The Antigonish Movement used lifelong education to overcome educational and economic inequities. Begun in Canada's Maritime Provinces, the movement anticipated many of the principles of lifelong learning, adult learning, and Paolo Freire. (SK)

Distinguishes between the collaborative learning process and a collaborative learning group. Lists conditions basic to the development of effective collaborative learning groups through training programs: (1) knowledgeable trainer, (2) participant commitment, (3) open communication, and (4) appropriate normative controls. (JOW)

Describes some characteristics of the adult learner, including factors that can affect the adult's ability to learn language. Discusses teacher- and learner-centered approaches and "adult" learning environments. (EKN)

Discusses developments in adult education in light of the vast number of social changes that have occurred in the last 30 years. Includes discussion of the difference between adult education and adult learning, the need for adult educators to become politically active and astute, the need for research, and training adult educators. (JOW)

Older adults are interested in learning, their educational needs are diverse, and teaching approaches need to be varied. The heterogeneity of the older adult group must be considered in planning educational activities. (SK)

Fred Wood and Steven Thompson claim that inservice educational practices should be changed because, first, more adults are operating at a lower stage of cognitive development than previously believed, and, second, adults prefer learning in informal social situations. This article challenges the adequacy of the research analysis underlying these…

Defends the claims made in an earlier publication by the authors that inservice programs should be more experiential because the cognitive development of adults is less uniformly advanced than previously supposed and because experiential learning is more effective. Cites additional supportive research. (PGD)

The six essential elements of this model are based on adult learning principles: (1) motivation; (2) ongoing meetings; (3) changes in attitudes, knowledge, and skills; (4) varied formats; (5) small number of participants; and (6) continuous feedback. Comparison with large seminars and individual study illustrates the merits of this format. (SK)

As a case study, the pressures for, and constraints against, change which may face Australian adult educators are highlighted. Government policy, the changing face of adult education, and learners' rights are discussed and compared with the Canadian educational system. (CT)

A study of adult learners found that income, education, age, and occupational status were discriminating variables with less affluent, less educated, older individuals in low status occupations at the nonlearner end of the continuum. Affluent, better educated, younger individuals in higher status occupations grouped at the active learner end.…

This operational theory of adult learning is based on the premise that learning is a problem-solving process involving attention, differentiation, structuring, integration, abstracting, and generalization. (Journal availability: Department of Adult Education, Kansas State University, Manhattan, KS 66506.) (SK)

The results of an experiment with a participatory learning model indicate that, through participatory training, adults can experience improvement in their self concept which will aid them in becoming effective group members and in making decisions. (Journal availability: Department of Adult Education, Kansas State University, Manhattan, KS 66506.)…

Practitioners would benefit from three areas of proficiency--a perspective on the field, an understanding of adult development and learning, and certain personal qualities, such as commitment to lifelong learning and interpersonal effectiveness. (Editor)

Examines differences in teaching adults as compared to younger learners. Discusses variations in background and expectations, reasons for taking courses, applying what is learned, fears of not fitting into school settings, and fears of not achieving. (CT)

Examines how common beliefs about decline in adult intellect over time are shaped by culture. Presents alternative ways of understanding intellectual development: as specialization, as continuing change in intellectual complexities, and as the process of gaining expertise. (SK)