Offers practical strategies to be used by educators of adult student teachers, such as training for mutual support, inviting voluntary collaboration, replacing "knowing everything" with warmth, and celebrating the dissonance. (JOW)

Adult learning theories do not address the real learning needs of women, people of color, or working class learners. Adult educators should teach nondichotomous ways of knowing, acknowledge and foster alternative forms of knowing, construct a supportive environment, and teach with love. (SK)

Health literacy is an area of practice and study that is expanding so quickly in the United States and Canada that it is difficult to keep up with the literature--not to mention the steady stream of conference notices. While this is an exciting new development for both adult education and the health professions, the history of adult literacy is…

Organizational life evokes joy, hate, anger, despair, curiosity, and esteem, yet as far as management is concerned, emotions are disruptive, dysfunctional, and derailing. In spite of managerial reluctance to embrace the emotional self as a relevant aspect of the worker, emotion makes everyone human, and organizations weigh on workers' emotional…

"Beating the Drums for Attention" is the metaphorical title chosen to reflect the continuous effort carried out by adult educators to promote learning, to encourage a joyful approach to it and to motivate learners to be part of and actively influence the overall reflexive process they are involved in. What carries the whole movement is…

Suggestions are made for adult educators working with public officials: know your public officials, know your subject, know the procedures. Barriers peculiar to adult education programs are also examined: programs are varied and widely dispersed; adult learners' needs are varied; and programs that are offered are not understood by policymakers.…

Contrasts and compares the theory and practice of adult education as it relates to the issue of right brain/left brain learning. The author stresses the need for a whole-brain approach to teaching and suggests that adult educators, given their philosophical directions, are the perfect potential users of this integrated system. (Editor/CT)

The role and understanding of professions has changed because of a revolution in knowledge about learning, such as locus, social context, practical versus formal knowledge, and knowledge creation. The upheavals require reframing of professional continuing education. (SK)

Defines adult education as every adult's intentional efforts at self-education, alone and with others, in all human situations, including when the self-educator is facilitating the learning of other self-educators. Self-educating as an attitude, and a practice is offered as a sound basis for the profession of adult education. (SK)

Myths about adult learning are (1) adult learning is essentially joyful; (2) adults are innately self-directed learners; (3) good teachers meet the felt needs of learners; (4) there is a uniquely adult learning style; and (5) there is a uniquely adult teaching style. (SK)

Educators and administrators generate forms of "insignificant" writing such as memos, internal reports, and staff communications. The significance of this insignificant writing is its ability to create trust and to mirror the principles of adult learning as a creative process of dialogue and reflection. (SK)

A group of 120 adult educators identified aspects of student behavior that annoy or irritate them and aspects of their role they fear or about which they feel guilty. A common source of conflict was conflicting teacher and student expectations. A conclusion was that adult educators should have a clear idea of their role and articulate it to…

Holistic teaching and learning must be concerned with the spiritual lives of adult educators and learners. Educators should design processes that invite the involvement of the whole person while leaving room for diversity and mystery. (Author/SK)

In this article, the author focuses on one of the riches of the country: its people. She interviewed five adult educators who have made significant contributions in Jamaica. The author's interest in this research began from the opportunities that she had to meet some of the participants through their programme's connections with JAMAL (the…

The author was born during the Second World War, in Sydney, Australia, and was educated in public schools and at a state teachers' college, largely during the 1950s. He began his working life as an elementary school teacher in the early 1960s, and entered higher education as a lecturer at a small teachers' college in the early 1970s. He retired…