Does the capacity to learn increase or decrease over time? How does the sense of self and identity change over the adult years? What are the educational implications of that change? And how can teachers acknowledge the experience their adult students bring to the classroom? In this book, the authors draw on the field of development psychology to provide insights into the critical connections between experience and learning in all areas of adult education and training. Integrating findings from both adult development psychology and adult teaching and learning, the authors examine how experience generates developmental change. They look at how the relationship between self and others changes across the lifespan and, in turn, affects the teacher-learner relationship. The processes that promote separateness, independence, interdependence, and autonomy in adult learners are also detailed.