Risks of social inequality in the context of lifelong learning
social differentiation of students' educational opportunities should not be overlooked while considering lifelong education as a means of social adaptation and successful personal fulfillment. The article analyzes the research results on attitude of students from different social classes towards lifelong learning, their readiness to self-determined learning, and nature of their learning motivation. The research findings show that people of different social classes have specific attitudes to learning and school, and different expectations of school and teachers. The findings also give evidence of the destruction of interpersonal relationships between the representatives of various social classes. Social inequality hinders the understanding of values and the use of lifelong learning opportunities. The risks of social inequality include “the culture of poverty” among students; educational backwardness of students from disadvantaged social classes; intolerance, envy of wealth and success; the motivation to avoid failures; inability of self-determination; excessive pragmatism and individualism, etc. In this regard, desire for self-improvement, active learning, and personal responsibility has to be created and maintained as the integral components of lifelong learning.