Gives examples of how women in various countries have achieved proactive literacies and are empowered by their skills to take action to improve their lives. (SK)

Informal women's education must be seen within a wider context. It has outcomes for women, local community development, social policy, and adult education. (SK)

This article presents the author's response to Joseph Reimer's article titled, "Beyond More Jews Doing Jewish: Clarifying the Goals of Informal Jewish Education." The author discusses the "role" of teacher, which includes: engaging students in an academic subject each teacher has mastered, mentoring a particular small group of students about the…

Proposes methods for the optimal popularization of science and technology to shape and influence public opinion about the utility of associated policies and goals. Emphasizes that such popularization should concentrate on enabling laypeople to acquire an adequate level of scientific and technological literacy, applicable to their everyday lives.…

This article traces efforts toward establishing a guiding framework for community college faculty development as integrated with professional, organizational, and program development. It emphasizes informal learning among professionals and an organizational learning system. (JOW)

Holds that virtually all children possess informal abilities required for school success and that most problems in school mathematics stem from social, personality, or educational factors. Describes children's informal mathematical thinking, presents clinical observations, and discusses implications for instruction of children experiencing…

Describes and explains the rationale for establishing a program in higher education that would support and interact with the community of institutions and individuals involved in informal or nonformal science education. Outlines a number of research questions proposed at a recent meeting of informal science educators. (DDR)

Identifies definitions and types of informal learning. Examines issues such as the utility of informal learning, the processes involved, and the lack of methods to assess the quality of learning acquired informally. (SK)

In addition to regular training, workers learn from and during work itself. Organizational change affects the learning potential of jobs. The challenge consists in integrating personal development and organizational development. (SK)

Informal and incidental learning are based on learning from experience, embedded in organizational context, focused on action, governed by nonroutine conditions, concerned with tacit dimensions, delimited by the nature of the task, and enhanced by proactivity, critical reflection, and creativity. (SK)

Three books, published 1999-2000, map out a vision of education as a vehicle for human emancipation and global transformation. Their approaches to presenting the "big picture" differ, focusing on case studies of learning through local social action; the impact of Che Guevara and Paulo Freire on liberation discourse worldwide; and comprehensive…

Argues that one essential resource for continued lifelong learning is the vast network of organizations and media that support the public's burgeoning demand for 'free choice' learning - learning that is often voluntary and guided by a person's needs and interests. (MM)

Reviews the results of an in-depth investigation of research on learning in children's museum settings. Focuses on how young children aged 4 and 5 engage with exhibits and how this might lead to learning. The investigation yielded not-very-surprising findings and some coding categories that may be useful to museum researchers and designers. (PVD)

A group of Maine birdwatchers recognizes that the presence or absence of migrating songbirds is related to complex biospheric patterns. For schoolchildren, community groups, and environmental scientists, such local natural history observations can be a pathway to perceiving and understanding global ecological change and then to developing…

Free-choice learning and, derivatively, free-choice environmental learning emerges as a powerful vehicle for supporting diversity in learning styles (Falk and Dierking, 2002). In this article, I argue that free-choice environmental learning holds great potential for enabling us to understand what is at stake in environmental learning and thus help…