Presents a rationale for shifting the focus of social work/gerontology education from training to a learner-centered approach that incorporates principles of adult learning. Suggests the use of adult experiences, storytelling, simulation, role playing, and a supportive learning environment. (SK)

Refutes myths about adult learners: (1) adults require less instructor time; (2) adults desire to return to school; (3) adults are capable decision makers; (4) adults bring valuable experiences to the classroom; and (5) adults know what they want. (Contains 26 references.) (SK)

Analysis of methods used by the right-wing environmental social movement to alter gains made by environmentalists finds that conservatives have both grassroots and elite sponsorship and the movement is an effective site of adult learning, resistance, and meaning making. (Contains 89 references.) (SK)

Describes a model for portfolio supervision based on the results of a 2-year study of one elementary school's experience in implementing portfolio supervision. Includes four propositions that guided the development of the model. Describes the skills inherent in portfolio supervision. Provides general guidelines for implementation of the portfolio…

The process of adult transformation should be the focus of environmental adult educators. Examination of the life histories of adults reveals what, where, and how they learn about the environment, what they do with this information, and how this learning contributes to adult transformation. (SK)

Compares and synthesizes past decade of research into facets of wisdom, searching for a unified definition. Concludes that factors relating to wisdom (age, experience, intelligence, knowledge, intuition, common sense, and personality) can be unified theoretically if wisdom is viewed as the recognition of and response to human limitation.…

The author provides guidelines for developing open learning materials. Guidelines include (1) provide an easy to use format, (2) keep learners mentally active, (3) allow for individual differences, (4) use the learners' experience, (5) provide a measure of learning, and (6) provide support for the learner. (CH)

An adult educator's experience of delivering a paper via videoconferencing led to these conclusions: there is a danger that such technologies will be limited to those with technical skills and knowledge and to institutions able to have such facilities, and adult educators should be trained in the use of the Integrated Services Digital Network and…

Writing on adult education history is dominated by the "Great Tradition" perspective. A new historical agenda that is more open to movements and ideas in contemporary social history could move the field from history of adult education to histories of adult learning. (SK)

"Structured flexibility" is a way for educators to create a mutually conducive learning environment for adult self-directedness. Issues to be addressed include a change in instruction for adult educators, teacher empowerment, and a shift from thinking of adult education as adding content or skills to developed persons to adult education…

Twenty-eight African American women involved in voluntary organizations reported some systematic nonformal education, but more frequent and more valuable were informal, incidental learning opportunities, resulting in changed ability to interact with others, growing self-confidence, and greater connection to group and community. They generally…

Adult education's attention has shifted from old social movements such as unions to new social movements (NSMs) such as environmental groups. However, informal learning provided by unions is not very different from that of NSMs. In addition, labor represents the working class whereas NSMs are dominated by the middle class. (SK)

Reviews adult education in relation to the social movements of 1960s and 1970s and the narrowing focus in the recessionary 1980s. Highlights two trends in Canadian adult education: further vocationalization and a shift from institutions to independent adult learning. (SK)

Situated cognition, the concept that learning is integrally situated in everyday activity, enables more accurate understanding of adult learning. Authentic activity, involving situations requiring actual rather than simulated cognitive processes, may be a better basis for adult education. (SK)

A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)