The paper identifies and defines necessary components for the induction of energy into the adult teaching-learning experience, presents a heuristic device which describes the likely positioning of components and the roles of teacher and adult learner as provider and receiver of influence toward energy, and proposes a quasi-stationary formula which operationalizes the theory for data collection and analysis purposes. The 13 components or concepts cited as inducers of energy are: legitimacy of ignorance, commitment to the best, valuing the person, respect for competency in role, expectation of vital experience, uncertainty of outcome, optimism about outcome, sense of direction, dilemma, disclosure, feedback, risk, and reward from experiencing the experience. Each concept is carefully examined in regard to the difficulties of operationalizing it within real world settings and measuring the extent of its existence and change. Suggestions are provided for universal operationalization and for instrumentation to measure each concept, as well as for research directions for confirming, disconfirming or modifying the theory. Implications are drawn for teaching behavior and practice which would be consistent with the theory. A 20-item reference list contains nine items (obtained through an ERIC search) which are relevant to concepts in the theory. (Author/MS)