The purpose of this theme is to define, whether changes in relations between teaching and learning can provide a humanistic foundations of adult education technologies? How do these changes influence the organization and efficiency of adult education? We are taking into account that lifelong learning of the modern adult is directed not only on professionally significant knowledge and skills but also on the development of his personality, systems of his value orientations, formation of introspective and self-improvement abilities. It causes the domination of a humanistic paradigm in an adult system of education. The separate person and specificity of individual process of knowledge acquiring are the basis of professional-pedagogical value in this paradigm. That is why the dynamic change in "teaching - learning" system toward the process of learning becomes the humanistic foundation in adult education technologies. We consider that it can be provided by: - organisation of educational process on the basis of andragogical principles of education which include: preponderance of the self-directed learning, principle of the cooperation activities, experiential learning, individualization of learning, systemic learning, contextual learning, principle of actualization of the results of learning, principle of elective learning, principle of educational needs development, principle of consciousness in learning; - the adult learners involving in planning, realization, evaluation and correction of educational process. Our experience in adult education indicates that very often our adult students become co-authors or even authors of educational process and this fact enables us: to take into account individual educational needs; to provide a high level of motivation; to encourage learners to take the personal responsibility for effectiveness of learning; to build the individual educational trajectory. We must press the point that needs, knowledge, comprehension and ways of satisfaction of the adult learners purposes are the general components of adult education technology . But these purposes are not always clear enough for those who are taking part in learning. Therefore, when educational courses contents are structured badly and educational purposes are not clearly pointed out, we consider such situation to be not only pedagogical mistakes, but violation of adult education humanization. - formation of subject - subjective relations between the teacher and the adult learner. The primary goal of the teacher is not only to transfer the real knowledge, but to maintain joint activities of educational process participants, who are: the teacher and the adult learner. The adult learner must have the right on his own rate of learning, even in the system of organized teaching. Rigid norms of training in general, especially of adults training, do not correspond the humanistic foundations of education. It would be possible to assume, that adults prefer self- learning as the basic kind of educational activity, but experience indicates that it is not effective without collective forms of studies. At such lessons each adult learner compares himself, his purposes, expectations and inquiries with approaches of other learners. During pedagogical interaction “the idea plus idea ", “estimated judgement plus estimated judgement» often appear. These are not equal to the simple sum, these are much more complicated points and they can generate creative vision of the world. In conclusion we come to the conclusion that changes in "teaching – learning" system toward the process of learning on one hand provide humanistic foundations of adult education technologies but on the other hide real tensions between two conceptions of “teaching” and “learning”. Everything depends on many objective and subjective factors, such as level of adult learners preparation, their motivation, the contents of education material, the time factor, etc. That is why, to resolve these tension our research needs to be further explored and developed.

In conclusion we come to the conclusion that changes in "teaching – learning" system toward the process of learning on one hand provide humanistic foundations of adult education technologies but on the other hide real tensions between two conceptions of “teaching” and “learning”. Everything depends on many objective and subjective factors, such as level of adult learners preparation, their motivation, the contents of education material, the time factor, etc. That is why, to resolve these tension our research needs to be further explored and developed.