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.
|Original language||English (US)|
|Title of host publication||Andragogical and Pedagogical Methods for Curriculum and Program Development|
|Number of pages||21|
|ISBN (Print)||146665872X, 9781466658721|
|State||Published - Mar 31 2014|
All Science Journal Classification (ASJC) codes
- Social Sciences(all)