External factors in the development of adult education include the social context, contributions from other disciplines, and associations and government. There are four points in the evolution of adult education between 1925 and 1964: (1) the difference between its origins as a field of study and its genesis as a field of practice; (2) the impact of contributors; (3) the social condition in the United States; and (4) the creation of special interest groups. The knowledge base emerged from the contributions of lay people and scholars. After 1964, the study of adult education included related disciplines, foundations, and social contextual developments. The Ford Foundation and the W. K. Kellogg Foundation have provided support for adult education projects. Federal, state, and local governments increased their support of adult education programs in 1964 by directly funding a national program for adult literacy. The knowledge base reflects atheoretical approaches to problems of practice, and research does not build upon previous results. Knowledge tends to be dependent upon theoretical foundations from other disciplines. The Syracuse University Collection describes the influence of social factors, foundations, and governmental programs on the development of adult education. (36 references) (NLA)