This article describes different ways of understanding emotions and their role in adult learning. The author suggests that people's understanding of emotions is shifting from one where they are viewed as an obstacle to reason and knowing to more holistic and integral ways of knowing one's self and the world. In this article, he provides a…

This article concludes a volume on emotions and adult learning with a conversation about the book itself. In this article, the authors reflect on the ways in which the preceding articles contribute to a deeper understanding of the role of emotions in adult learning.

This chapter describes online consensus group work, a form of collaborative learning. It discusses collaborative learning, small group work, and consensus learning, with recommendations for their use in online contexts.

Emotion-laden images that arise within adult learning provide a symbolic language for helping teachers and learners understand and facilitate transformation at both the individual and group levels.

Central to development of authenticity in teaching is self-understanding and self-awareness. Using a Jungian perspective, the author suggests that the imaginative dimensions of the self play a critical role in our journey and experience as teachers, and in developing self-awareness and authenticity in our teaching.

Emotions experienced as imaginative engagement are central to making meaning from experience. Entering into conscious dialogue with images provides a method of making sense of emotions in adult learning. (Contains 40 references.) (SK)

The "Work First" environment demands the following tasks of literacy practitioners: designing programs for clients' specific needs; fostering collaborative relationships with agencies and employers; focusing on comprehensive outcomes; planning holistic curricula integrated with work, family, and community contexts; and providing continuous staff…

A holistic conception of transformative learning involves understanding of the self through spiritual, emotional, and mythological dimensions of experience, grounded in the idea of archetypes. (SK)

Human resource development has been framed within a market model with economic aims and purposes. Reconceptualizing it as a form of adult education, which has a democratic and social justice tradition, can better serve an emerging participatory, democratic workplace. (SK)