Theories of adult development are reviewed and considered in relation to the role of higher education and the educational methods employed. The literature is divided according to two perspectives: issues and tasks that are characteristic of chronological periods in the adult life cycle; and developmental stages that have no strict relationship to age. The discussion of life cycle stages considers age norms and cultural norms, epigenic timing and life tasks, the concept of life structure, and limits of life cycle research relating to sex differences, ethnicity, and social class. Since education has been organized primarily around the developmental tasks of early adulthood, the life cycle perspective may promote rethinking the role of education in relation to later stages of the life cycle. The discussion of hierarchial sequences of development considers stages of development in a structuralist perspective, strands and levels of development, Loevinger's theory of ego development, and implications for education. Application of the theoretical perspectives to educational approaches is discussed with regard to: development as an outcome of study, education as a support of life transitions, program development and strategy, curriculum and teaching methods, faculty development and evaluation, and career development, counseling, and support services. A bibliography is included. (SW)