Three issues are of particular interest to adult educators: literacy, the ability to use technology, and the ability to access information. These three areas are significant in terms of individual self-fulfillment, human resource development, and individual and societal development at both national and international levels. One questions whether, in attempting to close the gaps between high and low achievers in these areas, one should aim for equality of opportunity, for achievement, for continuous progress at all levels toward the high achievement end of the continuum, or whether one should treat groups at various stages along the continuum differently. Although some assume that adult education will help to close the gaps that exist between those who are literate, who have technology and the ability to access information, and those who do not, such is not always the case. Many times, education serves to widen the gap. Most participation in adult education programs in the United States is from the 5 percent of the population with the lowest educational level and the 50 percent of the population with the highest educational level. The questions remain: Is there a strong commitment on the part of educators of adults to closing the gaps? Or are some educators of adults acting in a manner to perpetuate these gaps? If so, what is the responsibility of the adult education profession? The answer to that question, partly moral and philosophical, will have an impact on human and national development as well as on the global quality of life. (KC)