Provides an appraisal of the characteristics of adult basic education and continuing education programs relevant to the five dimensions of lifelong learning: (1) age-specific to age-inclusive; (2) formal to nonformal pedagogy; (3) individual to collective learning; (4) social maintenance to social change; and (5) intraorganizational to…

Seeks to analyze and categorize both data-based and conceptual articles on self-directed learning. Covers (1) verification studies, (2) nature of the method, (3) nature of the learner, (4) nature of the philosophical position, and (5) policy. Suggests future research topics. (Author/CH)

The author advocates adult learning that helps adults pursue meaning as opposed to technical-pragmatic matters. He titles this pursuit "worldview construction." (CH)

Work with adult students requires that helping them recognize both the limitations of their own insularity and the scope of their responsibility. Global survival depends on the willingness to acknowledge the fundamental interdependence of all life. (Author/JOW)

In late modernity lifelong learning is necessary for survival, according to the dominant discourse of globalization and competitiveness. Another perspective views learning as acquisition of knowledge and skills in social interaction, with a focus on the interplay of societal, organizational, and individual processes that enhance or inhibit the…

The Characteristics of Lifelong Learners in the Professions instrument was administered to 195 human service professionals, and responses were subjected to principal components analysis, Varimax rotation, and multiple regression analysis. Two factors emerged as potential predictors of lifelong learning: educability and future orientation. (JOW)

A qualitative analysis of interviews of 78 adults with less than high school completion who were currently engaged in a learning project supported the hypothesis that self-directed learners, rather than preplanning their projects, tend to derive their structure and direction from resources available in the environment--the organizing circumstance.…

Situates lifelong learning within the framework of postmodernism, particularly the notions of performativity, decentering, and lack of mastery. Describes lifelong learning in postmodernist terms as a condition of constant apprenticeship in which proficiency is never final or complete. (Contains 44 references.) (SK)

Problems arise with theories about experience, because subjectivity cannot be the source of meaning in experience. Proposing that experience is made intelligible through language, the author formulates an alternative theory of adult learning: the individual who learns has a language, a culture, and a history; therefore, the learner is situated in…

To deterine whether three empirically derived factors of Oddi Continuing Learning Inventory (OCLI) remain across study samples, factor scores pairs were generated by using factor-score coefficients of two data sets and correlating factor scores. High positive correlations indicated three derived factors in factor structure matrix matched those…