An address given before the Australian Universities Conference in May 1971, in which the director of the Department of Adult Education, University of Sidney, urged that there is an important role for universities to play in the provision of facilities for continuing education, and that their present provisions in this field ought to be…

Argues that the disengagement of the school from social reality on one hand, and from the objectives and needs of the pupil on the other, are factors strongly preventing the forming of positive learning attitudes and thus essentially weakening the psychological conditions for life-long education. (RB)

Examines the growing number of adults pursuing lifelong learning within and outside of educational settings. Looks at the reasons adults are returning to postsecondary education, adults' learning traits, and the skills teachers should cultivate to deal effectively with adults in a learning situation. (DMM)

Delineates a model staff development program based on adult learning theory and requiring both specified instructional techniques applied in structured and flexible ways and the provision of follow-up support through clinical, on-site supervision. (PGD)

A survey of the field of learning disabilities is presented and applied to adults. A review of diagnostic tests reveals concentrated knowledge about learning disabled children and adolescents, and a scarcity of knowledge on adult populations. Pertinent areas for research are proposed for learning disability specialists and adult educators.…

Discusses an alternative adult learning theory--the "lived experience." This theory states that learning needs to develop out of the current experience of the learner and builds from it. The learner brings into learning the totality of his being. (CT)

Discusses the problems of the adult second language learner. The decline in interest among adolescents in language learning is reflected by the number of adult language learners. Problems ensue, however, from the unique classroom situation, which is not conducive to the development of communicative competence. (PJM)

This study explores the effectiveness of Kolb's Learning Styles Inventory in identifying learning styles and implications for inservice education programs for county extension agents in Kentucky. The authors also attempt to validate the use of the inventory as a framework for designing and conducting adult education programs. (Author/SK)

Literature on music preferences of older adults and music therapy for older adults is reviewed, and suggestions are made for making music more accessible to the older person. (KC)

Suggests that future pedagogy should search for methods to develop conscious thinking and to connect detailed learning with creative, utility-oriented human activities. Different pedagogical forms should be applied to a greater extent in universities and ordinary adult education. (JOW)

Pedagogy assumes that the education of children and adults is essentially the same. Andragogy takes the view that adults and children learn in different ways. In lieu of these polarized concepts, educators need to approach human learning as a matter of degree, not kind, recognizing the similarities as well as the differences between learning…

Dominant models of experiential learning contain uncritical assumptions about experience. Locating experience in postmodern social practices emphasizes how it is shaped by culture. In critical practices, experience is not something from which knowledge can be derived but is itself knowledge. (SK)

Raising Early Achievement in Literacy is a British family literacy project in which educators recognize that adult learning is different; parents are experts on their own children and have views on literacy; and bilingual parents may have different needs. Listening to families is a key principle of the project. (SK)

Fugitive knowledge constructed outside the dominant discourse by gay and lesbian people is distributed through networking and is the basis for learning to transgress in social contexts. Popular adult education is essential to the process of knowledge construction and dissemination. (SK)