Analysis of the theoretical and methodological basis for adult education is always somewhere between history, the present, and an orientation toward the future. The key questions that must be addressed when predicting the future of education are related to the following areas: determining how to overcome the restraints that are imminent to past and present; identifying those factors that have significant repercussions for education in the future; determining what adult education should be, both in terms of the development of every individual and the development of society at the macro and micro levels. The tendency in analyzing adult education's development in the future is to tie adult education to current factors of social development, particularly those derived from technological development. The different languages, cultures, traditions, ideologies, and economies existing in different countries are often viewed as barriers to cooperation in the theoretical and methodological convergence of adult education and its practical performance. However, it may be argued that the principle of globalization can be applied in the area of adult education more than in any other field of human activity and that the aforesaid differences should be considered motivations rather than barriers to cooperation in the area of adult education. (MN)