Knowles' foundational principles of adult learning in making presentations are that (1) the audience should be active participants in a process of inquiry and (2) the process should build on the background, needs, interests, problems, and concerns of the audience. (SK)

In response to Cunningham's review of his book "Transformative Dimensions of Adult Learning" in the Spring 1992 issue of "Adult Education Quarterly," Mezirow clarifies his transformation theory of how adults learn and points out how his meaning has been misrepresented. (SK)

Argues that the process of education, including adult education, involves the adoption and possibly the transmission of values. Applies concepts of socialization theory and curriculum theory to adult education, focusing on the work of Brim, Berger and Luckmann, and Bourdieu. Discusses the relationship between adult education and social change.…

Describes the origins, developments, and trends of andragogy, the theory of adult education. Focuses on highly developed adult education all over the world, specifically Russia. Discusses the concept of adult education as a service to its educational consumers. (VWC)

Principles for using andragogy as a framework in designing distance education for adult learners include the following: setting the psychological climate, using learning contracts and individualized course projects, and using a group charter to guide asynchronous discussions. (SK)

This chapter juxtaposes Africentrism and Eurocentrism, leading to suggestions for creating a practice that avoids the reproduction of oppression arising from adult education's overreliance on a Eurocentric worldview.

The rapid development of the Internet as a means of both information distribution and social communication seems to be carrying with it a growing imperative for tertiary institutions to put teacher education, like many other things, "online". Often this is done in the name of offering teacher training to distant students who would otherwise not be…

The online educational environment is increasingly being used by adults and should be designed based on the needs of adult learners. This article discusses andragogy, an important adult learning theory, and reviews three other adult learning theories: self-directed learning, experiential learning, and transformational learning. During this…

Drawing on an exploratory qualitative study, this article considers the link between business school teaching at graduate level and subsequent work behaviour and experiences of former students. It evaluates the student experience some time "after" graduation. The findings of the retrospective evaluation point to the value of classroom…

The intention of this article is to promote critical thinking about pedagogy, andragogy, and their relationships to student motivation. The objective is to assist the reader in experiencing what Ken Bain has described as an "expectation failure," which creates a situation where old mental models do not work and where, in this context, the…

The 2011 International Pre-Conference of the Commission on International Adult Education (CIAE), American Association for Adult & Continuing (AAACE), was successfully conducted from October 30-November 1, at the Hyatt Regency, Indianapolis, Indiana. This publication presents the papers presented during the proceedings. These are: (1) Adult…

The issue of relationship is important personally and organizationally. Individuals find themselves, discover who they are, existentially and psychologically speaking, in the living of their relationships. The question is then what adult education experience is available--solid in theory and in practice--to teach the art and science of the…

From workshops in andragogy, the art and science of helping adults to learn, it was observed that an individualized approach was preferred to a behavioralistic one, that it is important to be able to help participants work within a changing organization, and that knowledge of task and process should be coordinated. (AG)

The author administered the Student Orientation Questionnaire to 205 tertiary students to measure students' orientation towards pedagogy or andragogy. Results indicate that the second factor is independent of the first factor. Thus, he argues that the relationship between pedagogy and andragogy is orthogonal. (CH)