Chapter
Some Key Questions Surrounding Adult Education
What Constitutes Knowledge?
What Constitutes Adult Learning?
Is All Adult Learning Also Adult Education?
What Is Adult Education’s Relationship with the Rest of Education?
What Is Adult Education’s Relationship with Human Resource Development?
Chapter 2: Who Participates in Adult and Continuing Education?: Mapping the Adult Learning Landscape
Contemporary Understandings of Adult Participation
The Landscape Demographics of Adult Learner Participation
Changing Male and Female Participation Patterns
Motivation and Goals for Adult Participation
Relationship of Prior Formal Education on Adult Participation
Adult Basic Education and High School Equivalency Learners
Adult English Language Learners
Senior Adults with Limited Formal Education
Adult Participation Viewed through the Lens of Social Class
Different Perspectives of Social Class
Social Class and Its Relationship to Participation in Adult Education
Race and Ethnicity as Factors of Influence in Relation to Participation
Adult Learner Participation through the Lens of Race and Ethnicity
Participation Factors Influencing the Future Landscape for Racial and Ethnically Diverse Adult Learners
Adult Participation in Relation to Adult Work Roles
Motives for Participation
Impact of Participation for Working Adults
Marginalized Adults, the Work World, and Participation in Learning
Underemployed Adult Workers
The Future Landscape of Adult Participation and Adult and Continuing Education
Rethinking Constraints to Adult Participation
Rethinking the Value of Learner Participation
Chapter 3: Who Are Adult Educators, and What Do They Do?
Historic Perspectives on Roles of Adult Educators
Contemporary Discussions of the Roles of Adult Educators
Metaphoric Roles of Adult Educators
Discussions of Adult Educator Roles in Specialized Contexts
Focus on Specific Adult Educator Roles
Developing and Administering Programs
Roles Supporting Individual Learners
Roles Supporting Adult Learning in Groups, Organizations, and Communities
Perspectives on Professional Preparation
Standards for Graduate Programs in Adult Education
Professional Development of Adult Educators Not Seeking Graduate Degrees
Current Issues Related to Adult Educator Roles
Changes Related to the World of Work
Social and Environmental Changes
Chapter 4: Adult and Continuing Education as an Evolving Profession
Historical Development of the Field of Adult and Continuing Education
Defining the Field of Adult and Continuing Education
Identifying the Boundaries and Guiding Commitments of Adult and Continuing Education
Growth of Specialized Adult and Continuing Educators and Their Associations
The Field Seeking a Common Professional Presence and Voice
The Profession, the Professional Field, and Professional Identity
Status of Professions and of the ACE Profession
The Changing Professional Community
Intellectual Commons as a Definer of Our New Collaborative World and Profession
Professional Identity and Professionalism
What Represents Professionalization?
Ontology, or, What Is Real?
Epistemology, or, What Is Knowing?
Metaphysics and Cosmology
Philosophical Orientations
Postmodernism and Critical Adult Education
Viewing Adult Education through a Philosophical Lens
Adult Education Perspectives on Philosophy
The Search for Unified Purpose of Adult Education
Implications for Practice
Chapter 6: Historical Perspectives: Contexts or Contours
Adults, Adulthood, and Diffusion of Knowledge or Self‐Enrichment
The Emergence of Adulthood
Accommodating Adults on Campus
Adult Literacy, Basic and Secondary Education
Human Resource Development
Learning for Social Justice or Advocacy and Development
Twentieth‐Century Social Movements
Chapter 7: The Adult Learner
Definitions of an Adult Learner
Characteristics of Adult Learners Based in Andragogy
4. Orientation to Learning
6. Goal Orientation for Learning
Self‐Directed, Self‐Regulated, and Learning How to Learn Efforts
Early Research on Self‐Directed Learning
Perspectives on the Self‐Directed Learning Process
Self‐Directed Learning Based in a Developmental Instructional Process
Self‐Regulated Learning and Learning How to Learn
Neuroscience, Neurobiology, and Cognition Research
Neurobiology and Adult Learning
Neuroscience, Cognition, and Adult Learning
Intelligence and Intellectual Development
Intelligence and Related Cognitive Testing
Affect, Emotions, and Cognition
Critical Reflection and Transformative Learning
Critical Reflection and Critically Reflective Practice
Embodied and Spiritual Learning
Group and Organizational Adult Learning
Chapter 8: Policy and Politics
Dimensions of Public Policy
The Public Policy Process
Contexts of US Adult Education Public Policy
Adult Education and Public Education: The Place of Basic Education
Developing Early Policies on Adult Literacy and English Language Learning
Higher Education and Adult Education
Pre–World War II Initiatives
Post–World War II Adult Higher Education Federal Policies
Federal Workforce Development Policies
Advocacy and the Politics of Adult Continuing Education
The Conundrum of Public Policy: Policy Decisions and Adult Continuing Education.
International Policies for Adult and Continuing Education
Chapter 9: Technology and Adult Learning
Current Adult Participation in Internet Technology
General Patterns of Adult Involvement
The Influence of Technology in Adult Learning
Adult and Continuing Education Providers and Their Use of Technology
Formal Education (Higher Education Settings) and Adult Learning
Nonformal Education and Technology
Informal Learning and the Medium of Technology
Neuroscience, Technology, and Adult Learning
Impact of Technology on Attention Span
Impact of Technology on Visual‐Spatial Intelligence
Technology and the Creative Generation of New Ideas
Effective Program Designs for Adult Learning through Technology
Evaluating the Comparable Quality of Adult Learning in a Technology‐Based Environment
Designing Technology‐Based Learning Framed in Learning Theories
Designing for Critical Selection and Retrieval of Internet Information
Designing for the Equity and Equality of Technology in Shaping Adult Learning
Chapter 10: The Landscape of Adult Education: Prominent Organizational Contexts of Adult Education
Work‐Related Adult Education and Learning
Human Resource Development
Continuing Professional Education
Postsecondary Education of Adults
Four‐Year Colleges and Universities
Basic Education and English as a Second Language Education for Adults
Adult Basic Education and Secondary Education
Adult Education within and for the Military
Literacy Education of Service Personnel
Professional Military Education
Chapter 11: The Landscape of Adult Education: Community‐Based and Community Action Contexts of Adult Education
Adults Learning within the Community
Faith‐Based Adult Education
Adult Education by and for the Community
Deliberative Democracy and Community Engagement
Learning through Civic Engagement and Involvement in Grass Roots Organizations
How Adult Learning Benefits the Community
Adult Education for Societal Change
Adult Education within Social Movements for Social Justice
Chapter 12: Changing Boundaries of Adult and Continuing Education
Dilemmas of the Adult Learner
Diversity and the Changing Knowledge Base
Changing Structures and Organizations
Defining Quality: Standards, Credentialing, and Accountability
Policy Issues and Lifelong Learning
International Organizations
Foundations of Adult and Continuing Education
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