Abstract
The authors of this issue share an interest in exploring adult cognitive growth within a domain relevant to real‐life adaptation: the social domain. It is pointed out that such concerns are not new, they can be seen as early as Plato's writings. Drawing from his lessons and ours, it is argued that if we are to understand how the educational process is to be of use to the adult learner, we must first determine the kinds of cognitive processes most suited to the stage of life of that learner.
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