Adult Education Research in 1960s

With support from the university, associations, the federal government and other institutions, adult education research expanded rapidly in its mission, scope, and in the development of graduate programs (Kreitlow, 1970).

Adult education research in the 1960s still borrowed some theories from other fields and generalized experience from practice (Jensen, 1964). Adult Education developed its body of knowledge through the following channels: “(1) Experiences gained from coping with problems of practice lead to the formulation of principles or generations which provide guides for future practice…(2) Knowledge which has been developed by other disciplines is borrowed and reformulated for use in adult education” (Jensen, 1964, p.105). 

In the 1960s, though both qualitative and quantitative research methods were used in the research, the majority of research methods used in adult education research were quantitative research methods such as experimental, test, scale, and questionnaires.

With the boom of training-related activities in the 1960s (see Decrow, 1967), various new training models appeared, such as laboratory training, T-group training, human relations training, and cross-cultural training. Adult education research focused more on practical and applied topics such as training, and less on the rising social problems (London, 1970).