After an introduction by Derek Allison describing the rationale of this inquiry and the preliminary research performed, three reflections on the current status of the educational administration field are presented. Goldwyn Emerson urges those in educational administration to borrow knowledge and methods from related fields and suggests that administrators may gain more by applying concepts and theories rather than skills gained through experience. James T. Sanders suggests that the concerns facing administrators might be divided into two groups--soluble problems and insoluble, permanent difficulties. He adds that misdiagnosis of these problems and difficulties might impede recognition of the appropriate ways to study educational administration. John E. McPeck observes that principals are required to exercise leadership but are usually selected for exhibiting conformity or followership. He finds a tendency in the literature to assume, mistakenly, that the application of theory eliminates the need to make value judgments. He argues that decision-making cannot occur without the application of values and urges the exposure of administrators to educational philosophy as an important aspect of their leadership training. A bibliography of articles read and discussed in preparing for the symposium is appended, including citations on state-of-the-art surveys, historical reviews, and major statements in the developing debate over epistemology in the field. (PGD)