Written materials analyzed in this paper were gathered from work with faculty, students, and administration within higher/postsecondary institutions in inventing the future of education. A wide range of alternative futures is discussed which has emerged from this work, conducted in graduate seminars in short and long term social action research and participatory planning projects with institutions and consortia. Futures invention is described as a discovery method based on claims that the future is open to human choice, decision, and action, if and when persons become clear about their intentions and are prepared to negotiate with others their commitments and actions. The paper focuses on the ways in which these participants chose to understand lifelong learning and its associated educative activities as aspects of the futures of higher/postsecondary education. Reported and discussed in detail are 221 items taken from individual and policy team intentional claims on the future. The items are organized into two main categories: (1) The adult learner as agent, and (2) alternative desirable futures for postsecondary education. Substantive concerns discussed include teaching/learning roles, definitions, activities; organizational arrangements (certification, accreditation, etc.); systems of sanctions and rewards; active/passive relationships with other institutional domains; notions of organizational and social change; and philosophical orientations and practical strategies. (Author/TA)