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This paper looks at the discourse of lifelong learning as it has emerged in many countries (especially Europe) over the last few years, with its concentration first on learning for work and latterly on learning for citizenship .The failure of lifelong learning to pick up on the earlier tradition of adult education is noted and some reasons for this are suggested. The paper argues that a social transformation approach to lifelong learning based on a diversity paradigm rather than a deficit or a disadvantaged paradigm is possible within its existing conceptualisation, especially within the fields of the reflective practitioner, learning and identity and the learning organisation/society. [ABSTRACT FROM AUTHOR]

The anniversary of the International Journal of Lifelong Education can participate in a conceptual landslide from lifelong education to lifelong learning. Contemporary discourses of lifelong learning etc. are abstractions behind which new functions and agendas for adult education are set. The ideological discourse of recent policies seems to neglect the fact that history and resources for lifelong learning are different across Europe, and also neglects the multiplicity of adult learners. Instead of refusing the new agendas, however, adult education research should try to dissolve the abstractions by broadening its scope of interest, by focussing on differences of learners, by age, gender, ethnicity, social experience, and differences in context, by socioeconomic environment, culture etc. Practically, it is argued, this means embracing the new focus on informal learning and work related learning. Adult education research must fulfil its potential conversion from normative philosophy to critical and empirical social science. [ABSTRACT FROM AUTHOR]