Abstract

Building a theoretical framework for lifelong learning is possible only by considering historical and societal practices and processes of development subject to historical changes. Furthermore, lifelong learning analysis requires considering societal settings to understand changes along the continuum of the learning processes in dynamic environment. For these reasons, the theoretical framework of the paper will be built on the dialectical approach from the social-historical school of Vygotsky and his followers. The dialectical approach refers to structural relations between learning and development. The assumption is that one does not come before the other and is not the cause of the other. Whereas the concept of development may be interpreted in different contexts (biological, personal, individual, etc) here it will be discussed in relation to societal practices. The contribution of this paper is to present a potential model to explain individual engagement in societally structured settings. This model is a participatory model from within a cultural-historical perspective. The participatory model within a cultural-historical perspective illustrates the process during which an individual engages in societal practices and is shaped into a member of society.