The two papers in this report explore the dimensions of the idea of adulthood as a period of continuing change and learning, and their implications for adult education. In the first paper, Harry Lasker and James Moore review the major works on adult psychological, intellectual, and moral development. They describe the major stage theories posed by researchers and their implications for educators. (For example, some individuals may not be able or willing to respond to directive instruction, while those at a different level of development would welcome this approach and not respond well to others.) In the second paper, Edwin Simpson looks at three components of adult learning. These components are (1) the body of theory on adult learning, from which a number of principles of learning and teaching can be derived; (2) the psychological and social circumstances of adult learners; and (3) the conditions under which learning takes place (approaches to learning). He views the learning experience as a combination of these three components and suggests that the choice of combinations may vary according to the purpose and circumstances of the learning experience. The unifying theme of these two papers is the importance of recognizing the diversity of adult learners and learning, and putting these differences into integrated frameworks in order to have a foundation for making specific changes and adaptations to help the learner be more effective. (KC)