What counts as knowledge and truth in an African context is deeply embedded in the community and is a product of age and experience, in contrast to "the western strategy of convincing with arguments. From the African point of view, arguments are a sign of weakness, of lack of power and vitality. A good, forceful truth does not need arguments. ...…

Adult life consists of alternating periods of stability and transition. The nature of life transitions in adulthood and their potential for learning and development are the focus of this chapter.

Andragogy and self-directed learning were early attempts to define adult education as a unique field of practice. Both have been criticized for focusing on individual learners while ignoring sociohistorical context. Both continue to contribute to adult education theory and practice. (Contains 44 references.) (SK)

How adults change over time is best understood through consideration of three kinds of time: historical time period, chronological age, and culturally specific social timetable of life events. Time provides a context for understanding developmental processes. (SK)

Early efforts to understand adult learning were by psychologists studying learning in general. Adult educators added such theories as andragogy, self-directed learning, and perspective transformation. New perspectives (sociocultural, critical theory, and feminist) are adding to understanding. (SK)

A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)