Ronald Podeschi in His Extensive Thesis

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The brief history provided by Podeschi perpetuates his contextualist framework and supports his arguments. The next section of the work, Dynamics and Dilemas of Professional Practice outlines the practical manner in which such philosophical narrowing has effected the questions and standards that were not answered by the philosophies at hand, some of which are essential and core to the field. (620) His work attempts to show the conflict and confluence associated with the attempt to define a Concept of Professional Practice, again relying on seminal works of adult education beginning with MacIntyre's 1981 work After Virtue which he believes stresses practice as a "cooperative human activity in which goods internal (for example, individual growth, equity) to that of specific activity (for example, adult education) are gained through achieving standards of excellence." (621)

The following section Daily Institution Life stresses the resulting pressures and stressors of marrying philosophy, personal biography and practice with the pressures of daily institutional philosophy, practicality and politics. "Whatever the institution, it is this micro-culture (with its subcultures) that is the main area where daily decisions and actions ultimately determine which assumptions come alive and have consequences.

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" (622) the most unsettling and core of questions raised by Podeschi here is "How do adult educators keep from being spellbound by the spin of a united vision, or conversely from falling into a stance of seeing others as enemies?" (622) the question brings to mind countless conversations and experiences of adult education (and other practices) that drive individual and institutional conflict.

The summary of the work stresses first the negativity of the past, outlining errors made by the field "dichotomizes technical means from philosophical aims and threatens creative individualism." The work then stresses that we as a collective must learn from these errors of the past by creating debate opportunities that stress interdisciplinary diversity and not making blanket acceptance of a single philosophical ideal the rule, such as what Podeschi believes was done by the CPAE in what he calls the behaviorist-humanist merger. Podeschi stresses the need to protect philosophical pluralism and embrace creative individuality among educators and institutions. "Ultimately, we each need to have a philosophical place to stand and act (even while reflecting about it)-or….....

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