This chapter critically examines financial literacy education, asking what its assumptions are and what adult educators need to ask of its curriculum, its bases, and the people being taught to be financially literate.

It is just about impossible to find an adult education department in Canada that does not have a critical social justice orientation, quite often oriented to community development. Many of the faculty identify themselves with the local and or global activist community, and they see their work as merging learning and justice concerns to build up…

The authors speak broadly to how the preceding chapters contribute to a description of the Canadian mosaic of adult education. They point also to further reading, as well as remaining questions about the uniqueness of our nation's field.

This chapter examines the myth of "women's learning" and suggests how to develop a teaching practice that is authentic, open to difference, and attentive to power.

Ethical issues involved in using journals in education include balancing the personal and professional and assessing journal writing. Principles adult educators can apply include respect, justice, beneficence, self-awareness, and caring. (Contains 26 references.) (SK)

Reviews the special issue on journal writing and identifies remaining issues: lack of empirical research, missing accounts of journals and spirituality and of cyberjournals, and lack of information on the use of journals in critically reflective practice. (SK)

Describes in detail three informal learning strategies used to facilitate spiritual development: mentoring, self-directed learning, and dialogue. Suggests that these strategies are interrelated and incorporate segments of each other. (SK)

Reviews themes, issues, and challenges addressed by the articles in this issue. Provides an annotated list of six recommended readings on adult education and spirituality. (SK)