Abstract
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) |
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Title of host publication | Research Anthology on Preparing School Administrators to Lead Quality Education Programs |
Publisher | IGI Global |
Pages | 143-161 |
Number of pages | 19 |
ISBN (Electronic) | 9781799834397 |
ISBN (Print) | 9781799834380 |
DOIs | |
State | Published - Jul 24 2020 |
All Science Journal Classification (ASJC) codes
- General Social Sciences