Based on a set of propositions for maintaining individual group culture, this study examined the outlook of adult Jewish education practitioners. A limited survey of adult Jewish education revealed certain needs and problems, and a national conference was convened to discuss the findings. Tape-recorded statements by speakers and workshop participants were subjected to content analysis and a classification system for these data was constructed. Certain stated assumptions were tested regarding relative emphases in the statements. It was concluded that the practitioners tend to be aware of individual participant needs and do not hold a single-minded attitude on transmission of the cultural heritage. Knowledge as a single variable was far less dominant than expected. A strong tendency to emphasize content was greatly modified by the tendency to use knowledge to increase identification and commitment. There was less emphasis on the function of adult Jewish education in a pluralistic society. Variations in workshop topics were reflected in varied emphases; relative emphasis was consistent with known beliefs of speakers; and insights into their attitudes could be made by inference from their assertions. (author/ly)