Integration of the cognitive psychology and sociocultural constructivist perspectives yields a more comprehensive account of adult thinking and acting. This synthesis is based on a view of individual knowledge acquisition as a socially mediated process and on ontogeny or life-history approach. (SK)

Transformative learning can be rational/analytical or intuitive emotional. It can effect personal or social change, and it can take place in a variety of contexts. (SK)

Adult-oriented assessment should be based on five principles: (1) learning is derived from multiple sources; (2) learning engages the whole person; (3) learning and self-direction are promoted by feedback; (4) learning occurs in context; and (5) learning from experience is a unique, meaning-making event contributing to adult learner diversity. (SK)

Knowledge about a culture is best understood as situated cognition, that is, contexts are inseparable from cognitive processes. Learning about a culture is similar to learning about a practice; both require new ways of perceiving, interpreting, and communicating experience. Successful learning depends both on individual factors and on access to…

Cooperative learning emphasizes task over process and the educator is in control. Collaborative learners work together to construct understanding, and the educator establishes an environment for shared exploration. Transformative group learning involves critical reflection, facilitated by the educator, for individual or social change. (SK)

Two practitioner inquiry networks demonstrate how learning in groups contributes to teacher development. Development occurs across the dimensions of intention, order, community, and voice. (Author/SK)

Defines the meaning of life as meaning making--filtering experience through basic assumptions. Uses the theory of perspective transformation to explain the relationship between learning and meaning making. Identifies techniques for teaching critical thinking to facilitate perspective transformation. (SK)

Reviews empirical studies on aging and learning that support the thesis that learning slows down aging and some of its physical and cognitive subprocesses. (Contains 54 references.) (SK)

Emotional reactions to text are manifestations of learners' inner selves. Adult learners can engage in the process of meaning making by working with images and integrating them into their holistic beings. (SK)

Challenges for adult education posed by the changing world of work and learning include establishing corporate universities and dissolving mental and geographic borders through technology. (SK)

Examples of marginalized nonformal learning in Britain that is driven by a search for alternative value systems include initiatives among Kurdish refugees, Blacks seeking identity through black studies, women sharing their stories, the resurgence of Irish culture, and the green movement. (SK)

International Adult Learners Week in South Africa has a strong emphasis on literacy. In addition to encouraging learner participation, activities challenge policy makers and government officials to recognize and support the importance of adult education. (SK)

Self-directed learning experiences of 13 women with breast cancer were explored. Learning motivations included overcoming fear, needing to understand, and being able to make informed choices. They used print, Internet, networks, and support groups. They had difficulties locating resources and dealing with emotions. Learning outcomes included…

A 2003 survey shows that adult participation in learning, which steadily increased in Britain since 1996, declined to 39% from a peak of 46% in 2001, although future intentions to participate remain high. Results indicate that 87% of adults over 65 and 75% in the lowest socioeconomic levels have not participated in the last 3 years. (SK)

Discusses the limitations inherent in workplace learning, suggests how to establish effective interaction between workplace and educational learning, and presents an outline of how learning theory is used in workplace learning. Contains 32 references. (JOW)