Adult Education Quarterly

This paper attempts to assess the extent to which Eduard Lindeman has created the framework of discourse and analysis predominant in adult education. Six contributions to, the development of conceptual frameworks, philosophical imperatives and substantive foci are identified: (1) the conceptualization of adult education as a collaborative, informal, yet critical exchange between learners and teachers, (2) the critical theory of adult learning in which adults become aware of the historicity of their individual existence and social environment, and through which adults discover the roots of their personal and social conduct, (3) the introduction and articulation of the concept of andragogy into the American literature of adult education, (4) the emphasis on the social mission of adult education, (5) the identification of the small discussion group as the pedagogic mode unique to adult education, and, (6) the specification of a curricular domain for adult education.

Governments provide agricultural extension through agricultural departments or through universities. This research examined the effects of government and the university organizational models and of performing regulatory functions on American and Canadian agricultural extension workers' role perception and role performance. Data were collected by mailed questionnaires from 69 extension workers in Alberta and British Columbia and from 84 in Idaho and Washington. Extension workers in both models perceived that their performance of regulatory duties had a negative influence on their effectiveness as extension educators. Statistically significant differences were found between the perceptions of extension workers employed in the two models regarding the importance of eight of fourteen role functions. Implications for extension workers and other adult educators are discussed.

Apparent reading deficiencies among entering workers, combined with increasing demands for highly skilled workers, have led business and industry to increase their training and education efforts. One aspect of this effort requires understanding the reading demands people in various occupations are likely to encounter. Using case studies and structured interviews, this study examines the reading practices of 99 adults across various occupational categories. Individual reading practices were characterized in terms of contents, materials, and uses for reading. Analyses of variance were conducted to examine the reading practices of those in different occupations and settings. It was found that reading volume for specific contents, materials, and uses were each significantly influenced by the occupational categories and settings in which reading occurred. The educational importance of accounting for this diversity in reading is discussed.