Before research agendas again deal with the question of how the physical attributes of a place impact on adult learning, we must consider some very basic, yet important, questions. This article urges the reader to think about the physical environment as one of many controllable conditions of learning. The author offers a conception of the physical environment as not only a stimulus evoking a response but also as a function of human intent, control, and structure. The purpose of the article is to encourage adult educators to ask appropriate questions about the physical learning environment and to develop increased environmental awareness.
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