Intended to aid field workers in nonformal adult education programs, this guide indicates ways of listening to a group or a community, approaches to sharing rather than transmitting, and methods of problem-posing education. The first chapter examines the importance of respect as a learning principle in adult nonformal education and explores some of the ways found effective in operationalizing that respect. In chapter 2, the physical and social structures that are effective in eliciting sharing relationships are discussed. Chapter 3 describes how to conduct and analyze a listening survey that is designed to identify themes, problems, or issues that will most effectively lead the community to meaningful action for personal and social development. Chapter 4 discusses the use of codes as teaching material in adult/adult learning. (Code is defined as an instrument designed to bring the generative theme back to the people so that they can reflect upon and analyze it, such as through skits, songs, or pictures.) In chapter 5, the important elements of group work are examined. The sixth chapter discusses group roles, role playing, role reversal, and other kinds of role play useful in an adult/adult learning design. The use of games is examined in chapter 7, and the use of folk material is discussed in chapter 8. Much of the content and examples in this guide were drawn from the experiences of the author in a program called "Community Education for Development" in Musoma, Tanzania. (BM)