Describes the current context for professional development of adult educators, including the complex influences of multiple constituents. Outlines trends--technology for instructional delivery, funding challenges, and adult learner diversity--and issues--technology learning, professionalization, focus, and assessment. (Contains 17 references.) (SK)

Learning in community means creating local knowledge from aspects of community life. Adult educators can help community members become co-creators of knowledge through a process of committing, contracting, campaigning, contributing, communicating, and continuing. (Contains 24 references.) (SK)

The example of the formation of a learning community in a Yukon Island retreat center demonstrates the influence of context and the importance of community building. Organic learning occurs through the synthesis of the natural environment, the community, and the learning process. (SK)

Summarizes theme articles on learning communities: place is important, learning content is situated in daily life; knowledge is locally produced; and learning communities may be power structures. (Contains 16 references.) (SK)

Interviews with 20 adult Wiccans explored why they undertook learning that will marginalize them. The Wiccan learning process reflected elements of socially acceptable learning. They were motivated by intense curiosity and the search for meaning; they undertook self-directed exploratory study, focused formal learning, experiential learning,…

Explores different perspectives on self-directed learning and finds that the current theme is focus of attention on the self-directed learner and less on the process. Argues that the key element is reflection and suggests ways adult educators can foster self-direction. (SK)

Sketches parallels between adult development and adult learning literature by focusing on issues and directions they have in common. Evaluates the extent to which an understanding of adult development can illuminate the processes of adult learning and teaching. (Author)

Conferences are a major form of professional development. The educational outcomes of conference attendance would be improved by adherence to such principles as empowerment of the adult learner, mutual responsibility for learning, attention to the learning climate, awareness and use of participants' experience, diagnosis of needs, and evaluation…

Staff developers can plan better programs if they have some knowledge of adult learning theory and if they use principles and practices of exemplary adult education. Participants should be helped to examine their cultural and organizational assumptions. (JD)

Discusses the importance of the learning environment and its effect on the adult learner. Points out that the ERIC system has other materials on this topic. (JOW)

Follows the argument of feminist psychologists that traditional life-span theories are male oriented and exclusive of the possible diversity of a woman's life cycle. Looks at the implications of findings on adult education and adult learning. (JOW)

Depicts partnership learning's evolution through a long struggle between students, staff, and board members. Describes a program that evolved from a one-on-one instruction to small group instruction in which student learners are encouraged to respect their own knowledge and experience and that of others and to work to become competent, independent…

Wain criticizes Rozycki's discussion of lifelong education, which took Patricia Cross's book "Adults as Learners" as its point of departure, because of its insufficient consideration of the literature on the subject. Rozycki's response includes his rationale for focusing on Cross's book and discussion of the logical flaws in Wain's review. (IAH)

Encourages adult educators to rediscover the art of letter writing and to realize its personal development benefits for adult learners. Suggests that letter writing promotes transformational learning and self-development, empowers students by giving them voice, and forges collaborative learning. (JOW)

Looks at the current fashion in language used to describe and promote adult education. Suggests that "professionalism" supports high-cost training for those who can afford it and wholesale destruction of adult education services for those with the least experience, but great need, of successful education and training. (SK)