A test of a hypothesis about the availability of Universal Grammar principles to adult language learners involved testing predictions about acquisition patterns in Hebrew speakers learning English as a Second Language. Results supported the view that second-language acquisition is a process of parameter reassignment of principles that are indeed…

Basic adult education principles should be applied in the change agent-farmer relationship in extension education in Sierra Leone. They include active learners, lifelong learning, teacher knowledge as nonabsolute, and the farming community as the center of problem generation. (SK)

Methods for providing continuing medical education at practice sites include peer-based learning, using practice-based information, individual learning contracts, self-assessment, and educational technology. Benefits include convenience, self-pacing, reduced travel costs, enhancement of income and productivity, and immediate application of…

Results of two studies of women's learning suggest that educators should (1) focus on learners' knowing within their authentic selves; (2) facilitate the construction of knowledge that motivates action; and (3) create a context of relatedness among learners. (SK)

Adult play develops curiosity and self-determination, builds knowledge of self and social relationships, builds self-esteem and a sense of personal power, develops powers of concentration, provides foundations for success and competence, and helps one value differences. (AC)

Current educational programs for cardiac patients are ineffective because they are teacher focused, assume that increased knowledge produces long-term changes, and neglect patient needs and anxiety. A more effective approach should be based on adult learning principles and identify and use learning needs to personalize educational programs. (SK)

Reviews the history of the term andragogy and compares concepts in Germany, France, Holland, Britain, Finland, the USSR, Czechoslovakia, Poland, Hungary, and Yugoslavia. Delineates five differing schools of thought. (SK)

Recounts one teacher's experience at unsuccessfully solving spatial problems in a workshop experimenting with individualistic and cooperative learning approaches to problem solving. This humbling experience reminded the author that failure is humiliating and can arise from simply not knowing how to think about a task. All humans are "at-risk"…

Comparison of nineteenth- and twentieth-century promotion of self-help learning shows that the aim and outcome can be socialization and order rather than social advancement and autonomy. Successful self-help schemes are rarely based on self-help alone, which calls into question the morality and financial wisdom of promoting a concept without…

New social movements--ecological, peace, feminist, and personal autonomy--share several basic principles: ecology, social responsibility, grass-roots democracy, and nonviolence. The realization of their visions may require the greatest mobilization of imagination and learning potential yet known. (SK)

Includes "Intelligence Is More than IQ" (Sternberg); "In Search of Intraterrestrial Intelligence" (Wagner); "On Changing Fundamental Conceptions of Undergraduate Experience" (Guskin); "Experience and Intelligence" (Gotlieb); "Assessing the Value of Cooperative Education" (Williams et al.); and…

Accreditation of adult learning raises two issues: (1) whether accrediting processes are the right ones and (2) which educational values and principles underlie them. Accreditation based on flexible accumulation and transfer of achievements is needed to document the vital learning outcomes of adult education. (SK)

People learn to learn as they develop their concept of knowledge. The heart of the learning process is self-awareness, self-monitoring, and active reflection. Teaching and learning should be an interactive process, which should involve both learning and learning how to learn. (SK)

According to a study of 20 outstanding principals, administrators valued as instructional leaders value their role as staff developers, view their key function as facilitator, and are driven by a clear vision for the school. These principals view themselves as role models for continual growth, are self-assured, and open to change. (eight…

Recapitulates the theory that adult learning involves projection of value-laden symbols into sense perceptions to extract meaning from experience. Responds to criticism by emphasizing that critical reflection and rational discourse are manifestations of culture. (SK)