Defines organizational learning, learning organizations, and self-directed learning. Explores the connection between self-directed learning and learning organizations and presents implications for practice and research. (SK)

Explores the postmodern critique of dominant conceptions of the self in adult education: psychological/humanistic and sociological/critical. Identifies valuable aspects of the critique, for example, showing how individuals participate in their own subjugation with adult educators as accomplices. (SK)

Presents an overview of best practices in the content of organizational career development programs, the approach used to provide these services, the issues applicable to the organization, and the needs of the individual. (JOW)

The learning organization concept is the lowest of a three-stage hierarchy of learning-wisdom-enlightenment. This sequence is related to the evolution of the human mind from prepersonal to personal to transpersonal. (SK)

Examines differences among types of critical reflection, the role of critical reflection of assumption (CRA) in the transformative theory of adult learning, and philosophical foundations of CRA. (SK)

Principles of self-management embodied in learning organizations are not accurately reflected in practices used to build learning organizations. There is an inherent contradiction in learning organization initiatives: the attempt to link individual development with organizational strategy tends to restrict the possibility of creating a learning…

Professional and personal development based on reflection and counseling privileges consciousness and neglects social, physical, and unconscious methods. This Western approach to self-awareness through rational analysis may help people understand but not solve problems. (SK)

Describes mentoring in gerontology education from several perspectives: mentors versus advisors, types of mentors, phases of mentoring, mentor selection, and career advancement issues. (SK)

Seeks to import a more complex understanding of gendered subjectivity into discussions of young people and homosexuality. This study is based on an Australian national survey of same-sex attracted youth (N=749). Results reveal significant gender differences with regard to patterns of sexual attraction. (MKA)

Information technologies are important tools for individual, team, and organizational learning. Developments in virtual reality and the Internet, performance support systems that increase the efficiency of individuals and groups, and other innovations have the potential to enhance the relationship between work and learning. (SK)

Reviews Thelen and Smith's book and its account of "how knowing develops from doing." Concentrates on the nature of dynamic systems. (DR)

It is not gender that differentiates home economics from other disciplines, but the Hestian life world it addresses: being and becoming human. Home economics needs descriptive and explanatory theory that supports its reason for being. (SK)

Views personal growth through long-term work in various literary genres, including haiku-senryu sequencing, as a continuous process. Demonstrates how self-integration can be enhanced through the creative processing of dream material. (SR)

This article discusses the prevalence of violence in many media forms, including the Internet. It considers the role of the media in perpetuating violence and discusses the ways in which the media influence values and individual character development, particularly in children. (Author/JDM)

Presents an exploratory factor analysis of the scores of 248 counselors-in-training on the Counselor Skills Personal Development Rating Form (CSPD-RF). Authors of the test hypothesized that the CPSD-RF measured 2 factors, personal development and skills development. Factor analysis revealed 4 factors accounting for 58.4% of the total variance,…