A critical theory perspective on program development

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.