This paper argues that an examination of the literature suggests that many things go by the name of intergenerational learning. It can simply mean any form of learning – formal or informal – in which one generation affects the learning of another, or it can have more focused meanings, the most current perhaps being that of directing formal and informal learning towards dealing with a global demographic context of ageing societies, and therefore of the possibility of utilizing the talents of both young and old in helping each other. Yet two questions arise: are all the possible relationships within an intergenerational context utilized, and why should intergenerational learning not be used for a number of other major global and societal changes? This paper argues that the number of possible relationships involved in intergenerational learning could be expanded, and that more future-focused forms would also lead to the incorporation of other, more widely globalized issues as part of its pedagogic canvas.