One of the frustrating things about espousing a ‘personal construct’ philosophy, or indeed any of a range of phenomenological approaches to research, is that it behoves one to take into account an astounding variety of possible interpretations or alternative constructions of reality. Miller reviewed many perspectives in the dilemma/problem debate, from philosophical, psychological, sociological and political ethics viewpoints. He proposed as a working definition that dilemma is a particular type of predicament which occurs when the pressing alternatives seem so evenly balanced that it is hard, sometimes impossible, to make a choice. Ruddock regretted the growing policy of anti-intellectualism in teacher education which encourages teachers to ‘learn by doing’, rather than by reflection on practice.