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The following program description, literature review, and theoretical bases demonstrate the andragogical soundness of the two projects and a club of the Monterey Adult Transitions Program. The Bistro Project began as a suggestion of an Associate Superintendent, who ran a similar project in the Boston area. The Greenhouse Project began as a proposal of the author, who ran an agriculture class project in the San Mateo area. Both projects are funded by donations of the author for equipment and supplies and with no increase in salaries or fixed costs incurred by MPUSD. The Young and Able Club is a proposed student activity club under the auspices of Monterey Peninsula College beginning in spring 2010, and will receive funds from Monterey Peninsula College and require none from MPUSD. Both projects and the club are revenue positive for MPUSD in both the short and long term.

The purpose of this paper is to argue for the ongoing use of dialogue as a modern pedagogical and andragogical method. The author reviewed 18 scholarly sources from three education databases in this literature review. The use of dialogue as mode of instruction dates from the Socratic Method of 399 B.C.E. to present uses. The literature reveals current studies of successful use in math, ESL, business, law, and teacher preparation instruction. Also, the dialogue as avenue into reflective self-learning appears prominently in modern practice. Multimedia, computer, and online dialogue methods also show good results in several well designed models. The author concludes that dialogue in different forms remains an effective method of instruction in wide applications. The research revealed several improvements and new applications for dialogue as method of education from Socrates in ancient Greece to public elementary, secondary, and post-secondary institutions in 2009.