ABSTRACT
In this chapter, I will discuss on a general level how the learning-oriented deliberations in the previous chapters can be utilised in connection with education programmes and their societal function. I start by identifying four typical misunderstandings about learning that often appear in pedagogical and educational contexts. I then examine more closely some key issues concerning the structure of the education programmes, especially with respect to choice of content and direction. Finally, I make some proposals concerning what could be appropriate and necessary paths to follow on the societal level from the perspective of learning, and on the general level.
