This longitudinal case study from a Complex Dynamic Systems Theory (CDST) perspective touches upon an under-researched issue: L1 development over the lifespan. Levinson (1978) predicts three stages in adulthood: early, mid and late, with a decline in late adulthood. We examine Diane Larsen-Freeman's publications over a period of 50 years (from age…

Adult learning remains an important component of educational systems in countries all over the world, particularly because it seeks to explain how adults obtain education through formal, non-formal and informal modes. While many education providers and researchers focus on increasing resource support and the development of the knowledge and skills…

The advent of the so-called "post-literacy" era imposes on an individual the need to master not only various verbal, but also visual, artistic and scientific languages that have been developed in modern culture, which requires an adult to constantly improve their general educational and cultural level and to constantly struggle against…

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…

Knowing how adults learn through work is central to understanding their development across working lives. That development is important for their personal trajectories, and ability to contribute, sustain and advance the interests of their workplaces, and collectively to the social and economic viability of their communities and nations. This paper…

Adult learners are not simply larger children, and the process for the adult learner needs to be addressed. This includes establishing goals and objectives, developing curriculum, setting requirements and conditions of learning, and determining what changes in behavior constitute learning. (Author/JOW)

Sketches parallels between adult development and adult learning literature by focusing on issues and directions they have in common. Evaluates the extent to which an understanding of adult development can illuminate the processes of adult learning and teaching. (Author)

A multigenerational examination of learning needs is discussed in terms of proposed legislation which encourages the expansion of lifetime learning options for all citizens. (Author)

Author decries music education aimed only at producing professional performers, noting the pleasure many adults have in playing an instrument or singing simply as an avocation. He suggests revising music education to enable the non-professional to continue in music as hobby more easily. (PD)

This is an interpretive report, commissioned by The College Board's Future Directions for a Learning Society project, of the National Adult Continuing Education Conference held in Detroit 29 October-2 November 1977. Themes included international lifelong learning programs, competency-based education, older persons as resources, the need for…

Instructional design for older adult programs must emphasize relevance to personal goals, account for learning style differences, minimize time requirements, avoid stressful evaluation techniques, include practice and participation, have appropriately paced sequence, and involve a comfortable, well-lit environment. (SK)

Presents issues and concerns in education for the older adult. Issues considered are an overview of the aged population, adult education and the older adult, and the older adult's ability to learn. A review of the literature with thoughts for future research is presented. (Author/BEF)

Drawing largely on the literature from adult learning and development, this article presents parents as continuous learners whose critical reflections on their experiences with parenting can be rich fodder for their growth and development. Theories and models are highlighted that may suggest a wider repertoire of approaches for helping…

Considers adult cognitive growth within the social domain. Draws from Plato's writings and from current views to argue that in order to understand how the educational process is to be of use to adult learners, researchers must determine the kinds of cognitive processes most suited to the learner's stage of life. (Author/NB)

Popular misconceptions about creativity include the following: it is limited to a few unique individuals, it declines seriously with age, and it is associated with uniqueness or innovation. As the focus of creativity research has shifted from examination of the personality traits of creative individuals to examination of the social and…