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ED045867.Pdf DOCUMENT RESUME ED 045 867 AA 000 655 AUTHOR Grabowski, Stanley M., rd. TITLE Adult 'Learning and Instruction. INSTITUTION Adult Education Association of U.S.A., Washington, D.C.; Syracuse Univ., R.Y. EPIC Clearinghouse on Adult Fducation. PUB DATE 70 NOTE 127p. AVAILABLF FROM Adult Fducation Association of the U.S.A., 1225 Nineteenth St., N.W., Washington, D.C. 20036 FDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS Adjustment (to Environment), Adult Characteristics, Adult Fducation, *Adult Learning, Bibliographies, Cooperative Planning, *Educational Change, *Educational Strategies, *Instructional Design, Program Administration, Program Planning, Research, Research Needs, Responsibility, Systems Analysis, Theories IDENTIFIERS Andragogy ABSTRACT These eight conference papers discuss adult learning, instructional theory, and related issues in research and practice. Focusing on processes of educational change, the first paper considers how experienced teachers, educational theorists, and researchers possessing empirically tested knowledge can cooperate in program planning. The next paper reviews the adult instruction literature, then offers some generalizations, and closes with an exposition of the author's theory of instructional transactions or interactions. Another examines broad educational strategies in terms of social games--learned cultural sequences- -which create communication networks conducive to various kinds of learning. Next, adult educators are offered guidelines for competing more effectively for funds and program support. In another paper, Malcolm Knowles argues the importance of the emerging field of andragogy (the science of helping adults learn) and suggests implications for adult learning c.nvironments. The next two look toward a differential psychology of adult learning and adjustment potential, and indicate how adult educators might apply existing knowledge in motivating and working with adults and in choosing appropriate overall strategies. Finally, consideration is given to administrative responsibility for effective, relevant instruction. Six references are included. (LY) 1 LETTER OF REQUEST FOR QAD'S TO: Dan Kautz Date: elarch 15, 1971 PROM: Central ERIC SUBJECT: Quick Availability Document Please process the following Quick Availability Document: Title: Adult Learning and Instruction Personal Author:Stanley Al CrabowsKi Institution (Source): ERIC/AC and Adult Education Association of the U.S.A. Publication Date:1970 Bureau No.: NA Origin of Document:ERIC/AC Clearinghouse Assigned: AA Justification for QAD: Clearinghouse product PAGES: 137p. MF: $0.65 HC: $6.58 Requester, USOE Approved: Harvey Marron LEASCO USE ONLY ED Number: ED 045 867 Date: March 23, 1971 AA Number: AA 000 655 RIE Issue: RIEMAY71 Info. Copies to: 4IN cc: 4irs. Edith Bennett/ERIC/AC R. Spence J. Eller D. Kautz D. Slawsky J. Link DEPARTMENT OF HEALTH. EDUCATION. AND WELFARE OE FORM 6000,2/69 OFFICE OF EDUCATION ERIC ACC. NO. FRIG Rt;POR-rRESUME ED 045 867 ISDOCUMENT COPYRIGHTED? YES 0 NOID CH ACC. NO. P.A.PUBL. DATE ISSUE ERICREPRODUCTION RELEASE? YES O NO AA 000 655 70 RIEMAY71 LEVELOIT AVAILABILITY 1 0 it 111 AUTHOR Grabowski, Stanley M., Ed. TITLE Adult Learning and Instruction. SOURCE CODEINSTITUTION (SOURCE) QPX84920; FCK00241 SP. AG. CODESPONSORING AGENCY EDPS PRICE CONTRACT NO. GRANT NO. 0.65; 6.58 REPORT NO. BUREAU NO. ,..--, AVAILABILITY Adult Education Association of the U.S.A., 1225 Nineteenth St., N.W., Washington, D.C. 20036 JOURNAL CITATION DES CR' PTI VE NOTE 134. DESCRIPTORS *Adult Learning; *Educational Strategies; *Educational Change; *Instructional Design; Research; Program Planning; Program Administration; Theories; Cooperative i Planning; Systems Analysis; Research Needs; Adult Characteristics; Adjustment (To Environment); Responsibility; Adult Education; Bibliographies IDENTIFIERS Andragogy ABSTRACT These eight conference papers discuss adult learning, instructional theory, and related issues in research and practice. Focusing on processes of educational change, the first paper considers how experienced teachers, educational theorists, and researchers possessing empirically tested knowledge can cooperate in program planning. The next paper reviews the adult instruction literature, then offers some generalizations, and closes with an exposition of the author's theory of instructional transactions or interactions. Another examines broad educational strategies in terms of social games--learned cultural sequences--which create communication networks conducive to various kinds of learning. Next, adult educators are offered guidelines for competing more effectively for funds and program support. In another paper, Malcolm Knowles argues the importance of the emerging field of andragogy (the science of helping adults learn) and suggests implications for adult learning environments. The next two look toward a differential psychology of adult learning and adjustment potential, and indicate how adult educators might apply existing knowledge in motivating and working with adults and in choosing appropriate overall strategies. Finally, consideration is given to administrative responsibility for effective, relevant instruction. Six references are included. (LY) i!°I /, ....17;121E - - - aliv il~0:3", ialirtrAft.rto-r _ _ - ' ERIC CLEARINGHOUSE ON ADULT EDUCATION 107 RONEY LANE I SYRACUSE. NEW YORK 13210 SPONSORED BY SYRACUSE UNIVERSITY AND THE EDUCATIONAL RESOURCES INFORMA- TION CENTER OF THE U.S. OFFICE OF EDUCATION ROGER DeCROW, DIRECTOR /STANLEY M. GRABOWSKI, ASSISTANT DIRECTOR This publication was prepared pursuant to a contract with the Office of Education, U.S. Department ofHealth, Education and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not, therefore, necessarily represent official Office of Education position or policy. ADULT !EARN- ING & IN- TiON Edited by STANLEY M. GRABOWSKI ERICClearinghouse on Adult Education and Adult Education Association of the U.S.A. 1970 3 THE ADULT EDUCATION ASSOCIATION OF THE USA A national organization for individuals as well as institutions dedicated to she development of unity of purpose in the adult educational movement; the production of available knowledge about adult education for the member- ship; the continuous effort to alert the nation's key leaders and the general public to the need for continuing education; the establishment of a home base for those who make adult education their chosen life's work. PUBLICATIONS Adult Leadershi is a national magazine published monthly, except July and ugus , specs ically for all adult educators, and for persons interested in adult education. It provides a reservoir of ideas and techniques in con- tinuing education through articles, special sections and regular features. Adult Education is a national magazine published quarterly and designed for the interests of the professional worker in adult education. It deals primarily with research and theory in adult education. Summer issues list pertinent surveys and research in progress in adult education. Other Publications - AEA/USA publishes ',any timely books, pamphlets, news- letters and bulletins throughout the year in specialized areas of adult education. All publications are sold to members at reduced prices; two examples of AEA/USA publications currently available are the new HANDBOOK OF ADULT EDUCATION and the 1969 REGISTER OF RESEARCH. Also available are reprints of articles and special sections of the national publications, Adult Leadership and Adult Education. For special Publications Brochure, write to: Adult Education Association of the USA 1225 Nineteenth Street, N. W. Washington, D. C. 20036 ABSTRACT These eight conference papers discuss adult learning, instructional theory, and related issues in research and practice. Focusing on processes of educational change, the first paper ccnsiders how experienced teachers, educational theorists, and researchers pos- sessing empirically tested knowledge can cooperate in program planning. The next paper reviews the adult instruction literature, then offers some generaliza- tions, and closes with an exposition of the author's theory of instructional transactions or interactions. Another examines broad educational strategies in terms of social games -- learned cultural sequences -- which create communication networks conducive to various kinds of learning. Next, adult educators are offered luidelines for competing more effectively for funds and program support. In another paper, Malcolm Knowles argues the importance of the emerging field of andragogy (the science of helping adults learn) and suggests implications for adult learning environ- ments. The next two look toward a differential psy- chology of adult learning and adjustment potential, and indicate how adult educators might apply exist- ing knowledge in motivating and working with adults and in choosing appropriate overall strategies. Final- ly, consideration is given to administrative respon- sibility for effective, relevant instruction. January 1971 5 PREFACE The ERIC Clearinghouse on Adult Education is making available the papers presented at the 1970 University of Wisconsin Summer Adult Education Confer- ence so that they might reach a broader spectrum of adult educators. The enthusiastic response to the 1969 conference papers dealing with "self con- cept in adult education" prompted us to assist in the dissemination of the 1970
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