By exploring selected Western epistemologies and Lutheran theology, this thesis argues for an approach to Lutheran Confirmation centered on the meaning-making process. Specifically, it is argued that meaning coemerges as an amalgam of inherited content, life experience and community interaction. For Confirmation to be a resource and catalyst for lifelong learning, curricula and teachers must account for the complexity and contributions of learner-formed meaning.<p> Confirmation is analyzed as a rite and a process of ordered learning: constructivist theory guides a concise study of the epistemological roots of Piaget, Dewey, Polanyi and Whitehead. Luthers intent, contemporary theology and the assumptions of constructivism are consistent with coemergence. Essential, fallible and gracious knowing are offered as epistemological-theological pillars to guide the intent of confirmation.