The purpose of this article is a critical reflection on the field of educational administration and its varied and often conflicting epistemologies. It is argued that the field of educational administration is a community of diverse epistemologies. Although epistemological heterogeneity has been persistently vilified by both theorists and pragmatists with their own discursive agendas, it is this precise environment of critical dialogue and diversity that is conducive to new frontiers in the field. A "phenomenology of recognition" is thus presented as a showcase for the possibility of approaching and expanding the field topically rather than treatise-like generalizations at the macro level, which are mostly dated discussions on philosophy of science. The principal value of the article is showing alternative pathways--not limited to the discussions about "theory of recognition"--to new frontiers in educational administration by demonstrating the possibility of thematic theory developments in the field and defending the diversity of existing epistemologies in the field as an asset rather than a liability for further development in the field.