Globalization and technology have brought tremendous benefits to humanity and have enhanced the idea of life more abundant. Enjoying the good life is the ultimate goal of existence. However, the good life means different things to different people. While the advantages of globalization and technology are evident in enhancing the good life, their challenges are equally evident. Education -- especially adult education -- is a sure way of checkmating these challenges. The underlying goal of education, within the context of globalization and technology, should be along the lines that allow people the opportunity to become fully human and to enjoy the "common Good." This paper theorizes from adult education literature and identifies liberating adult education as a process of empowerment that allows individuals to function as "being in and with the world" (Freire, 2000). It draws from Freire's idea of liberating education and critical pedagogy to argue for liberating education that revisits the student-teacher relationships. It highlights challenges and opportunities for individual and social transformation, and social justice in spite of the challenges of globalization and of rapid technological innovations originating in the United States. [For the full proceedings, see ED597456.]