Women's workforce and higher education participation have increased in the past 30 years. This article reviews the literature on women in "Adult Learning" from 1989 through 2022. Key findings include that women were portrayed as marginalized, deficient, learners, educators, juggling social roles, and resilient. Various positionalities…

Poverty is discussed here from pedagogical and therefore instructional perspectives. It is analyzed in novel ways, seeing charities as environments wherein adult learning occurs. Charities are shown as overlooked "adult learning institutions" that "instruct" the poor by conveying to them (indirectly "through" the type…

Adult education in healthcare comes in several forms: degree and certificate programs aimed at preparing better academic and clinical educators; and community education programs aimed at wellness, rehabilitation, or learning to live with chronic diseases. Patient-centered healthcare, however, is part of something new: coordinated and transitional…

Significant stigma exists to marginalize persons living with HIV/AIDS (PLWHA). Research has demonstrated it is possible to reduce stigma and prejudice through the development of meaningful and innovative education. The purpose of this article is to explore the ways in which the creative and purposeful use of AIDS Artwork as an educational tool may…

Opportunities for adult learning are under pressure in far too many places in the world. This situation was made all too clear at the eighth World Assembly of the International Council for Adult Education (ICAE) in Malmo, Sweden this June. More than 700 adult educators from almost a hundred countries, all members of non-government associations,…

The quality of life in a community is directly tied to the capital available to its citizenry. The idea of capital refers to the resources related to the population--the wealth, the open-minded nature of individuals, the potential for jobs, and putting skills and talents to use to earn a living. There have been a wide range of studies and efforts…

This article centers on theories of adult learning methods and how they relate to the practice of using icebreakers in the adult classroom. While one's language is geared toward the adult learning world, one's experience has been that these practices also work well in a variety of classroom and group settings, both traditional and non-traditional,…

A disorienting dilemma is related to a sense of loss of balance or normalcy complicated by a problem that seemingly has an unsatisfactory solution. According to Mezirow (1998), disorienting dilemmas are also connected to events that have been set into motion, causing a learner to engage in self-examination resulting from feelings emanating from an…

This reflective paper discusses aspects of the author's personal development as an adult learner. Though that development is reflected in her practice as an adult educator, she does not explore those implications in the paper. Instead, she grapples with what it means to make meaning, to determine how she knows what she thinks she knows. The author…

For many, achieving a college degree is a lifelong dream, characterized by opportunity, hope for a bright future, long-term career options, and an overall improved quality of life. Yet, access to American higher education continues to be limited by complex structures and systems such as financial barriers, expectation gaps in learning between high…

Emotional reactions to text are manifestations of learners' inner selves. Adult learners can engage in the process of meaning making by working with images and integrating them into their holistic beings. (SK)

Principles are (1) develop a philosophy; (2) understand the uniqueness of adult learners; (3) eliminate load factors; (4) provide vision; (5) be authentic and credible; (6) provide challenges; (7) foster praxis; (8) know how learners experience learning; and (9) encourage independence. (SK)

Ways in which adult educators can bring spirituality into educational practice include engaging in autobiographical reflection, creating an environment for spiritual learning, creating a dialogical space, and fostering an ethic of care. (SK)

A learning contract provides a plan of action for one's objectives in attending a conference and selection of appropriate activities. Fine tuning involves reviewing objectives, deciding whether to stay in a session, and later evaluating the usefulness of the conference experience. (SK)

Transfer of learning continues to be a need among adult learners. All too often, professional development planners, trainers, and educators are criticized for planning and delivering learning experiences with little to no attention rendered to how participants will apply their newly-acquired knowledge and skills. This criticism can be adequately…