The document outlines significant developments in adult education since the 1964 publication and explores various approaches to its study and practice. It discusses the evolution of a formal knowledge base, the role of graduate programs, and the importance of psychology in fostering effective learning environments. The epilogue by Malcolm S. Knowles anticipates future trends in adult education, including integration into lifelong learning systems and advancements in research.

1. Adult Education:
Evolution and Achievements in a Developing Field of Study
By John M. Peters, Peter Jarvis,
and Associates
Presented by: Kelly McCamley

2. Overview
 Written in 1991 by a series of authors within the
adult education field with 16 chapters
 Reflects on the most significant growth, change,
and progress being made in the field since the
earlier volume published called Adult Education:
Outlines of an Emerging Field of University Study (the
black book) in 1964

3. Growth and Challenges in
the Study of Adult Education
 Peter Jarvis - discusses trying to define adult education
 Three approaches to development
 Beginning to study in a specific field of practice
 Beginning to study the processes of adult education, more
general approach
 Look at the field from one of the disciplines like history,
psychology, or sociology

4. Evolution of a Formal
Knowledge Base
 Huey B. Long – Four factors associated with the
evolution knowledge base
 Role of the Professoriate
 Noncumulative Research
 Atheoretical Research
 Interdisciplinary vs. Intradisciplinary Knowledge

5. Disseminating and Using
Adult Education Knowledge
 Ralph G. Brockett – many ways that formal adult education
knowledge is distributed
 Strategies for the Future
 Expand Literature Base
 Reinforce Mainstream Literature Base
 Recognize Historical Literature
 Promote the Use of Knowledge in Professional Development
 Create New Approaches

6. Growth and Future of
Graduate Programs
 John M. Peters & Burton W. Kreitlow
 The number of doctoral graduates has increase,
occupational backgrounds are diverse
 Curriculum – consist of broad knowledge and
understanding rather than specialization (HRD)
 Future – Framework for Development is needed

7. Growth and Future of
Graduate Programs
 Constructing Framework falls into 5 Categories
1. Conceptualizations of the general field of study and practice
2. Distinction of adult learners & implications for practice and
training
3. Identification of competencies
4. Typologies of adult educator roles and competencies roles
5. Framework developed for graduate programs

8. The Psychology of Adult
Teaching and Learning
 Mark Tennant – discusses the importance of psychology
 Promoting autonomy and self direction of learners
 Acknowledging the experience of learners
 Est. Adult Teacher-Learner Relationship
 Meeting Learners’ Needs
 Encouraging Collaborative Group Learning

9. Epilogue:
Malcolm S. Knowles
 How Knowles viewed Adult Education in the future (2016)
 He thought that the field would have clear rules, policies,
regulations, framework, and curriculums
 Schools will be integrated to lifelong learning systems, adults
will be working at home with multi-media packages, computers,
and TV sets
 Research – physiology of learning will be large, more lab
research, holistic thinking, increase in human science studies
 Learning in the universities would be no more – with no
curriculum in existence

10. Reference
Adult Education: Evolution and Achievements in a Developing Field of
Study, by John M. Peters, Peter Jarvis, and Associates. San
Francisco: Jossey-Bass, 1991.