After completing GCSE, I was not able to do A level in college, because I was over 18 years old. Educationally, Ageismageism began, and the choice is largely restricted for adult learners,. The opportunities for adult learners narrow significantly, which suggests that support for lifelong learning is a disincentive. A progressive approach to learning would argue against it, proposingand propose the idea, that the world is constantly changing, and new opportunities and support for adults to learn throughout their lives will help to make a significantly positive change they need, whether it is related to broader cultural capital or achieving a qualification, (Thomas, 2013). I chose to do an alternative course called, Access Course to Higher Education in the discipline of Medicine,. This was done solely, to achieve a higher economic capital through a highly rewardedrewarding career. My original conservative way of thinking was influenced by my surroundings, where education was perceived as a source to achieve higher economic statue,. I knew, yet I did not have any interest in the field of medicine. Functionalists would argue that I was trying to acquire a good economic capital through education in order to fit ininto the existing social establishment and was trying to be part of the economic system that represents a structured order of relatively stable individual unit, (Karsten, 1983). However, a week before enrolmentenrollment, I began to ponder upon what I really wantwanted out of my education, what matters to me and what disciplines that I really enjoy are. On the enrolmentenrollment day, I asked the college to change my course to Humanities and Social Sciences, because I wanted to learn about social constructs, human behavioursbehaviors and history. Marxists would argue that the change was caused because I developed a self-consciousness. This course intrinsically motivated me to develop my intellectual stimulation and self-awareness from within.