Theorizing in adult education has been primarily concerned with questions of social philosophy which contribute little to improving the quality of professional activity. This essay suggests a rationale and strategy for developing a research based body of theory, indigenous to adult education and of practical utility to practitioners. Central to the reality upon which such theory must be constructed is a presupposition that an individual constructs meaning through an active process of interaction with others and directs his behavior accordingly. Educational process is an organized effort to assist an individual to construct meanings in a way by which he will be more effective in solving problems. (Fifteen references are included.) (author/ly)