The resurgence of "lifelong learning" has renewed consideration of the nature of "working knowledge." Lifelong learning has many aspects, including construction and distribution of individuals' very self-hood, educational institutions' role in capturing informal experiences, and the juggling required between family and work-based responsibilities. Prominent themes in the literature on lifelong learning include the following: the whole person at work, the workplace and the "eros of learning"; the new practical learning; and practical judgments and the whole person. According to a review of the literature on lifelong learning and interviews with two practicing lifelong learning professionals, working knowledge in its "whole person" or organic form will be marked by the following aspects: (1) the contingent (the informal, nonroutine, and capricious nature of daily work is overtly decisional); (2) the practical (the need to solve problems efficaciously is paramount); (3) the process (Schonian reflection-on-action has generated expectations of professional growth); (4) the particular (the need to address the here and now with compromise is accepted); and (5) the affective and social domains (judgments are primarily value judgments because which cognitive considerations are entertained depends on whether they can be made sense of cognitively, emotionally, and ethically). (Contains 48 references.) (MN)