ABSTRACT
The chapter introduces the concept of the book. It develops the argument that, in the face of the significant societal changes currently occurring, adult learning must be seen differently. In particular, we need to widen our view of it from teaching in adult education to learning in various social situations. The empirical contributions of the book focus on learning during biographical transitions and in the context of work. The authors also discuss theoretical perspectives that help us to better understand the nexus of the various aspects of the situatedness of adult learning.
