them to move forward). I feel more comfortable with the idea of education as a process of becoming, where all things are in constant transformation, and one experience grows out of the previous one, while holding an infinity of new experiences constantly within itself. For me, educational experience is a continuum. In my pedagogic practice I make no distinction between adults and pre-adults; I try to establish the same educative relationships with those I teach no matter what their age, no matter what their life experience. I currently teach in the Adult Education and Continuing Education sectors, but I regard adult and continuing education as part of the ongoing transformational process of becoming. For me, the differences between adult education and pre-adult education is one of the politics of provision and administration, rather than one of epistemology and methodology. This is where I experience slippage between my own view of lifelong education and other views that inform policy implementations to support aspects of lifelong education. In policy terms, pre-adult education (formal schooling) is deemed necessary in order to produce rational and productive citizens; adult education (voluntary schooling) is seen as optional, whether presented in the guise of giving a second chance to those who missed out, for whatever reason, on parts of their formal schooling, or in the guise of continuing professional learning, when practitioners may avail of the opportunity to advance their educational experience and perhaps have it accredited by existing validating bodies. I think this idea of aggregated