A.Gramsci

B.Ransby

E. R.Auerbach

E.Baker

E.Guevara

E.Sutherland

F.Youngman

H.Marcuse

J. L.Elias

J. L.Kincheloe

K.Marx

L. L.Bierema

M. M.Coady

M. R.Welton

M.Horkheimer

M.Horton

M.Newman

M.Zweig

P.Robeson

R. J.Wlodkowski

R. M.Cervero

R.Guess

R.Williams

S. B.Merriam

S. E.Bronner

W. E. B.DuBois

X.Malcolm

The dominant modes of program planning in the field of adult education are drawn from three intellectual traditions: humanistic psychology, progressivism, and behaviorism. This chapter proposes a model of program planning drawn from a different intellectual framework, the tradition of European critical social theory. Articulated by the Frankfurt School of Social Theory, a critical perspective emphasizes the role of adult education programming in fostering social movements for democratic social change. The chapter specifies the organizing principles and specific goals of a critical theory approach to program development and poses a number of questions that can be asked to determine the success of such an initiative. </jats:p

Stephen Brookfield

John Holst

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A Critical Theory Perspective on Program Development

A Critical Theory Perspective on Program Development

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