The proceedings consist of 11 papers grouped in two major categories: the context of adult learning (social significance and fact and fiction about adult learning) and the utilization of learning models for adult instruction. Contributors are Floyd B. Fischer, George L. Maddox, Rolf H. Monge, Eric F. Gardner, Arthur W. Combs, William J. Hoyer, Francis J. DiVesta, H. Peter Dachler, Rayman W. Bortner, David F. Hultsch, Samuel S. Dubin, Tom Hickey, and Robert M. W. Travers. A summary synthesizes the papers in a philosophical vein with comments on conceptualization of learning as related to an internal system of human control; operant psychology and individualized learning; information processing models, reflecting both internal and external loci of control; expectancy models (as part of motivation theory); and the effect of educational technology on learning as a socializing experience. The comments reflect subjects discussed in the second major section. References are included after each paper. (MDW)