"Lifelong learning" often has the connotation of "lifelong schooling," an activity planned and organized by specialists for others. In contrast, "lifelong learning" can be understood as the description of a continuous life process, including not only formal and self-directed intentional learning, but also unintentional, but nevertheless important and effective learning. Adult educators must face the reality of this learning and widen their concept of learning. "Lifelong learning" should not, therefore, be used as an activist's banner for getting people into classes. Professionals in adult education should recognize that they cannot set themselves up as the "gurus" of learning, thereby making students dependent on them. Rather, adult educators must accept that learning is the students' business, and face the reality that all people learn lifelong, with or without educators and programs. This approach to the perception of learning offers a wider range of understanding and intervention. Reflecting on this wide concept of learning helps adult educators in formal settings to take off the professional blinders that focus their attention on the teaching activity through which they can impose their will, knowledge, or skill upon others. Observing thoroughly the learning of adults will lead to a truly mature "adult" education, a shift in emphasis from teaching to learning. (KC)