Argues that the adult education profession has been defined in terms of applied technical expertise; points out problems in this as the basis for professional identity. Suggests alternative ways to construct the profession: forging alliances with other professions, developing reflective practice, and practicing politics. (Contains 32 references.)…

Examination of seven adult education handbooks reveals that adult education researchers have relied upon empirical analysis to develop the knowledge base and the field as a profession. Professionalization depends on using scientifically developed knowledge to standardize practice and practitioner training. (SK)

Professional expertise and authority are increasingly eroded by the demands of the institutional delivery system in which they practice. Professional services are now typically delivered by expert systems not individuals. Continuing educators must reframe their understanding of context in order to address the new conditions of practice. (SK)