The principles of participatory learning are reviewed in a self-examination. Once the reader has selected his answer to a question about teaching/learning, the author indicates which answer is the correct one, and why. Parallels are drawn between learning to play bridge and other types of learning situations. (AJ)

An adult educator takes a critical look at the adult basic education system, the need for adult educators trained to teach adults, and the need for more adequate funding of adult education programs. (MF)

Discusses what is known about the learning process, particularly adult learning, and ways in which adults participating in educational activities differ from young people attending school. (EM)

Traces the historical development of interest in and theories about the process of adult learning, proposing "andragogy" as a unifying theory for the diverse institutions, clientele and activities of adult education. Discusses theories of Eduard Lindeman, American and European philosophies, and contributions from the Journal of Adult…

Some forecasts about the conditions and requirements that trainers will face in the 1980s are discussed. As increased knowledge does not assure increased ability to perform, trainers should emphasize competency development instead of knowledge transmission. Other trends mentioned are adult learning, diversified delivery systems, and work…

Discusses the application of the principles of andragogy, a learning system for educating adults, to the inservice training of child welfare workers, and briefly describes the seven-step model as outlined by Ingalls. (BR)

A research study analyzed the nature of one teaching modality, programmed instruction, as it relates to the teaching and training of older people, concluding that it is a viable mode for the transmission of information to older as well as younger learners. (ABM)

The writer argues that, contrary to common assumptions, certain dimensions of adult leadership require no followership. Three negative types of leadership are discussed followed by three positive approaches (discovery learning, creative problem solving, and empathy) for educational leadership in continuing education. (MF)

If colleges are to be relevant to the needs of India, they must plan and implement programs of direct benefit to the community and thus contribute to the nation's resolve to extend adult education programs within the next five years to combat illiteracy. (LBH)

To strengthen the research in adult education, tools and expertise from other disciplines should be utilized, research results disseminated, and research priorities set. Problems directly related to adult learning needs should be investigated on a priority basis. (EM)

Many older adults will seek additional education during their lifetimes. Since these persons differ widely in their physical, social, intellectual, and psychological characteristics, it is important that these programs be humanistic in design and implementation. (Author)

An exploratory study of the effects of sex differences, career choice, cognitive style, and personality characteristics on the effectiveness of language learning strategies for adult learners indicated that these variables affect learners' levels of strategy use and had implications for language teaching and student counseling. (CB)

The author argues against the assumption that models of educational research that appear "scientific" must be correct. To illustrate this, he points out that teaching and learning in adult education are obviously related activites, yet, because of adherence to the "scientific," they are rarely related to each other in research. (CH)

Focuses on the adult education needs of those with hearing impairments. Describes the psychological implications of deafness, outlines the educational development of the hearing-impaired person, identifies the professionalization of the hearing impaired, and suggests present and future adult education issues for this population. (CT)

Describes the Educative Leadership Project, a British program attempting to generate a new synthesis of experience, research, and theory on leadership and to develop complementary inservice and postgraduate learning materials for administrators. Discusses adult learning principles, relevant issues, project phases, and workshop procedures involved.…