Are Psychological Models of Adult Development Still Important for the Practice of Adult Education?

Abstract

This article examines the longstanding assertion that psychological models of adult development are useful for practitioners of adult education. Earlier andmore recent psychological models of adult development are described. A critique of these models provides evidence to seriously question their importance in adult education. Concerns over the practical implementation of the models, such as helping practitioners to better understand how adults change, are raised in order to stimulate debate on the subject.