Pedagogy assumes that the education of children and adults is essentially the same. Andragogy takes the view that adults and children learn in different ways. In lieu of these polarized concepts, educators need to approach human learning as a matter of degree, not kind, recognizing the similarities as well as the differences between learning…

A collaborative inquiry group on intuition resulted in the following insights about the ways learning is experienced: (1) as striving for equilibrium between individuals and the group; (2) as enhanced access to nonverbal knowing; (3) as an empowering process; (4) as energizing; (5) as change in critical subjectivity and intersubjectivity; and (6)…

Seven adult learners in a facilitated learning center appreciated the learner-centered model focused on personal empowerment, literacy development, learning to learn, mastery, and independence/inclusion. Instructional design places learners' knowledge and experience ahead of curriculum and focuses on learning for life, not work. (SK)

Purpose: First, to explore the application of e-learning as a medium for workplace learning, as a form of adult learning and organisational learning from a theoretical point of view, second, to review empirical studies on recent solutions to pedagogical problems encountered in workplace learning in general and in e-learning in particular, and…

This report discusses an interview study that examined the thinking about adult learning of major decision makers, staff development practitioners, and influencial researchers. Brief descriptions are presented of assumptions inferred from the interview data: (1) adult learning experiences are envisioned as potentially similar for all individuals;…

Recent publications of longitudinal and sequential analyses of psychometric data have been cited as evidence for "the myth of intellectual decline" with age. This term "myth" has been interpreted by many gerontologists to mean that intellectual functioning does not decline even late in life (except shortly before death). Furthermore, this…

The educational patterns of individuals who have used library resources in Allegheny County, Pennsylvania for independent learning projects on a continuing basis were studied. The tendency of respondents was to use a combination of all four major types of resources for information and planning: (1) self as resource; (2) non-human resources, such…

Reviving an old idea, some libraries are now helping independent adult learners study what they choose and for whatever reason. (Editor)

The subject matter of a class is the student, not the knowledge, says the author in discussing how adult learning is achieved and how to motivate adults to learn. Motivating requires being attuned to how adults learn (e.g., adults must want to learn, adults learn by doing, informal environments are best, etc.). (MF)

The author discusses research in human learning and describes the learning process as a process of experiencing the unfamiliar. She then explores how the universal aspects of learning relate to each other and what is meant by teaching. She concludes with a discussion of the relationship between learning and teaching. (CH)

Adult educators must establish an emotionally safe learning environment for students to constructively address their fears and empower them to risk change. An atmosphere of mutual respect is the key to adult learning, and teachers can use a variety of attitudes and techniques to create an atmosphere of respect. (MSE)

A content analysis of 1,462 written responses provided by the adult learners explaining their rationales for preferring differing learning interaction patterns was conducted. Eight major response categories emerged, including instructor-centered and collaborative rationales. The rationales found were compared to rationales suggested in the adult…

Teachers of adults must be aware of the significant differences between adults' and childrens' orientations to learning. (Author)

This research project explored the manner in which veteran school principals learn of, and become committed to, new perspectives and practices. Personal stories of formative and transformative change from the careers of 23 school principals were collected and analyzed comparatively. Four analytic frameworks emerged from the project and provide a…

Examines the principles and characteristics of mature learning and applies Kolb's learning cycle model to adults in vocational programs. Discusses strategies for self-development, institutional factors, and the democratization of the learning process. (SK)