ABSTRACT
A dilemma exists in most forms of adult education, particularly continuing professional education, which has unfortunate consequences for research and professional formation. In the latter, for example, the stated rationale is invariably practical in terms of helping the practitioner by developing skills and capabilities and thus enhancing the quality of practice. Yet, in the main, content emphasizes theoretical knowledge with the result that the practical aim is not realized. That this should happen so consistently is surprising and in need of explanation. To locate the source of the dilemma we have to examine the effects of a particular conceptualization of practice and its implications for the relationship between theory and practice.
