New Designs for Adult Education Doctoral Programs

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Abstract
In the first part of this position paper the author assesses 1. the purposes of a university, 2. the nature of adult education, 3. the roles and qualities of the faculty, and 4. the conditions for educa cational experiences as they apply to the learners. The writer asserts that all four components must be considered carefully be fore developing new adult education doctoral programs. From the conclusions and definitions of the first section, the author deduces the specific attributes of adult education and denotes three phases of a proposal doctoral program in adult education.

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