Midlife developmental concerns of returning women students included a focus on the future, the experience of a culminating event, and a mentor relationship. Needs assessment and other programs should reflect these concerns. (Author/JAC)

Between the ages of thirty-five and fifty, adults become engrossed in questioning the meaning of work, marriage, and life itself. In the process, they must confront long-held false beliefs in their own immortality, safety, and innocence. (Author)

The article describes stages in the development of the municipally owned "workers' institutes" to provide education for adults in Finland and the now more common "civic institutes" with public or private sponsorship. Included are administrative structure, financing, staff, students, facilities, teaching arrangements, subjects…

In his address to the Adult Education Association conference on January 10, 1979, the author reflects on the increasing necessity for adults to continue to learn and the marginal status of adult education. He discusses knowledge and skills obsolescence and indicates concerns for the field of adult education. (MF)

Investigates differences between adolescents and older adults in their explanations of linguistic metaphors. Adults displayed a synthesizing, integrative perspective, while adolescents displayed an analytic perspective in their explanation of metaphors. (Author/SS)

Discusses the special quality of the relationships teachers, caregivers, and parents have with young children, focusing on aspects of the relationship which help the adult develop as much as they help the child grow. (CM)

Events common to all people, although in differing degrees, such as physiological and technological changes at mid-life, constitute important influences on career change and development in the mid-life period. (Author)

Women face mid-life crises that are unique. The pattern of child rearing and return to work has inherent problems and women need particular help through counseling. (Author)

Continuing Education serves many purposes for adults. Enhancing life and contributing to career change at mid-life are two of the most important purposes. (Author)

Concludes "that the one seemingly serious effort of Baltes and Schaie to contest the points of the Horn-Donaldson criticisms only brings us around to the same sad conclusion: that no matter how one looks at the Schaie data, it suggests that, on the average, there is age decline in many important abilities of intelligence." (Author/JM)

Explores how art education can enhance the mental abilities and educational needs of older adults. Maintains that the postformal operations development stage may be helpful in art studies. Suggests that older adults could study the meaning of their life experience as well as their place in culture. (KM)

The developmental trend from overall-similarity to dimensional-identity classifications is explained by a quantitative model. The model provides good qualitative fits to the extant data. Three experiments examining classifications in 120 2- to 8-year-olds and in 20 undergraduates support specific new claims of the model. (TJH)

Interviews with 14 from a random sample of 20 full-time married male students at the University of Guelph examined how their lives and their families' lives had changed because of their participation in education. Findings indicate that this population entered the university in response to developmental transition and that students and their…

Using a model of successful transition outcomes (independent living, social competence, economic self-sufficiency, and postschool education and employment) and data from 360 British young adults with special needs, patterns of transition are described. It is suggested that productive daytime activity and quality of life may be more relevant…

The dominant paradigm of adult education--adult development--is being challenged profoundly in the context of postmodernism, social fragmentation, and cultural erosion. Adult education's new role should emphasize the collective, collaborative, and social dimensions of adult learning in order to make a significant contribution to society. (SK)