Adult life consists of alternating periods of stability and transition. The nature of life transitions in adulthood and their potential for learning and development are the focus of this chapter.

Self-assessment leads to greater awareness of the methods one uses to make meaning. It enhances responsibility, self-direction, shifts in perception, and self-questioning. (SK)

How adults change over time is best understood through consideration of three kinds of time: historical time period, chronological age, and culturally specific social timetable of life events. Time provides a context for understanding developmental processes. (SK)

Romero's overview of adult developmental theory stresses the work of Erikson, Havighurst, Loevinger, Perry, Kohlberg, and Cross. Rossman and Rossman discuss the development of their Adult Learning Inventory with an extensive source summary for its 4 factors and a 62-item bibliography. (SK)

This chapter considers Robert Kegan's concept of holding environments, as well as six steps necessary for creation of new or adaptation of existing learning environments that facilitate adult development across the life course.

This chapter serves as a review of the nature of transitions confronting adult learners and points to applications and strategies for anticipating coming changes.