A growing body of literature is questioning whether existing models of human development apply equally to men and women. Prevailing theories of human development have been criticized for being based on research with primarily male subjects of similar ethnic, racial, or class backgrounds. Some research supports the viewpoint that women have different ways of thinking and learning. However, emphasizing the "differentness" of women raises the danger of stereotyping and/or perpetuating traditional sex roles. Others argue that identifying the "different voices" of women may have the positive result of validating other perspectives. If educational institutions are based on a model of one type of thought (rational, analytic), then those whose ways of thinking are more subjective or inductive may feel alienated in the learning environment. Several ways of using knowledge of developmental differences to support adult learning have been identified. The approaches that have been suggested for enhancing women's "different" ways of developing are remarkably similar to the central principles of adult education: teaching and learning that are collaborative and reflective, social action and social change, and validation and use of the life experiences adults bring to the classroom in the teaching/learning process. (Contains 14 references.) (MN)