Over the past twenty years, lifelong learning has come to the fore as one of the most significant areas of education. As it grew in popularity, it became more independent from its roots, such as understanding how people learn and developments in curriculum theory. However, there have been tremendous advances in learning theory over this period — much of which is very important for our continuing understanding of lifelong learning. This paper provides an overview into some of these theoretical developments and reflects the recent work of the author in a book to be published in June 2009.
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