A transforming economy and personal motivation for growth are making learning a “permanent condition” [1, p. 23] for Americans. Economically, many workers must continuously upgrade their skills and knowledge to maintain employment, let alone remain competitive for paying jobs. Likewise, employers must constantly adapt their workforces and processes to an increasingly dynamic environment.

Motivationally, rising affluence and a greater variety of learning opportunities in American society allow a more diverse and affluent population to pursue education to realize and transcend personal and societal potential. Once, adult education was perceived as a remedial means to help adults catch up on the education they should have had as youths. Today, the adult education industry has emerged to facilitate perpetual learning that supports individual, social, and economic well-being. Also, the adult education field is rethinking teaching practices in traditional institutions that seem slow to adapt to adult learners' diverse needs and abilities.

Exploring disparate philosophies and applications of adult education practice can identify principles that adult educators use to more effectively facilitate perpetual learning that benefits the learner and society. Emerging research shows that adults can learn at all stages of life. Adult education practice provides a broad array of possibilities for enriching individuals' lives while meeting society's needs. No single approach seems to adequately address adult learners' diverse abilities and needs, the multiple missions of institutions, and the changing needs of society. Rather than imposing philosophy and ideology, adult educators can be more effective by adapting practice to the dynamically interacting needs of the student and the environment.