Abstract
This article focuses on the tensions between two perspectives on lifelong learning. Perspective I examines the social framework for lifelong learning. In perspective II we put forward our own theoretical view on ‘education in the life span’, namely the concept of biographical learning, and outline the idea of the ‘biographicity’ of social learning processes. This discussion is set within the context of the globalising imperatives and international discourses of lifelong learning. In the conclusion, we suggest the main perspectives and desiderata for research
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