ducators have promulgated the phrase “lifelong learning,” and it appears that it has been heeded.  The nontraditional student--age 25 to senior citizen level--has permeated and continues to permeate post-secondary institutions.  Thus, it is prudent to reflect on the developmental changes of adults and how these changes affect their learning.  Tennant and Pogson have provided educators with an overview of this topic from a psychological perspective.

       The authors develop three themes: development of thought and knowledge; development of self; and the relationship between adult development and adult education practice.  Each of the chapters is complete with references to studies, articles, and other books of numerous educators ranging from Stephen Brookfield to Cyril Houle to David Kolb.

       What this reviewer found most interesting was the concept of practical intelligence and expertise.  Research was initiated because of dissatisfaction with the limitations of intelligence tests that lacked the ability to adequately measure practical intelligence and give value to it.  In recent times, there has been a slow but steady research effort to consider the differences between practical and academic problem solving.

       The authors argue that Western culture has always been biased in favor of abstract over practical, the thinker over the doer.  They argue for the validity and status of practical intelligence by laying a framework that begins with citing a definition of intelligence, which includes the practical aspect, and reporting on the Scribner model of practical thinking.  Experience, in turn, operates with intelligence to produce expertise.  Expertise is explained with reference to studies on medical expertise.  However, expertise needs to be further distinguished.   It can be viewed as an outcome or as a process.  Adult educators need to consider how experience will make a person an expert.  Overall, Tennant and Pogson offer food for thought on this topic.