Lecture given before the Annual Conference and Course on Reading (23d, University of Pittsburgh, Pittsburgh, Pa., July 10-21, 1967).

Paper written pursuant to a contract with the U.S. Office of Education, under the provisions of the Cooperative Research Program.

Investigation supported in part by a research grant from the Vocational Rehabilitation Administration.

Points to a need for actualizing the commonly stated goals of a liberal education, which should provide students with the freedom to explore their personal values, learn about themselves, and develop as individuals through studying the accomplishments of others. (WM)

Meeting the educational and personal development needs of adults in transition presents the greatest challenge to higher education. This article discusses a study to determine how adults in transition believe their educational programs to be helpful. (JOW)

Describes a study conducted during the summer of 1982 in order to examine the personal, social, and general intellectual growth perceived by older students participating in Elderhostel programs. Discusses 12 growth themes that emerged after a theme analysis was conducted on the data. Results of the study indicated support for liberal education for…

The role of the mentor is traced in the literature of adult developmental psychology. Four primary elements of that role are: pointing the way at a developmental crossroad, offering material and/or emotional support, challenging, and letting go at the appropriate time. (MSE)

Uses a cohort case study of Americans born between 1900 and 1905 as an example of how history and social forces shape the experiences and educational needs of adults. Implies that knowledge of adult students' social, historical, economic, and cultural experiences can be used to improve their educational experiences. (Author/SK)

Reviews Peterson's 1979 study of the current and preferred ranking of 20 educational goals at 18 community colleges. In response to their low ranking, explains how community services are linked to three more highly rated goals: college community, personal development, and developmental/remedial education. (DML)

Surveyed trainers of school psychologists to assess the importance they ascribe to personal growth and interpersonal effectiveness of their trainees. Although results suggest that such qualities are essential for competent practice, the identity of these characteristics, their emphasis in training, and methods of evaluation vary greatly. (Author)

Suggests the development of a personal identity for the female client depends on characteristics of the counselor. Characteristics include: (1) the counselor's resolution of personal values concerning women; (2) resolution of these values evidenced in the counselor's own behavior; and (3) therapy orientation incorporating the first two elements.…

Results of a three-year study of development of talent are presented, with emphasis on the special qualities of Olympic swimmers, pianists, and research mathematicians who attained "world class" status in their fields prior to the age of 35. (Author)