| The limited research-based body of literature regarding the development of graduate programs in adult education has focused on those graduate programs in adult education that are housed in universities, not those that are part of Protestant theological seminaries. The history of the graduate study of adult education at Southwestern Baptist Theological Seminary, Fort Worth, Texas, is a contribution to the general historical understanding of both American (including theological) higher education and adult education; especially, where the two fields intersect in graduate programs of adult education.;This historical study of the Department of Adult Education at Southwestern is organized chronologically, within three main identifiable eras of departmental development (1893-1939, 1940-1959, 1960-1994), and contains discussions of the contributions of prominent administrators or adult education faculty members; the recounting of other influential internal and external persons, groups and events; relationships drawn between Southwestern's experience and the "adult education movement," and trends in American universities or other graduate programs in adult education.;The years 1893-1918, prior to the establishment of adult education studies at Southwestern, are reviewed and reported in chapter two. Chapter three is a report on the first two decades (1919-1939) of adult education study offered at Southwestern, and on the perspective on adult education held by the founder and dean of Southwestern's School of Religious Education. Chapters four and five discuss the 1940s and 1950s context in which the Department of Adult Education was to be built and the contributions of the leaders who played major roles in that building. Chapters six, seven, and eight are an examination of the 1960-1994 growth and decline of the Department. Six is an introduction to the faculty. Seven examines three important contexts of the Department--the church and adult education, the American university and similar developments at Southwestern, and graduate programs in adult education at other graduate institutions. Eight traces the history by using changes in the curriculum as benchmarks. Chapter nine highlights conclusions related to the development of graduate programs: parallels with other universities, visionary leadership, funding, demand for graduates, faculty and their professional field, internal leadership, academic specialties, and coalitions. |
