaning making to adult learning and development. (SK)

The possible selves construct is presented as a useful and largely untapped perspective on adult learning. Special attention is given to the role of educational helping relationships in fostering positive possible selves among adult learners.

Interviews with 18 adults who identified negative outcomes from life experience learning showed that, if experience challenges self-definition, growth-inhibiting responses develop. When the threat to self is reduced, growth may result from negative experiences. (SK)

Much of the article is based on a series of interviews with paraprofessionals in Head Start programs, conducted in 1970 by the authors for the Bank Street College of Education Career Development Training Program. (MB)

Self-concept is an important element in the growth and developmental process for individual human beings. Adult learners in institutional programs need assistance in probing their inner selves to be able to move ahead in their lives. David Kolb's work with the experiental learning model is especially appropriate in dealing with adult learners. In…

How do we teach and learn, knowing that adults are complex, connected individuals who want to change but also want to maintain continuity of the Self? (Contains 1 figure.)

The author expands on the false assumptions implied in the title and shows how they are in error. (AG)

This study investigated congruence in ego stage and group relevant aspects of teachers' and learners' personalities, and between their preferences for and perceptions of group work and emotionality behaviors, as related to learners' learning achievement and to teacher and student satisfaction with learning group membership. Subjects (130 learners…

This study investigated congruence in ego stage and group relevant aspects of teachers' and learners' personalities, and between their preferences for and perceptions of group work and personality behaviors, as related to learners' learning achievement and to teacher and student satisfaction with learning group membership. Subjects (130 learners…