This guide is concerned with two equally complex subjects, aging and the ability of adults to learn. It is designed to help answer the question concerning adult learning ability and the corollary questions of whether there are better ways to teach adults, or what kind of teaching techniques are most successful with adults. The discussions…

The Second Careers for Women conference is discussed as to its evolution and place in the scheme of continuing education programs for women. The keynote address, "A Decade of Innovation," by Martha Sturm White is reproduced, and summaries of 15 workshops are provided. The workshop summaries depict the situation for adult women seeking…

Addressed to those who are involved in the education of adults, this paper reviews hypotheses of patterns in adult development, and discusses possible roles of educators and educational programs in facilitating growth throughout adult life. The following topics are included: Time and the Life Cycle, Socialization and Roles, Stages of Adult…

The article explains the importance of seeing education as a process of continuous learning, both for the benefit of the older adult and for the benefit of society, which needs people capable of learning new information throughout their lives. (CD)

Lifelong learning is discussed in terms of its meaning, similar educational concepts, slow acceptance on the part of society and educational institutions, and practical limitations (facilities, financial support, and quality of instruction) to its development. (LH)

Discussed is how education can be reorganized to respond to the needs of the individual over the life cycle unconstrained by the traditional compartimentalization of educational levels and structures. (MP)

A British librarian reviews a number of studies on adult education and lifelong learning and the part that public libraries play in helping adult students, particularly the independent learner. (MF)

Describes a service established at an adult education college in rural England which provides individually oriented correspondence programs of home study supported by personal tutorials. The most unexpected feature of the service's development is the extent to which students from urban locations have chosen to follow individually supervised…

This paper describes a seminar approach to postdivorce adjustment. Topical content areas covered in the seven-week seminars are discussed. The interaction of leader-guided problem solving and participant input is addressed along with a series of preliminary conclusions reached concerning the efficacy of this approach to treatment. (Author)

This article offers suggestions on imaginative and entertaining ways to illustrate and clarify concepts in the classroom with particular emphasis on capturing and holding the interest of adult students in evening classes. (JD)

Mandatory continuing education forces veterinarians to attend educational programs but not to learn. Acceptance of veterinarians as typical adults and a knowledge of adult learning characteristics are need to maximize learning effectiveness for the casual as well as the eager learning participant. (Author/LBH)

In October 1983, the National Institute of Handicapped Research (NIHR) released its report on the state-of-the-art meeting on the Special Rehabilitation Needs of Learning Disabled Adults. This article presents the seven research priorities forwarded to NIHR and the method by which they were generated. (Author/CT)

Reviews second-language learning literature concerning factors which may affect adult students. Focuses on cognitive mechanisms, cerebral dominance theories, formal operations, motivation, and second-language teaching and learning. Offers suggestions for community college teaching and programs. (DMM)

A unit on adult learning with an exercise based on the theories of Malcolm Knowles and Allen Tough is described. After students in the class see that they actually planned and directed much of their significant adult learning, they are eager to join in the process of modifying course objectives. (MLW)

Much teaching goes on in day-to-day conversations with students. Mentors teach their students as much by how they relate to them as by what they tell them. A meeting between a mentor and one of his students is described. (MLW)