The purpose of this phenomenological study was to explore the construct of a profound moment. Interviews were conducted using a semi-structured interpretive phenomenological approach. Interviews were transcribed, coded, analyzed, and considered in the analysis. Four themes were identified from the analysis: accepting what is, change of life axis,…

Since information and communication technologies were introduced into education, the number of courses delivered in an online or blended learning (OBL) format has increased significantly. However, not all teachers are experienced in teaching in this new digital environment. While various teacher professional development (TPD) models exist, few…

Derek Legge, who celebrated his 95th birthday at the end of last month, is one of the most dedicated and influential of the largely unsung heroes of the adult education movement in Britain. As modesty is one of the many qualities with which his friends and colleagues credit him, he is certain to shrink from the description, but there is little…

In adult education, there has recently been a recognition of the body's role in adult learning. Attention to neuroscience is somewhat limited, though is emerging. These two perspectives are not integrated. With this article, the author argues that adult education must look to science to achieve a deeper understanding of the evolving…

Examines how common beliefs about decline in adult intellect over time are shaped by culture. Presents alternative ways of understanding intellectual development: as specialization, as continuing change in intellectual complexities, and as the process of gaining expertise. (SK)

"Understanding Adult Intelligence" (Robert Sternberg) focuses on the nature of intelligence. It explains Sternberg's triarchic theory, in which he posits three main aspects of intelligence: its relation to the internal or mental world of the learner, its relation to experience, and its relation to the surrounding world. "Strategies and Learning"…

The philosophical roots of the concept of lifelong learning are considered in relation to the views of Socrates, Plato, and Aristotle. They pioneered in their analyses of intellectual development and in the importance of the use of the mind throughout the life span. Plato and Aristotle added metaphysical arguments to support their systems of…

A study of almost a thousand graduates of 14 diverse colleges and universities investigated the extent and nature of their post-college educational and lifelong learning efforts and, based on this information, whether colleges and universities could provide appropriate and adequate educational opportunities for interested alumni. (Originally…

The results of a survey concerning the learning experiences of 740 university and community college adult students in western Manitoba are analyzed in terms of adult learning theory, and the importance of intellectual maturity as a guiding principle in organizing learning experiences is examined. (MSE)

Participants aged 17-26, 39-51 and 59-76 solved concept problems to investigate intellectual correlates of concept identification as a function of stage of learning in adulthood. Differential ability-performance relations as a function of stage of learning were considerably less potent in the elderly v the young and middle aged. (Author)

A study compared the intellectual development among 118 technical college instructors aged 35-65 who had different educational backgrounds. In a 3 x 2 factor design, 3 groups of educational experience (no baccalaureate degree, baccalaureate degree, and master's degree) were represented, with 20 subjects (10 men and 10 women) in each group. The…

Combining literature and human development is seen as an effective strategy for enhancing personal and professional growth of the judiciary. Three theoretical perspectives provide a framework for understanding experiences associated with development in middle and later adulthood: adults' varied learning styles, the life cycle and age-related…

Discusses findings from interviews with 19 committed principals and places them within the context of new research on principals as lifelong learners who publicly model intellectual curiosity. Conditions for continuous learning exemplified by these principals comprise three categories: professional identity, influence of the liberal arts, and…

Leading educational psychologists address problems in adult development and learning in this book. "What Does Educational Psychology Know about Adult Learning and Development?" (M. Cecil Smith, Thomas Pourchot) is the introduction. "We Learn, Therefore We Develop" (Nira Granott) tackles the problem of distinguishing between…

This document contains the six papers that were presented at a business education and information systems special interest group meeting. The six papers were selected through a review process, with one paper being selected for the "outstanding paper" award. The award-winning paper is "The Importance of Desktop Computer Presentation…