This chapter discusses some of the assumptions of financial education, and then considers the role of emotions, beliefs, and attitudes in culturally responsive financial education practice.

In this article, the author begins by providing an overview of the literature on wisdom itself and then considers what some of its insights might suggest for dealing with a few current challenges facing the field of adult education. This article is grounded in two basic assumptions: (1) that there is an integration quality to wisdom that attends…

The purpose of this chapter is to consider the important influence that spirituality has in adult learning and how discussions of it are affecting the field of adult education. In so doing, the author begins by attempting to define spirituality and then considers the nature of spiritual experience and its relationship to adult development.…

This chapter introduces the volume, provides an overview of the theory and literature on popular culture and critical media literacy in education, and discusses ways to use popular culture in adult education.

This chapter discusses the challenges of fostering spirituality in the higher education classroom and its relationship to the practice of transformative learning.

This chapter explores the dilemmas and perceptions of being open regarding nonheterosexual sexual orientations in the higher education classroom from the individual perspectives of the three coauthors.

Identifies the central themes of this issue on team teaching: relationship development, in which team members negotiate in order to accomplish objectives; task completion as the focus; and collaborative knowledge construction, the direct result of effective interplay between tasks and relationships. (SK)

Describes psychological perspectives on spiritual development within cultural contexts. Recommends that adult educators acknowledge the search for meaning, recognize adult learning is intended to nurture the soul, and become aware of how humans construct knowledge through images and symbols. (SK)

Personal examples of the authors' experience of race and gender in career development are used as a springboard to a discussion of career socialization, external obstacles faced by women, mentoring, and the implications for adult education. (SK)

Addresses aspects of group process that affect learning in groups: maintenance and task functions, group cohesion, the facilitator's role, group formation, and power and conflict issues. Suggests that the relationship between group process theory and learning theory needs further exploration. (SK)

Two strands of feminist pedagogy are (1) the liberatory model, which examines structured power relations and systems of oppression, and (2) the gender model, dealing with women's socialization as nurturers. Adult education teaching strategies and learning environments may be based on aspects of these two models. (SK)