Present literature of adult education appears to be negating learners' responsibility in making decisions in the curriculum development process and gives little attention to procedures for securing active involvement. There seems to be a need for bringing "guided learning" to the attention of those working in the field of adult education. The framework for identifying when an adult educator is guiding learning was developed, based on "philosophical patterns" which identify the basis for operationalizing the education process and on the "operational pattern" which identifies actual acts and moves on the part of the adult educator that indicate commitment to the construct of guided learning. It was developed in terms of a limited set of crucial criteria. Each criterion was then defined in terms of conditions which must be met if it is present. It was apparent that commitment to guided learning was a matter of degree; therefore, most of the means of measurement have been developed in the form of a continuum. [Not available in hardcopy due to marginal legibility of original document.] (author/eb)