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Abstract
Those of us who think and write about the history of adult education are swept up like everybody else in a maelstrom of contestation, questioning, doubt and revisionism. We are literally being forced to be self‐reflective and self‐critical. What are historians of adult education actually doing? What are we choosing to write about? What kinds of stories are we telling ? This essay tries to answer these latter questions by exploring two historiographic problems: (1) the problem of the object, and (2) the problem of usability.