Originally published in 1988, this book provides perspective on conceptualisations of adult education in the late 20th century, the range of providing agencies and the varying orientations towards defining the role of the adult educator.

Part 1 Overview: Theory and Practice in American Adult Education 1. Organizing concepts and Practices in Adult Education in the United States 2. Training Adult Educators in North America Part 2: Conceptual Issues in Training Educators of Adults 3. A General Theory of the Doctorate in Education 4. The Nature and Aims of adult Education as Field of Graduate Education 5. A Conceptual Framework for Analyzing The Training of Trainers and Adult Educators Part 3: Historical Perspectives 6. Preparing Leaders in Adult Education 7. The Making of the Makers 8. Training Adult Educators 9. The Education of Adult Educational Leaders 10. The Emergence of Graduate Study in Adult Education Part 4: Proficiencies of Adult Educators 11. The Competencies of Adult Educators 12. Knowledge and Skills for the Adult Educator: A Delphi Study 13. Comparative Study of Adult Education Practitioners and Professors on Future Knowledge and Skills Needed by Adult Educators Part 5: Characteristics and Orientations of Adults Educators 14. Life Crises and Career Change in Adults Educators 15. The Adult Education Professoriat of the United States and Canada 16. Philosophical Orientations of Adult Educators Part 6: Criteria of Good Practice in Graduate Adult Education 17. Criteria for the Education of Adult Educators 18. Principles of Good Practice in Continuing Education 19. Some Further Thoughts on Principles of Good Practice in Continuing Education 20. Standards for Graduate Programmes in Adult Education Part 7: Curricula and Programs of Graduate Adult Education 21. Objectives for Graduate Programmes in Adult Education 22. A Curricular and Programmatic Analysis of Graduate Adult Education in North America 23. Graduate Adult Education as a Socio-Cultural Product: A Cross-Cultural Analysis of Theory and Practice in the United States and Great Britain Part 8: Conclusion 24. Developing Critically Reflective Practitioners: A Rationale for Training Educators of Adults