Stephen Brookfield, distinguished professor, University of St. Thomas, St. Paul, Minnesota
"A gold mine of advice for adult educators, based on a masterful overview of the literature of adult intelligence and adult development. The authors are remarkably open and sensitive to the potential for adult learners."
William H. Maehl, president emeritus, The Fielding Graduate Institute
"Tennant and Pogson reaffirm the importance of psychology as a foundation for understanding and working successfully with adult learners."
Ralph G. Brockett, University of Tennessee, Knoxville
"A fascinating, informative, and well–written exploration of the key developmental issues in adulthood and how they can be addressed in teaching and learning within lifelong education programs. Highly recommended!"
John Dirkx, associate professor of educational administration, Michigan State University
1 Relationships Between Development and Learning in Adulthood 1
2 Intellectual and Cognitive Development During the Adult Years 11
3 Practical Intelligence and the Development of Expertise 35
4 Theories of the Life Course 67
5 The Life Course as a Social Construct 99
6 Promoting Autonomy and Self–Direction 121
7 Adult Education and the Reconstruction of Experience 149
8 Establishing an "Adult" Teacher–Learner Relationship 171
9 Teaching for Life–Span Development 191
Philip Pogson is a director of ′The Leading Partnership,′ a consulting firm specializing in strategic management and business development based in Sydney, Australia. He has held senior human resources and organizational development roles in the private and public sectors and in vocational training for people who are disadvantaged and unemployed long–term.