ABSTRACT
This book examines the role of psychology in informing adult education practice. It acknowledges the psychological dimension of adult education work, and explores this dimension in the context of the concerns of adult educators. The approach is to examine the most important traditions of some key psychological theories and to discuss the issues and problems in applying them to an understanding of adult learning and development. The text is ideally suited for those who seek a critical understanding of psychological theory and research from the perspective of the adult educator.
