Following an assessment of the present situation of lifelong learning, particularly in the U.S., a model is presented for the symtematic development of the concept and its implications for society. The basis presented for the model is the definition: ..."any purposeful learning that an individual (actor) engages in throughout the life span," taking ..."place through a variety of experiences (activities), using a variety of resources (artifacts), and it can be evaluated in a variety of ways and for a variety of reasons (authentication)." Focus is on moving from a view of learning that is controlled outside the individual to that internally controlled by the individual. Characteristics of the learner are outlined: goal-directed, self-directed, active rather than passive, motivated, perceptive, and self-confident. A literature review examines worldwide approaches under the topics of education and economics, education and culture, research in learning. Potential contributions of various innovative programs in the U.S. public schools are investigated with two shortcomings identified: there is no conscientious effort to develop in students a commitment to learning throughout their lives, and efforts are usually piecemeal or add-on programs. The model is then presented through discussion of its individual components (actors, activities, artifacts, and authentication), illustrations, and emphasis on the expansion of incidental types of learning as well as existing formal and informal learning delivery systems. Suggestions are made for integrating the proposed conceptualization into existing educational institutions, organizations, and services. A final call to action recommends a national conference on lifelong learning and continued designing of curricular models by Phi Delta Kappa leadership. (JT)