Provides guidelines to assist the continuing educator in understanding and working with older adults. The guidelines follow the development of a probable learning session: (1) gaining attention and developing expectations, (2) reviewing relevant information, (3) presenting new information, (4) feedback, and (5) transforming information to life…

Discusses misinformation that women have about the experience of menopause, the midlife acquisition of opposite sex characteristics, and the midlife shift from a focus on significant others to a focus on more personal needs. Suggests potential educational programs for women on midlife topics. (SK)

Discusses adult individuality and the need to recognize and consider individual differences in adult education. States that the effects of differences experienced over time determine adult value systems. Presents data from author's dissertation study to show one group's value ranges and how no one person can represent the composite data. (MF)

"Transitions in Education, Work and Leisure" is a course designed to prepare people who serve as intermediaries or catalysts. The curriculum is based upon the intermediary's function of assisting adults in transitional periods to cope with constant changes in the labor market and social environment. (SK)

In his address to the Adult Education Association conference on January 10, 1979, the author reflects on the increasing necessity for adults to continue to learn and the marginal status of adult education. He discusses knowledge and skills obsolescence and indicates concerns for the field of adult education. (MF)

The author reviews and discusses results of current adult education research in the areas of cognitive styles, learning strategies, adult learning, hemispheres of the brain, adult development stages, open learning systems, nontraditional forms of learning, social action, nature of adult participation, and other concepts. (MF)