Suggests that adult learning theory may be culture bound. Presents guidelines for matching training techniques to the values of different cultures. (SK)

Transformative learning shapes the learner in profound and far-reaching ways. Conceptualizations by Mezirow, Freire, and Daloz are based on viewing learning as change in consciousness, of humans as free and responsible, of knowledge and personal and social construct, and belief in liberal democratic society. (SK)

Habermas' critical theory focuses on how social structures, organizations, and institutions define, construct, and oppress learning. His theory of communicative action leads to emancipatory, learner-centered educational practice. (SK)

Explores the collaborative learning partnership between science fiction writer Robert Heinlein and his wife Virginia. Shows how Virginia's self-directed learning projects complemented and enabled Robert's writing. (SK)

Numeracy involves a set of social practices situated within a particular culture and ideology. The concept has implications for definition of math standards. A social practice approach to adult numeracy in South Africa is recommended. (SK)

Outlines a theory of collective learning based on Vygotsky's Zone of Proximal Development and on New Social Movements theory. Argues that it is more appropriate than individual learning theories as it describes the relationship between individual and group development and it addresses social justice. (SK)

There are three ways to learn: guided learning, experiential learning, and action learning. They differ in many respects from each other and may produce different kinds of representations. They may be compared to ways of undertaking a journey: traveling, trekking, and exploring. (Author/JOW)

Individual characteristics influencing workplace learning and development include psychological presence, social cognition and schema, and habitual methods of conduct. Organizational factors include routinization of work, organizational roles, resolution of role conflict, and institutional structures. Both individuals and organizations need the…

Viewing faculty development as adult learning, continuing education providers should plan their offerings using adult learning principles and strategies. To take a leadership role, they must build credibility within their institutions, establish institutional commitment, and conduct ongoing research. (SK)

Application of adult learning principles was examined in a class for 30 managers of advanced-technology firms. Use of the principles contributed to acquisition, retention, and transfer of learning and a long-term impact on companies. Participants valued the relevance of content, the balance of technical and management skills, and the inviting…

Advance directives that enable individuals to control their health care are underused due to lack of patient knowledge. Nurses can teach patients about them using adult learning principles, transformation theory, and skills for learning how to learn. (SK)

Reviews the work of the late Malcolm Knowles, his theory and principles of andragogy, and the legacy of his classic writings. (SK)

Self-directed learning results from a dynamic interplay of interests, motivation, strategies, control, and assessment. Environmental circumstances such as workplace conditions form a context for self-directed learning. (SK)

Describes a view of learning that has its origins in consciousness and depicts the role of learning in building cultures that both liberate and restrict. Discusses the need to unlearn cultural habits and rituals that impede growth. (SK)

A survey of 400 workers elicited opinions on the effectiveness of leader behaviors on informal learning. All three of Senge's leader roles (designer, teacher, steward) were present; the designer role was rated the weakest. Levels of agreement varied by occupational group and duration of employment. (Contains 69 references.) (SK)