Critical theory (CT), according to the author, is concerned with a critique of the modern rationality that underlies both scientific and industrial projects that subjugate the individuality of the person. He sees CT as an analytical and reflective process that stands next to the reach for empirical verification of the reality of the world and the understanding of meaning-systems. A brief summary of the history of CT is followed by an examination of CT's commentary on instrumental rationality and scientific and philosophical positivism. Applying CT to educational administration, the author claims administrators can profit from a disciplined critique of their own institution if they can portray the institution's role in affecting the lives of its charges. An overarching framework for researching the critical relationships between administration and social structure is proposed that views educational institutions as "speech communities." Within this framework the relationship between given speech communities, and the distribution of knowledge and power to those communities, can be considered. (Author/MLF)