Viewing Cultural Barriers as Opportunities to Enhance Learning: An International Perspective

I argue in this paper that although it is important to understand the key cultural barriers that can inhibit learning in international settings, it is also critical to think differently about these barriers as opportunities to enhance learning. Major cultural factors that influence the formation of these barriers, and examples of cultural barriers and strategies to turn these barriers into opportunities for positive action are discussed

To Go or Not to Go: Does Linking Intelligence and Wisdom Provide a More Powerful Theoretical Lens for Understanding Learning in Adulthood?

I first argue that being intelligent, no matter how defined, is not enough to address the complexity of problems and challenges we face in the 21st century. I then explore whether linking selected concepts of intelligence and wisdom might provide a more robust way for educators to view the power of thinking that adult learners possess

Advancing Cultural Knowledge: Experiential Learning International Graduate Study Training Programs in the Health and STEM Disciplines

This paper, based on a review of the case studies of international experiential learning programs in the sciences and health sciences, discusses key characteristics of current programs in increasing cultural knowledge among graduate students in those fields, and proposes a set of guidelines for future program development

Model Building in Planning Programs: Blending Theory and Practice1

The purpose of this paper is to explore the two major sources upon which one of program planning models used in our field, the Interactive Model of Program Planning, is grounded. These two sources include: the approaches or ways of thinking about program planning and the voices of practitioners

Capturing the Voices of Learners from Non-Western and Indigenous Cultures: Links to Learning in Adulthood

Reviewed in this roundtable session are different frames of knowing and learning from non-western and indigenous cultures, and how these cultures contrast to those of western societies. A discussion follows of what these differences mean for teaching and organizing programs for adult learners

Perspectives on Adult Learning: Framing Our Research

Based on a review of the literature we describe the assumptions and salient concepts of two major perspectives on adult learning: the individual and the contextual. We then argue that although research should continue to be grounded in these two perspectives, we should expand our research efforts in a third paradigm consisting of an integration of these two perspectives

Leadership for Adult and Continuing Education

This paper reviews findings from a study of the perceptions of adult educators of leadership for the field of adult and continuing education. Findings are ultimately organized according to the contexts and dimensions of leadership

Sustainable Program Development in Cancer Education: A Case Study

The purpose of this session is to first discuss a study in progress on the factors and elements that either assist or impede the planning and implementation of a breast cancer education program in a middle-income country in Southeast Asia. Second, participants will be asked to share similar studies they are aware of or have been involved with, and practical experiences they have had with programs of this nature

Approaches to Assessing Context and Culture in International Nutrition Education Programs

The purpose of this paper is to explore how context and culture affected the nutrient intakes and complementary feeding (process of feeding solid foods in addition to breast milk) practices of 6 to 12 month old infants in sub-Saharan Africa to generate appropriate nutrition education approaches

Learning in Adulthood: A Comprehensive Guide, 3rd ed. (San Francisco, CA: John Wiley & Sons/Jossey-Bass, 2007

Reviewed by Peter Yuichi Clark