This article provides an overview of adult learning theory, focusing on the theories covered in this issue of New Directions in Adult and Continuing Education. In offering a brief synopsis of each article and reflecting on the ways adult learning theories have evolved since the first update was published in 1993, this article explains several…

As the population ages, more older adults seek learning opportunities in various educational settings. This article highlights the understanding of older adult learners and the greater heterogeneity within this demographic. I explore why and how older adults learn, including their learning needs, the challenges of aging that may affect their…

The "alone together" paradox is a phenomenon that occurs when adults make meaning of their learning in the online environment. By way of being "alone together," the online environment manifests a context for incidental and informal learning.

Intuitive knowing is one of the most complex and misunderstood ways of knowing. It is difficult to put into words and verbalize. Intuition is spontaneous, heart-centered, free, adventurous, imaginative, playful, nonsequential, and nonlinear. People access intuitive knowledge through dreams, symbols, artwork, dance, yoga, meditation, contemplation,…

Cultural institutions are rich locations for adult learning. Despite apparent differences in mission, they are similar in many ways. Similarities include social and historical development, educational philosophy and objectives, epistemological tensions and contestations, and challenges associated when attracting and educating adult visitors. In an…

All too often, a community undergoing a community development process is relegated to the role of audience to outsiders' expertise. Community members are asked to furnish token "representation" of the residents' point of view and once they have been represented are asked to approve what the outsiders say is in their best interest. This dynamic is…

Internal computer networks, or intranets, are a way for organizations to provide learning opportunities and performance support. The value of intranets depends on the quality of resources, the degree to which they are maintained, and ease of use. Users need help in learning to use these resources for optimal benefit. (SK)

Thirteen collaborative inquiry groups pursued the impact of White hegemony on their lives. An infrastructure supporting multiple groups included community gatherings, reflection papers, and online communication. Participants reported changed beliefs and behavior and more effective communication with other White people about racism. (SK)

Describes elements of the Self-Directed Learning Process Model (control over learning, learner-teacher interaction, influencing factors). Discusses how reflection on learning processes can transform the way learners think about learning and make them responsible for their own development. (SK)

Transformative learning can be rational/analytical or intuitive emotional. It can effect personal or social change, and it can take place in a variety of contexts. (SK)

The example of the formation of a learning community in a Yukon Island retreat center demonstrates the influence of context and the importance of community building. Organic learning occurs through the synthesis of the natural environment, the community, and the learning process. (SK)

A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)

The brain, a pattern-finding organ, seeks to create meaning through establishing or refining existing neural networks; this is learning. Emotion affects what is learned and what is retained.

A collaborative inquiry group on intuition resulted in the following insights about the ways learning is experienced: (1) as striving for equilibrium between individuals and the group; (2) as enhanced access to nonverbal knowing; (3) as an empowering process; (4) as energizing; (5) as change in critical subjectivity and intersubjectivity; and (6)…

This chapter presents a brain-based model of adult learning and connects the model to practice.