The intellectual commons of the field is a cooperative setting within a particular area that becomes the gateway to everyone. It allows access that will impact on a community and grow as communication increases. The authors Kasworm, Rose, & Ross-Gordon, (2010), appear to classify the meaning of intellectual commons of the field as it pertains to an organized framework that lays the foundation for effectiveness of a place. Through the lens of intellectual commons, it accumulates and builds upon the past theories of a professional field while offering current background to frameworks. This signifies a new understanding of pioneering observations, theories, and challenges regarding adult learning. (Kasworm, Rose and Ross-Gordon, 2010, para. 2). The intellectual commons of the field revolves around innovative concepts, philosophies, and conceptual theories to be shared by all. As Iiyoshi & Kumar (2008) noted, “…the term intellectual commons is a designation for those who work toward open access, open source, nonexclusive, unlimited distribution of knowledge in its varied forms (Kasworm, Rose and Ross-Gordon, 2010, p. 3). The author’s discuss the intellectual commons of the field and characterizes the common conceptual space as a place where unified intellectual work exists as well as an opportunity to learn. It is a place where the teacher becomes the student and the student becomes the teacher. According to the authors, adult educators share certain values such as, make meaning of critical thinking and adult learning as well as creating a diverse learning environment. Their commitments range from being a lifelong student to continuing discourse within a community. The values and commitments diverge as seen by the different types of theories being applied.