The concept of lifelong education received wide criticism and rejection in many educational circles in the 1970s. Recent developments in educational research and the increasing influence of postmodernist thought, the paper argues, are major factors in the return to favour of lifelong education. While a postmodern society is one characterised more by conflict than by consensus, the paper suggests that consensus on the importance of lifelong education might be one precondition for such a society.

This paper begins with an analysis of global problems shaping education, particularly as they impact upon learning and life chances. In addressing these problems a range of philosophical positions and controversies are considered, including: traditional romantic and institutional views of schooling; and more recent maximalist, neo-liberal, emancipatory and post-modern-perspectives of lifelong learning. In this paper we argue that these do not represent 'the last word' on the provision of learning and the enhancement of life chances and instead we put forward (...) an alternative view based upon the notion of adopting an inclusive problem-solving approach, which we believe may be better suited to offering solutions to the various global problems that have been identified or that are still emerging. We believe that such an approach addresses and expands the individual, social, economic and political features of education and conduces to the improvement and expansion of learning and life chances. (shrink)