ABSTRACT
In precisely the same way that Peters (1983) has argued that distance education can be analysed from the perspective of industrial production, it is possible to interpret it as being symbolic of late modernity. This chapter explores this thesis in relation to the education of adults. Prior to presenting the argument, however, it is necessary to discuss the three component concepts of the title of this chapter since each is, at least, contentious. Consequently, the first part undertakes this, whilst the latter ones introduce the argument under consideration.
