In last month's "Adult Learning," the authors introduced the notion of "the silver surfer", a third-age learner adept at using the internet and other technologies for a mixture of formal and informal learning episodes. They suggested that neither this image nor its obverse, the truly disconnected older adult, is helpful in understanding the ICT…

This paper focuses on how latent knowledge of an ancestral or heritage language affects subsequent acquisition by adults. The "latent speaker" is defined as an individual raised in an environment where the ancestral language was spoken but who did not become a speaker of that language. The study examines how attitudes, latent knowledge and…

Careful course design sets the stage for effective learning, whether in a formal or informal setting. Designers of learning experiences seek a balance among several learning objectives that compete for time in the classroom and for space on the syllabus. The nature of community based learning with adults multiplies the design decisions that must…

Article provided an evaluative checklist that might be of help in finding avenues of communication through the listening development of students and adults. (Author/RK)

Themes and thoughts (rather than a literal transcription of proceedings) are presented on a symposium held in November, 1979, on the research, policy, and practice of adult learning. Participants were federal officers, adult education professors, researchers in business and education, and policy developers. The symposium was organized around four…

Present literature of adult education appears to be negating learners' responsibility in making decisions in the curriculum development process and gives little attention to procedures for securing active involvement. There seems to be a need for bringing "guided learning" to the attention of those working in the field of adult education. The…

Project recommendations, as a result of five task force surveys of human, fiscal and physical resources of higher education institutions in New York City, as well as delineation of specific regional problems, especially in area of admissions, counseling and guidance, data collection, facilities, finances and programs and research, are presented.…

Included in these hearings on the Lifetime Learning Legislation are a text of the bill, list of witnesses and their statements, additional statements submitted to the subcommittee by various organizations and professional associations, and other articles, studies, and press clippings related to lifetime learning. (The legislation is designed to…

Adult self-directed learning is considered a process of self-instruction. This concept is inadequate because it fails to account for persistence in learning and excludes adults unable to plan self-instruction. These inadequacies can be addressed by studying self-directed learning as it relates to the learner's personality. (Author/CH)

The authors discuss the concept of life-world. Transformation of the life-world is analyzed and three developmental stages are distinguished: (1) the self-evident, (2) the threatened, and (3) the transformed life-world. The importance of this transformation in relation to adult education is explored and the developmental stages related to the…

Discusses a framework for approaching the literature on adult learning that enables people to identify a focus and the supporting literature for their activity. Proposes a matrix that can be used to categorize this literature. (JOW)

The appropriate educational uses of television and/or teleconferencing present similar but separate problems for adult learners. Adult educators should consult experts on planning and using these technologies before rushing ahead with them (JOW)

Proposes a noncorrective approach when teaching adult learners, emphasizing the benefits to be achieved with the creation of a relaxed informal classroom atmosphere. Presents case studies, reasons for choosing this program, nine implemental steps, observations and evaluation. (JK)

Discusses and evaluates a number of themes which persist explicitly or implicitly throughout Knowles' writings and which form the core of his thinking, including the concept of self-actualization, the difference between child and adult learners, the clinical model, and individualism. (CT)