The basic mathematical theory behind learning curves is explained, together with implications for clerical and industrial training, evaluation of skill development, and prediction of future performance. Brief studies of textile worker and typist training are presented to illustrate such concepts as the reduction fraction (a consistent decrease in…

Guidelines for creating a sound community education program. (RA)

Presents a three-dimensional model for program development, based upon (1) Apps' identification of adult educators' philosophies (acquiring content, problem solving, self-actualization), (2) Houle's categories of adult learners (goal oriented, activity oriented, learning oriented), and Lawshe's dimensions of institutional programing (time-place,…

In the areas of adult development and adult learning, research is seldom confined to observable behavior. Therefore, documentary records of human experience should be used. (JOW)

Discusses the teaching behavior of nurses when dealing with the elderly. Analyzes methods frequently used by nurses when teaching self-care skills to older adults. (JOW)

Elements of the ideal match between adult learning and the computer are discussed: (1) autonomy, (2) utility, (3) integration, and (4) security. (CT)

This article consists of a dialog/interview with a corrections officer on the topic of self-directed learning as a key to the reduction of the recidivism rate in prisons. (CT)

A personal philosophy can help adult educators to (1) deepen their understanding of interactions in the learning process; (2) choose the best subject matter; (3) gain perspectives on how their work relates to society; (4) confront the changing nature of adult learners; and (5) prepare learners to deal with cultural change. (SK)

Adult learners are role-oriented, interested in growth and change in their occupations and education. With a backlog of in-depth experience, they have high expectations of what education can do for them, and of what they and their institutions can do to assure fulfillment of their goals. (Editor)

Transformative learning necessitates the loss of the old self. Two ways to deal with this loss are critical social theory, a dialectical, rational approach; and analytical depth psychology, a discerning awareness of the transformation process through a change in consciousness. (SK)

Describes elements of the Self-Directed Learning Process Model (control over learning, learner-teacher interaction, influencing factors). Discusses how reflection on learning processes can transform the way learners think about learning and make them responsible for their own development. (SK)

A holistic conception of transformative learning involves understanding of the self through spiritual, emotional, and mythological dimensions of experience, grounded in the idea of archetypes. (SK)

Examines the debate over andragogy, including Knowles' influences; criticisms of it as a theory of adult learning; and social, philosophical, and other weaknesses. Considers the impact of social structures in shaping individual freedom, contrasting it to the andragogical emphasis on the isolated, autonomous self-directed learner. (SK)

Communications technologies do more than solve practical problems such as overcoming learner distance. They can add new dimensions to courses. Although effective adult learning should not be technology driven, adult educators can take a proactive role in ensuring the appropriate use of technologies. (SK)