This article contributes to the theoretical discussions about 'perspective transformation'(Mezirow, 1978). Referring to the continental tradition, the concept of life-world is introduced. This concept clarifies the interrelatedness of the action, reflection, person, and context dimensions of socialization processes and adult learning. Transformation of the life-world is analyzed. Three developmental stages are distinguished: the self-evident, threatened, and transformed life-world. The importance of this transformation in relation to adult education is explored and the developmental stages related to the task, relation, and growth-dimensions of educational processes. This results in a framework that clarifies both the theory and practice of adult education.