“…In the field of adult education, discussions of and debates over dispositions, or values, commitments, and ethics, have generally revolved around the social purpose of adult education (Cunningham, 1989;Heaney, 2000;Merriam & Brockett, 2007), professionalization of the field (Collins, 1991;Johnson Bailey, Tisdell, & Cervero, 1994), standards for graduate programs (Commission of Professors of Adult Education, 1986Education, , 2008, codes of ethics for adult educators (Cunningham, 1992;Sork & Welock, 1992), and civic education and participation (Gastil, 2004). Dispositions, defined as those attributes that orient a person toward schooling, have seen recent attention in the literature on participation in formal lifelong learning initiatives (Cieslik, 2006;Mok & Kwong, 1999). Greany (2003), for example, lists the five dispositions he and others at the Campaign for Learning consider essential in order to make adults more receptive to lifelong learning: readiness, resilience, resourcefulness, remembering, and reflectiveness.…”