The purpose of this study was to explore the relevance that executive mentors' Dream journeys had for their mentoring practices. Dream journeys are the visions of where young adults see themselves in the future, and how they integrate themselves into the adult world over time. It was anticipated that a better understanding of executive mentors'…

This summative chapter reviews the models and theories of adult development discussed in this issue. Adult educators are challenged to see what has been less visible, hear what has not been heard, and think creatively about the connection between development and learning. (SK)

Discusses definitional issues and tensions around adult development theory. Presents a typology of developmental theories: biological, psychological, sociocultural, and integrative. (SK)

This paper proposes a new model for the development of adult education curricula. The model is holistic to complement the segmental needs and special interests approach that is characteristic of most programs. (JOW)

Addresses Courtenay's reservations about adult development models by arguing that different models evince underlying similarities; development that is not fully achieved need not imply abnormality; and more developmentally advanced adults need not be considered "more worthy." Suggests that models offer support, encouragement, and hope to…

Presents the fundamentals of Levinson's theory of adult development, which posits age-specific periods that are claimed to be universal. Examines the claim in relation to studies of women's and cross-cultural adult development. Recommends ways that adult development theory should affect the practice of adult education. (Author/JOW)

A narrative approach can eliminate the shortcomings of stage and phase models of adult development. Narrative is based on constructivist epistemology and central to human meaning making. Time and narrative are integrally related; narrative is historical and can be understood as interpretation of life stories. Individual and cultural narratives are…

To determine what a theory of adult learning should encompass, three topics were considered: current status of adult learning theory, contributions of the developmentalists, and foundation for a total person model of adult learning theory. An overview of activity related to theory building in adult learning during the 1970s showed the emphasis…

Three factors affecting the paradigm shift in adult education are the exponential growth of information, changing demographics, and emergence of a philosophy of adult development. The focus is changing from adult education to adult learning, from adult education practitioners to facilitators. Professional organizations must convince funders and…

This article proposes use of a life-span developmental perspective in research on adults with learning disabilities. Considerations for incorporating such essential concepts as mediating variables, context, and age-span phases into research on this population are discussed. (DB)

Career education is based on the idea that all educational experiences, curriculum, instruction, and counseling should be geared to preparing each individual for a life of economic independence, personal fulfillment, and an appreciation for the dignity of work. It is a lifelong systematic way of acquainting students with the world of work in their…

The purpose of this paper is to review and synthesize the literature on adult development and to suggest how this information can be applied to the practice of adult education. The first section discusses the nature of adult development, its definition, and key concepts. Sequential patterns of change in adulthood are examined in section 2,…

Reviews theories, concepts, and learning approaches relevant to the development of professionals and reports on the range of experiences and events that practitioners have found formative in helping them become fully competent. The review is based on empirical research conducted across 20 professions. (Contains 166 references.) (JOW)

The Piagetian perspective of adult cognitive development and adult education could have implications for how work and formal reasoning can be related to adult education programs and policy. During adolescence and adulthood, many individuals enter the cognitive period of formal operations (the last of three stages in Piaget's conceptual framework…

The instrumental and expressive utilities of participating in education differ among participants. To ascertain how age affects their perception of these forms of utility, questionnaires were executed by 400 middle class participants ages 18-84 in 45 classes for adults in the Chicago area. Independent variables influencing perception of utility…