While basically introducing and summarizing the 10 papers in this issue, Aging in Contemporary Society," the editor has ably presented concensual themes, such as the expectation of an increase in inter-generational hostility and the value of the modified extended family to the aged. See also: SO 500 217 to 500 226. (DB)

In the areas of adult development and adult learning, research is seldom confined to observable behavior. Therefore, documentary records of human experience should be used. (JOW)

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)

The author reviews the literature and provides a bibliography on middle aged and mid-life transitions. (SK)

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…

Although adult development may be viewed from many perspectives, the authors have chosen three trends that best describe the field for them: (1) reconceptualizations, (2) grounded theory and ethnography as research methods, and (3) special groups as targets for study. (Author)

Restructuring of the principalship must include the principal's role as an adult developer aware of the inextricable link between teacher growth and student development. Principal and teacher should work together to learn how adults develop, to discover conditions fostering growth, and to encourage each other to face new challenges. (MLH)

Examines what mentors reap from the mentoring experience and why they volunteer in the first place. Investigates elementary and secondary school mentors and the link between mentoring and Erikson's theory relating to the generativity stage in adult development. (JOW)

Conducted interviews with 786 adults, randomly assigned after stratifying according to 3 socioeconomic classes, 9 age strata, 2 genders, and 3 working sectors. Identified three vocational trajectories within the three social classes, each comprising nine phases of working life. Implications concern equilibrated integration of adaptive and creative…

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)

Cohabitation can represent a stage in the development of couples' relationships. When counselors are cognizant of the characteristic issues facing such clients, they can minimize issues of morality and legality and focus instead on resolving the essential mental health issues for which counseling has been sought. (EMK)

Conflict resolution or peace-making skills require that adults become aware of and challenge assumptions underlying their views and that they consider new ways of thinking. Critical thinking theories and techniques can help bring about the perspective transformation necessary to reducing conflict. (SK)

Discusses Erikson's theories on aging, Baltes and Baltes' concept of successful aging, and Warnick's work on counseling issues for successful aging. (SK)

Change involves thoughts, emotions, values, and actions but thought gets the most attention. Learning to change necessitates an integration of rational and nonrational ways of knowing. Nonrational ways and human care are important dimensions of the learning process. (SK)

Explains classic theories of adult development (stage/phase and life events and transitions) as well as newer theories (women's psychological development, Kegan's theory of consciousness). Presents implications for adult learning. (SK)