THIS STUDY EXAMINED GROWTH MOTIVATION AS A DEVELOPING CONCEPT AND AS A THEORETICAL CONSTRUCT, AND THE IMPLICATIONS OF THIS THEORY FOR ADULT EDUCATION THEORY AND PRACTICE. SPECIAL ATTENTION WAS GIVEN TO THE THEORETICAL CONSTRUCTS OF ABRAHAM MASLOW, TO THE NATURE OF GROWTH MOTIVATION CONCEPTS IN GENERAL, AND TO FORMS OF SELF UNDERSTANDING AND POSSIBILITIES FOR DEVELOPING HUMAN POTENTIAL THAT ARE SUGGESTED BY SUCH CONCEPTS. CONCEPTS OF SELFHOOD, DESIRABLE BEHAVIOR CHANGE, AND THE LEARNING PROCESS WERE CONSIDERED WITHIN THIS FRAMEWORK. GROWTH MOTIVATION THEORY, STRESSING AS IT DOES THE PROCESSES AND CONTENT OF EXPERIENCE, WAS SEEN AS COMPATIBLE WITH ADULT EDUCATION PROGRAMS INTENDED TO HELP PERSONS TO BECOME MATURE AND FULLY FUNCTIONING. GROWTH INHIBITING ADULT EDUCATION SETTINGS WERE CONTRASTED WITH THE KINDS OF SETTINGS THAT CAN HELP NURTURE THE "GROWTH URGE." FURTHER RESEARCH WAS RECOMMENDED ON EDUCATIONAL SETTINGS THAT EMPHASIZE SELF MOTIVATED LEARNING. (THE DOCUMENT INCLUDES A GLOSSARY AND 54 REFERENCES.) IT IS AVAILABLE FROM INDIANA UNIVERSITY, BLOOMINGTON. 52 PAGES. (LY)