This study explores adult education practice by using an expressive research method based on using the metaphor of an exhibition as a vehicle for presenting and reflecting on seven episodes in the researcher's two decades of teaching at various locations throughout Australia. In accordance with the metaphor, the study report contains the following elements: (1) an entrance foyer introducing the expressive approach (which emphasizes portraying rather than explaining phenomena); (2) a main gallery consisting of seven chapters that each explore an episode in the author's adult education practice; (3) a gallery of method expounding the principles of the expressive method and its foundations in "empathetic" and "intuiting" forms of phenomenology; and (4) an exit foyer that builds a collage of images developed in the main gallery and considers their significance for practice. The following are among eight key images and implications thereof that emerged during the study: (1) respectful mobilizing for learning and the requirement of respect; (2) monitoring and serving the learning group and the need to be "safeguarding"; (3) mentoring and the need to engage, challenge, and nurture; (4) rendering things to be learned learnable and the requirement of didactic clarity; (5) making friendly spaces and silences for learning and the need to let go and relinquish control. (contains 363 references.) (MN)