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The purpose of this monograph is to serve as a primer for practitioners on the foundational theories of adult learning. It begins with an explanation two lenses through which learning theory is viewed: behaviorism and constructivism. The next section defines andragogy and delineates Knowles's five assumptions about adult learners. This is followed by a critique of Knowles's assumptions of andragogy through the eyes of foreign-born adult learners that examines the historic, political, and sociocultural contexts that influenced Knowles. The paper then presents several perspectives on transformative learning theory, describing theoretical approaches and criticisms of the theory. The next chapter discusses definitions, history, philosophical underpinnings, models, and criticisms of self-directed learning. A chapter on critical and postmodern theory explains their historical development, underlying philosophical tenets, and the differences between them. The next chapter examines race and its intersection with class and gender as it applies to learning theory and African Americans' learning processes; it discusses the tenets of Afrocentricity and its role in adult education. The concluding section considers the future of learning theory in adult education. Contains 166 references. (SK)

This document consists of a collection of six information summary sheets and worksheets, and a bibliography. The information sheet entitled "What is Literacy" defines literacy, and asks seven pedagogically useful questions about the subject. "What is Critical Literacy" discusses critical literacy as the analytic habits of thinking, reading, writing, speaking, or discussing that go beneath surface impressions. There are "Critical Literacy Lesson--Low Level" and a "Critical Literacy Lesson--Advanced Level" information/worksheets. Also included are a "Brief Glossary of Terms,""Points to Consider When Incorporating Critical Literacy," and a bibliography with 14 references. (KFT)

Explains four specific implications of critical pedagogy: encouraging different student voices; critiquing curriculum materials; learning a "language of morality"; and believing that students' actions have an effect on the world. Presents teaching approaches (taught as part of a graduate-level literacy education course) congruent with critical pedagogy. (RS)

Argues that developing a critical praxis for teaching the young to "read the world" involves seeing the world in more than one way, so more than one definition of "normal" exists. Suggests learning to read the world means learning to see the coexisting multiple realities in daily life and to remain aware of those outside one's immediate view. Offers concrete, practical suggestions for classroom practice. (RS)