Somatic or embodied learning recognizes bodily experience as a source of knowledge. Narrative learning involves examination of personal stories as a process of meaning making and identity development. Both offer creative alternatives for adult learning. (Contains 28 references.) (SK)

Collaborative inquiry is an effective strategy for facilitating experiential learning through the use of peer participation, multiple ways of knowing, and systematic validity processes for meaning making. (Contains 21 references.) (SK)

Thirteen collaborative inquiry groups pursued the impact of White hegemony on their lives. An infrastructure supporting multiple groups included community gatherings, reflection papers, and online communication. Participants reported changed beliefs and behavior and more effective communication with other White people about racism. (SK)

Insights from the articles in this issue highlight (1) the pivotal role of presentational knowing in collaborative inquiry; (2) personal development and action; (3) roles for adult educators in inquiry groups (full participant, external facilitator, multigroup coordinator); and (4) creation of supportive structures for collaborative inquiry.…

Reio and Wiswell's study of 233 service industry workers found that state and trait curiosity (reflecting in information seeking on the job) influenced their technical and interpersonal job performance through workplace socialization. Rowden's critique faults the uncertain definition of terms and possibility of response bias. (SK)

Discusses definitional issues and tensions around adult development theory. Presents a typology of developmental theories: biological, psychological, sociocultural, and integrative. (SK)

Balancing the need for separation and connection is an ongoing challenge for adults. Theories by Erikson, Peck, Kegan, and others attempt to resolve the tensions that have implications for adult learning. (SK)

The Two-Shell Model of Motivated Self-Directed Learning was tested by examining the impact of working conditions (autonomy, competence, social integration) on a sample of 67 workers. The influence of a project group as a condition promoting self-determination was evident. (SK)

Reexamines critical theory as a response to Marxism and repositions ideology critique as a crucial adult learning process. Argues that a critical theory of adult learning should focus on how adults learn to recognize and challenge ideological domination and manipulation. (Contains 31 references.) (SK)

Volunteer motivation and commitment are linked through learning about the organization, the job, and oneself. Volunteer managers should (1) identity volunteer motivations and establish conditions to support them; (2) identify learning activities appropriate for motivations and learning styles; (3) ensure congruence between volunteer learning and…

Diversity in its many guises is strongly championed in the adult education literature. To conceive a future for adult education that is not diverse and does not try to address the needs of diverse learners seems absurd. Yet, diversity is not a unitary concept, having many definitions and paradoxical effects. Questions arise about its future in a…

The necessary learning actions new employees must undertake to meet the performance requirements of their new job may be said to constitute a constructivist epistemology of necessity. This view forms a useful basis of inquiry into new employee workplace learning as it seeks to explicate the significance of what new employees "do" in and…

Supervision is supposed to improve classroom teaching by enhancing teacher thinking, rejection, and understanding of teaching. Evaluation systems are supposed to increase effective teaching behaviors and enhance teacher professionalism. Through the lens of symbolic interaction, we learn that "supposed to" does not matter. In a context of increased…

Educational inequalities are evident even before children start school. Some educational achievement gaps widen out as individuals progress further through the education sequence and into the labour market, especially those connected to disadvantaged students. Thus, there is a significant need for careful evaluation of educational policies that…

Cedefop's report "Learning while working: success stories on workplace learning in Europe" presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in…