ABSTRACT
This article is rooted in the particular experience of designing an adult education masters programme for adult educators working in specifically Christian contexts. It looks at the changing philosophy of adult education in universities and how such a development coheres with trends towards a postmodernist culture. Issues arising from the mode of delivery of the programme through open learning are discussed, including some of the restraints and problems encountered. The way such a process influences theoretical issues in the newly emerging theology of adult education is explored.
