This introductory chapter recalls that learning and development of people in older age are still very little known in psychology and the social sciences. It sketches the main lines of studies in psychology, these focused on cognitive development and these more humanistic, and shows some of their limits; mainly, they are very individualistic and decontextualized, carrying on a strong normativity. Social scientists also highlight these tendencies in the social discourse on ageing, which also tend to categorise and homogenise older persons. In contrast, the present volume suggests considering the singularity of learning and development of older persons, as well as their situatedness. Two theoretical perspectives are proposed for this purpose: sociocultural psychology and psychoanalysis; their compatibility and complementarity are shown. This introduction ends with an outline of the chapters in this volume.