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The idea of general knowledge is often put forward as a desirable learning goal, in all sectors of education: in schools, universities and even in technical and further education, especially in a changing society. The promotion of such knowledge is usually in terms of its being different from and more desirable than other knowledge, such as specific knowledge, practical/functional knowledge, technical knowledge, concrete knowledge, instrumental knowledge, skilled/physical knowledge, and/or vocational knowledge. While such differentiations may reflect many different kinds of values and assumptions, this article examines the substantiveness of just one possible basis for separating out the idea of general knowledge in this way: that of learning theory, based mainly on cognitive science. The article argues that, from the standpoint of current learning theory, and the current cognitive theoretical state of our understanding of the nature of knowledge and learning, such differentiations are difficult to sustain.