In almost all its aspects, radiologic technology education is adult education. Boyle's (1981) adult learning model has four components: (1) the learner in terms of motivation; (2) learning as a change process; (3) the experiential role of education; and (4) the facilitative role of the educator. Andragogy, as defined by Knowles (1977, 1980), is a set of assumptions about adult learning (e.g., adults desire and implement a tendency toward self-directedness as they mature). When the critical thinking literature is compared with andragogy, it is found that many assumptions and lack of assumptions are similar. The two aspects of adult education most relevant to radiologic technology educators are teaching entry-level adult students, and continued professional education. Littlefield (1991) suggested that adult education, as related to radiologic technology, must define the broad mission of adult education, review philosophical assumptions, and combat some common misconceptions. The literature indicates that radiologic technologists need to participate in continuing education from a standpoint of accountability rather than mandate. Research on radiologic technologists' participation in continued education has focused on motivation, educational needs, and barriers. Research suggests that adult learning should be fused with concepts of leadership to develop a teaching model. The philosophy, history, and practices of adult education should be integrated with the discipline of radiologic technology as a guide to future theory and practice. (57 references) (YLB)