The author reflects upon the specific character of ethics as a domain of knowledge that came into being in order to gather truths, which would help human beings to wisely take care of themselves. She argues that the ethical perspective should be taken into account while planning the lifelong learning activities. Further, she notes that if the goal for lifelong education would only be the constant development of knowledge and professional skills, then it may pose a danger of treating people who participate in such programs as merely enhanced means to an end. In such cases praxeology seems to be more useful than ethics. The author writes about the relationship between education and subjectivity and describes the educational situation as an organized encounter in designed surrounding. She claims that the person planning the situation, the one carrying it out, and the one partaking in it as a pupil are all responsible for the result of the educational situation. She emphasizes that the "ergon" is necessary for creating ethical educational situations. The aim of the educational activity carried out within the lifelong learning system should be, she claims, the experience of truth, good, and beauty. [For complete volume, see ED567118.]