This conclusive chapter proposes an integrative approach to the study of learning and development in older age, drawing both on sociocultural psychology and psychoanalysis. It actually suggests a paradigm change in the apprehension of older adults: instead of seeing them in isolation and affected by functional losses, it conceptualises the development of older people as engaged in lifespace comprising evolving configurations of spheres of experiences, situated in socially, materially and symbolic environments. Learning and development in older age are thus qualified as historical, situated, singular, and characterised by both the centrality of experiences of pleasure and sense-making, and of tensions and ambivalences. Such theoretical stance has methodological and empirical implications.