ABSTRACT
In this chapter our intention is to examine the implications of the themes discussed so far for a curriculum concerned both with learning about research and learning to do research. Such a curriculum needs to be based on an understanding of adult education both as a field of study and a field of practice. In previous chapters, we outlined the problematic elements in both areas. The task now is to extend this analysis and we begin by focusing on the way in which the study of adult education can be seen as a practical field of knowledge. This will allow us to proceed to an alternative conceptualization of adult education 'theory' and thus its role in a curriculum for research.
