ABSTRACT
This chapter, like Roman Gaul, in three parts divided is. First, reasons will be advanced to reject the powerful consensus that has been developed over the last 30 years to the effect that lifelong learning is a wonder drug or magic bullet that, on its own, will solve a wide range of educational, social and political ills. It will be argued that this consensus is naive, limited and apparent as well as being deficient, dangerous and diversionary. This analysis prompts the question, if the thesis is so poor, why is it so popular? Second, alternative visions of the learning society and of lifelong learning will be presented and the relevance to policy of viewing lifelongs learning as social control will be stressed. Third, an attempt will be made to answer Lenin’s great question, what is to be done? It is incumbent, I think, on researchers funded by the public purse to address policy, where appropriate.
