Reviews the life and work of British adult educator Raymond Williams, including his ideological bases, teaching methods, and publications post-World War II to 1960. Includes 195 reference notes. (SK)

Explicates the concept of praxis in Marx's dialectical analysis of capitalism and relates it to radical education: issues of access to educational opportunities, the challenge to the status quo through curriculum change, the role of the intellectual, and the relationship between knowledge and action. (SK)

Survey responses from 48% of 132 adult/continuing education tutors in the United Kingdom and follow-up interviews indicated that, despite recognition of the need for active student involvement, use of experiential methods was restricted. Many preferred the term "interactive" and thought such methods were useful occasionally but should be…

Interviews with 26 adult/community educators, business/industry training officers, and employees in occupations requiring high education levels revealed the following preferences for an adult/community education specialization: course content based on learner needs, flexibility in courses delivery, recognition of prior learner, and formal…

Argues that humanistic approaches to group instruction make group leaders act as endlessly supportive facilitators and ignores unconscious motives and responses. Awareness of the unconscious and the depths, complexities, and ambiguities of group work can challenge and encourage students to take responsibility for their own learning. (SK)

Reflects on themes of two North American adult education conferences: political economy of adult education, social construction of adult education knowledge, community-based adult education, and links among heritage, memory, and adult education. (SK)