Adults learn what they want to learn and what they perceive as useful to them;
Internalisation involves the construction of new meaning based on passed experience and new stimuli;
Learning can be understood as always involving cognitive, psychodynamic and societal/social aspects;
Communities of practice embody all three of these aspects and as such are powerful drivers for adult learning;
Engagement in critical discourse is a likely outcome of successful adult learning in the long-term the reverse is also true adult learning is the inevitable outcome of critical discourse.
Transformative learning can arise in adults where appropriate conditions exist for questioning assumptions, critical discourse, reflection and restructuring of perspectives.
