This paper attempts to assess the extent to which Eduard Lindeman has created the framework of discourse and analysis predominant in adult education. Six contributions to, the development of conceptual frameworks, philosophical imperatives and substantive foci are identified: (1) the conceptualization of adult education as a collaborative, informal, yet critical exchange between learners and teachers, (2) the critical theory of adult learning in which adults become aware of the historicity of their individual existence and social environment, and through which adults discover the roots of their personal and social conduct, (3) the introduction and articulation of the concept of andragogy into the American literature of adult education, (4) the emphasis on the social mission of adult education, (5) the identification of the small discussion group as the pedagogic mode unique to adult education, and, (6) the specification of a curricular domain for adult education.
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