Sebastian Rausch reveals the fundamental rationalities of the educational policy concept of Lifelong Learning from a discourse analytical perspective. The examined contributions from the European Union outline a dramatized scenario of change, on the basis of which programs for Lifelong Learning are disseminated. Through the quantifiable representation using indicators and benchmarks, as well as the asserted significance for economic growth and social participation, offers for subjectivization are made that imply an obligation to participate in Lifelong Learning. Thus, the learning of individuals over their lifespan comes into focus for governance. The author provides a critical contribution to clarifying the framework conditions that practice and science in adult education are confronted with or are expected to help shape.