This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues.

Since the 1980s, educators in adult basic education and special education have speculated that a substantial if unknown percentage of adults have specific learning disabilities (LDs) and have sought to identify and address effectively the needs of these learners. Two rarely intersecting bodies of historical literature on LDs provide the background…

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…

This chapter examines the potential for personal growth, development, and learning of older adult women who will have many productive years in the workforce. What implications are there for adult education communities who will interact with these older women? How do they adapt to the educational environment, and what social support will enable…

Service learning is one of the most pervasive education innovations of the past generation and has demonstrated much success in connecting schooling with community service. Service learning is designed to be integrated into, and enhance, the academic curriculum. It is believed, and there is growing evidence to show, that participation in service…

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.…

The possible selves construct is presented as a useful and largely untapped perspective on adult learning. Special attention is given to the role of educational helping relationships in fostering positive possible selves among adult learners.

How do the goals we once cherished but can no longer pursue relate to maturity? The authors asked adults who have experienced challenging life transitions to describe the life goals they once sought but no longer do and those goals that motivate their lives now. The authors conducted research which examines how adults' views of their lost and…

Recent discoveries about brain function explain how best practices in adult learning may lead to adult learners' developmental growth.

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.

How do we teach and learn, knowing that adults are complex, connected individuals who want to change but also want to maintain continuity of the Self? (Contains 1 figure.)

This chapter considers Robert Kegan's concept of holding environments, as well as six steps necessary for creation of new or adaptation of existing learning environments that facilitate adult development across the life course.

This chapter serves as a review of the nature of transitions confronting adult learners and points to applications and strategies for anticipating coming changes.

Discusses definitional issues and tensions around adult development theory. Presents a typology of developmental theories: biological, psychological, sociocultural, and integrative. (SK)

Focuses on concepts and theories of human aging. Discusses new perspectives: interactions of psychosocial influences, state of mind and well-being, and the alternative medicine movement. (SK)