In both Hong Kong and the United States, educational practices, especially those in the early stages of development, often do not lay an adequate foundation for lifelong learning. Using an approach rooted in developmental psychology, however, can help educators understand how individuals, groups, and societies develop or fail to develop an orientation towards lifelong learning. In Hong Kong, the prevailing ideology of Confucianism upholds moral virtue and familial unity and places tremendous importance on education. Parents in Hong Kong make enormous sacrifices for their children's education to secure both status and comfort in their old age. Despite a turbulent history and future uncertainty, people in Hong Kong generally remain optimistic about the future, in contrast to the cynicism widely felt in the United States, where the individual is the focus and family ties are weak. The educational burden in the United States is largely placed on the schools, resulting in a wide range of disparate opportunities for advancement. The comparably lax educational attitudes result in under-preparedness for students, but provide more opportunities for lifelong learning through such means as community colleges. While Hong Kong requires stability and greater emphasis on the intrinsic value of education, the United States requires more effective family and educational support. Attainment of these goals would foster supportive environments for lifelong learning, with both nations benefiting immensely. Contains 24 references. (YKH)