This dialog between Alan Rogers and Knud Illeris debates arguments Rogers made in a previous article about the differences between adult and child learning. Rogers emphasizes differences in teacher-learner relationships. Illeris believes the differences result from different motivations for learning. (SK)

Learning-in-action must be accompanied by reflection in and on action. Journals are a personal, self-consciously interactive method of communicating reflection to oneself and others, although they manifest a tension between the public and private aspects of learning-in-action. (SK)

By applying the metaphor of literacy to environmental issues, the argument is made that critical literacy is a set of social practices involving thinking and acting upon environmental concerns. Examples of critical environmental education for adults illustrate the argument. (Contains 21 references.) (SK)

Interviews with 20 people involved in Wiccan communities of practice revealed a trajectory of participation from the periphery to the center of the group, experiential learning that combines formal and intuitive knowledge, and a process of identity development in becoming a witch. To an extent, the community's marginality shaped learning and…

Suggests a widening of the context of the discussion on collaborative learning. Explores the notion of collaborative learning in the rapidly growing arena of adult learning, either in a school setting or in less formal venues. Offers some reflections on the role of education in the larger enterprise of citizenship. (RS)

Discusses the methodology by which people arrive at "knowledge" and how knowledge has been seen by philosophers and critical thinkers through history. Includes the theories of Jurgen Habermas, Jack Mezirow, Thomas Kuhn, and Paulo Freire. Cites implications for adult education. (JOW)

Describes the study circle concept that pioneered in Sweden during the last century. Suggests that study circles can be sustained if their usefulness for education, communication, and leadership development can be demonstrated to organizations. Offers multiple forms of study circles for organizational use. (JOW)

Resistance to self-direction in learning often results from misconception: self-direction is all or nothing, implies learning in isolation, is a fad, is not worth the time, is an easy way out for teachers, and is the one best way for adults. The relationship of self-directed learning to humanist concepts also gives rise to resistance. (SK)

Adult learners are not simply larger children, and the process for the adult learner needs to be addressed. This includes establishing goals and objectives, developing curriculum, setting requirements and conditions of learning, and determining what changes in behavior constitute learning. (Author/JOW)

Although many doctoral candidates are adult learners, the dissertation process does not reflect such adult learning concepts as learning style differences, collaboration, empowerment, and reflection. The assumption that there is only one way to do doctoral work and only one type of student that can succeed in it should be challenged. (SK)

Diverse ways people learn in their work include learning from mistakes, self-education on and off the job, practice of personal values, application of theory, skills practice, problem solving, interaction with others, lateral planning, advocacy, leadership, formal training, and practice of quality assurance. (SK)

In collaborative learning partnerships, the relationship is as important as the knowledge sought. Partners in learning, including mentors-proteges and teams, have these characteristics: shared goals, trust, respect, loyalty, complementary qualities, synergy, and valued relationships. (SK)

Learning partnerships in formal education settings can empower and enrich learners. Learning partnerships experience developmental stages: formation, working together, and developing self-awareness. Successful partners integrate the intellectual and personal aspects of the relationship. (SK)

Develops a typology of learning for volunteering, including the types of learning (instrumental, communicative, emancipatory) and examples of formal, nonformal, informal, and incidental education that take place with each. (SK)

Naturalistic inquiry and content analysis were used to examine the lives of successful adult learners. When confronted with failure, these learners engaged in problem solving, visioning, objectifying, emotional, reflecting, partnering, and active learning behaviors that motivated them toward further achievement. (SK)