Advance directives that enable individuals to control their health care are underused due to lack of patient knowledge. Nurses can teach patients about them using adult learning principles, transformation theory, and skills for learning how to learn. (SK)

Reviews the work of the late Malcolm Knowles, his theory and principles of andragogy, and the legacy of his classic writings. (SK)

Self-directed learning results from a dynamic interplay of interests, motivation, strategies, control, and assessment. Environmental circumstances such as workplace conditions form a context for self-directed learning. (SK)

Describes a view of learning that has its origins in consciousness and depicts the role of learning in building cultures that both liberate and restrict. Discusses the need to unlearn cultural habits and rituals that impede growth. (SK)

A survey of 400 workers elicited opinions on the effectiveness of leader behaviors on informal learning. All three of Senge's leader roles (designer, teacher, steward) were present; the designer role was rated the weakest. Levels of agreement varied by occupational group and duration of employment. (Contains 69 references.) (SK)

Transformative learning can be conceptualized in emancipatory, cognitive-rational, developmental, and spiritual approaches. Current research is examining transformative learning in groups and organizations, ways to foster it in learners, and ethical considerations for adult educators. (Contains 41 references.) (SK)

Elaborates on Foucault's analysis of how sovereign power has been replaced by disciplinary power exercised by people on themselves and others. Urges adult educators to be aware of power, especially in the apparently beneficent participatory practices they intend to be empowering for learners. (Contains 20 references.) (SK)

This response to an article by Hyland refutes reservations about educational credit accumulation and transfer schemes and suggests the need for tangible rewards and the personalized ownership of knowledge, skills, and values that credits represent. (SK)

There are differences between how adults learn and how they want to learn. Adaptive conjoint analysis, a technique that deconstructs products and services into discrete elements, can provide insight on what, how, where, and when people want to learn and how likely they are to choose some programs over others. (JOW)

Interviews with a village chief, 6 key informants, and 38 residents of rural farming villages in Senegal showed how sociocultural norms and values influence adult learning in terms of what was learned, why, when and from whom. Hands-on learning and practice were preferred. (SK)

Defines team teaching, a growing trend. Presents a typology of types differing in purpose: interdisciplinary/multicultural education, collaborate learning, community action, action learning, specialized delivery, professional development, research, and writing. Also categorizes types based on how team members relate to each other. (SK)

Intellectual knowledge and wisdom-related knowledge differ in goals, approach, range, method of acquisition, and effects on the knower. Intellectual knowledge tends to decrease with age. The relationship between wisdom and aging is potentially positive if not impeded by cognitive deterioration. (Contains 68 references.) (SK)

Describes how six women working within a liberal feminist Christian tradition sought to nurture learning communities that empower and transform. Relates how the group used metaphor and laughter as central processes. (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)

Defines racial and ethnic identity and stresses the importance of examining these concepts from multidimensional perspectives. Discusses models of racial and ethnic identity and explains how educators can create positive multicultural learning communities. (SK)