Various researchers, including Carl Jung, Charlotte Buhler, Erik Erikson, and Robert Havighurst, have formulated sequential models of adult development. More recent investigators, such as Daniel Levinson, Roger Gould, and Gail Sheehy have formulated age-related sequential models of adult development that view the various stages of adulthood in terms of different strategies toward perceiving and coping with reality. In addition, several theorists have postulated models of adult development with a special focus (for example, Jane Loevinger's concentration on stages of ego development, William Perry's scheme of intellectual development, Lawrence Kohlberg's notion of the interconnection between levels of moral and intellectual development, and James Fowler's theory of faith development). Many of the findings of such research and examination of human development have important implications for adult educational programming. Many aspects of these models, particularly Knowles' theory of andragogy, can be applied by practitioners involved in developing and administering adult education programs or in teaching or counseling adult students. (MN)