Abstract
The paper analyses the development of basic terms and concepts in adult education (adult education, continuing; permanent and reccurent education, lifelong education, and lifelong learning) and the role of major international organizations in formulating and promoting these concepts. The focus of the analysis is on the reasons and consquences of the dominance of the modern, widely accepted concept of lifelong learning, which replaced the previous ones and almost completely suppressed the concept of adult education. This paradigm shift and change of the discourse has its ideological and economic roots, and is supported by all global education policy makers. The paper indicates numerous negative consequences of this shift in all spheres in which adult education has a significant role, as well as the damage that (mis)use of the concept of lifelong learning as a generic term causes to science, profession, research, and adult education practice.
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