These 11 essays explore the promise and limitations of current models of lifelong learning. "The Sociology of Lifelong Learning" discusses the relevance of various movements to understanding learning in modern society. "Knowledge, Power, and Ignorance" suggests that a new kind of society--the expert society--is emerging. "Knowing, Understanding, and Feeling" explores the thesis that understanding is best conceived as a social process nurtured most effectively through dialogue and, when adults are helped to approach understanding this way, they learn quickly and effectively. "Lifeworlds and Learning" highlights the critical importance of the value people place on their own education and learning needs, of the ways in which they arrive at interpretations of the social changes taking place in their lives. "Class, Culture, and Adult Education" presents a sense of history and theoretical view of ways in which personal attitudes, identities, and motives challenge and reflect the society in which they are nurtured. "Education and Community Regeneration" sets forth the view that the idea of community must be at the center of all political debate. "Institutions and Power: The Archaeology of Educational Organisations" focuses on one aspect of the problem in higher education: the past, and on ways to move institutions beyond its grip to define a new future for themselves. "Learning and Creativity" explores the proposition that we have an impoverished sense of the creative possibilities in every human life and its implications. "Moral Learning in the Moral Maze" charts the moral contours of adulthood and explores how adults adjust to changes in life circumstances. "Personal Change in Adulthood" explores the idea of lifelong learning as also embracing self-knowledge. "Dialogue and Learning: Towards a New Model of Citizenship" argues that people learn through dialogue with one another and in the process transform their understanding of themselves and their world. (Contains 166 references and an index.) (YLB)