 | establish the initial mood or climate of the group or class experience |
| clarify the purpose of learning for each individual in the class as well as the more general purposes of the group |
| driver: rely on the desire of each learner to implement purposes with meaning for the individual learner as the motivational force behind significant learning |
| organize the widest possible range of resources for the learner |
| act as a flexible resource to be used by the group |
| accept both the intellectual content and the emotional attitudes to provide the appropriate degree of emphasis to the individual or group |
| act as participant learners |
| accept their own limitations |
Malcolm Knowles, in The Adult Learner.