This chapter addresses a curriculum definition, especially as it relates to preparing teachers to be successful in working with adult learners. The main thrust is to clearly articulate some of the major elements needed to help the art and science of helping adults learn the ideas and practices of that process and be as consistent/congruent as feasible. Reciprocity among empathy, trust, and sensitivity are considered to be crucial in the teaching and learning exchange. Competence and experience

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... n andragogy is important even to the extent of selecting and using various techniques and methods in the learning experience, whether used with learners in higher-order thinking or used with lower-level learners. Techniques the author has found helpful are: mixing a lecture with discussion of questions raised by learners in response to content of the lecture; encouraging and giving learners opportunity to take more responsibility for their learning, thus becoming more self-directed; varying one's approach for accommodating different learning styles each learner possesses; looking at a perspective of learning in various areas/pillars of life -being, knowing, doing, living together, changing, and developing sustainability. A true story is provided illustrating a principle of andragogy -doing in practice the same thing one believes and says. Being: Getting up and living, come to life, spirited, come through. Facilitate: Make easy, make easier, facilitate, ease, assist, aid, help; help on or along, smooth, grease, oil, lubricate, iron out, pave the way, smooth the way, prepare the way, grease the way, soap the way, grease the wheels; clear, unclog, unblock, unjam, unbar, free, loose, open up, clear the ground, clear the way; make way for, not stand in the way of, make all clear for, open the door to, bridge the gap;