In adult education, there can sometimes be a dilemma between notions of learner self-direction and learning that is important for public safety. The dilemma posed is one not well resolved by education theory. Although a few theorists have broadly recognised the tension, they tend to offer little in the way of guidance towards its resolution, particularly in cases such as where the views of older adults of their learning, and those of educationists do not intersect. Nevertheless, some writers have suggested that it might be a helpful resolution of the dilemma if learning is set in contexts that are already familiar to learners, and if learners are encouraged to discuss their learning with others.