The rhetoric of lifelong learning and the learning society is really a disguise for the exercise of power. By creating dependency through the exercise of knowledge-power regimes (such as the push for professionalization), adult educators contribute directly to maintaining dominant power relations. (SK)

Notes that throughout this century, adult education planning theory has been dominated by technical rationality, which has limited adult education activity to certain areas. Discusses how relational analysis provides alternative examples of what could constitute legitimate planning theory and practice. (SK)

Lindeman began the tradition of pragmatism (a learner-centered, problem-solving focus) in adult education philosophy. Knowles preferred a technological emphasis. Brookfield, Cervero, and Mezirow revivify Lindeman's tradition, although each has a different perspective on social action. (SK)

Proposes a revised form of praxis--practical reasoning--as the basis for understanding adult education practice. Argues that this focus considers the value-laden and communal bases of the reasons for the actions of adult educators. (SK)

Argues that the purpose of history is to explain how current educational practices derive from past experiences; current practices are selectively and hegemonically constructed from past practices; and history enables analysis of those selective cultural traditions that inform current practices and exposure of prejudices and illusions. (SK)