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Volume 15 (4)
Volume 15, Issue 4, December 1995 
J Contin Educ Health Prof 1995; 15(4):181-188
THEORETICAL FOUNDATIONS
Ronald M. Cervero, PhD Arthur L. Wilson, EdD A b s t r a c t This article proposes a theory of program planning for continuing education that takes power and interests as central to action and asks what educators can do to plan responsibly. Program planning is defined as a social activity in which educators negotiate interests in social and organizational contexts structured by power relationships. We explain four central concepts on which the theory is based: power, interests, responsibility, and negotiation. By tying these four concepts together, the theory urges planners to nurture a substantively democratic planning process in the face of power relations that either support or threaten this vision. The article concludes with a discussion of what continuing educators need to know to plan programs responsibly. Keywords: Continuing education; interests; negotiation; power; program planning; responsibility |
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