Finnish research in adult education falls into three categories: philosophical, historical, and empirical. (Philosophical research involves the analysis of the concept of adult education and its relationship to other levels of education. Empirical research embraces the psychological and sociological study of students, teachers, institutions, and pedagogic theory.) Until recently, philosophical and historical research predominated. Empirical research has been primarily sociologically oriented and has placed teaching problems in minor position. Other empirical research includes descriptive and participation studies. Since 1975, when adult education was first defined as part of the Finnish educational system, the need to train adult educators has been stressed. A need for research was identified in the following areas: adult education needs in society, obstacles preventing the poor from participating in adult education, the possibilities and means for active recruitment, teaching methods that meet the special needs of the adult learner, and the professional image of adult educators. Comparative studies on the organization and structure of adult education in Nordic countries are also needed. Research in the areas of educational planning, matching the needs of learners with delivery systems, and the potential for computer-assisted instruction is also necessary. (References are appended.) (MN)