The data in this investigation were secured through structured interviews conducted in the homes of adults residing in urban areas. A total of one hundred adults were interviewed by the investigator. The number of in terviews was divided equally between two communities and all respondents were randomly-selected heads of households. All expressed problems were classified under the direction of a panel into four categories, namely (1) eco nomic, (2) educational, (3) physical, and (4) health. The investigation was accomplished through a carefully de signed interview schedule consisting of open-end questions which elicited self-perceived solutions to problems contained in the above categories. The self-perceived solutions were classified into four categories, namely (1) improved educational program, (2) improved economic opportunities, (3) improved laws and zoning ordinances, and (4) improved health and medical care. The urban areas involved in this study represent not only the non-declining community but also the com munity that is declining in use value. IT SEEMS that much of the research in adult education today is either openly or inferentially criticized, not for its lack of ascertaining adult problems, but for its lack of suggesting solutions to the problems which adults express. A closer examination of the studies relating to this phase of adult education provides some enlightenment to the proposition that self-perceived solutions can be utilized in helping adults solve many of their own problems. Green (3) has suggested five probable reasons why expressed solutions are not utilized in build ing adult programs. First, those adults engaged in manual labor were physically and mentally fatigued at the close of the day and often did not become involved in the process of critical thinking. Second, many adults felt inferior and did not want to reveal their ignorance by enter ing a formal adult class. Third, adults often felt that a language difference existed between them and their leaders. Fourth, educational offerings were usually too abstract to be relevant to their daily experiences. Fifth, the adults were not usu ally approached by educators in the learners' own social environment.
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