Learning, development and ageing as relational and contextual processes

In this commentary, rather than commenting each of the papers, I propose to discuss three dimensions that cut across the papers as a whole. The first dimension refers to the diversity of ageing, the second to the relationship to time, to others and to oneself of people advancing in age and of researchers specializing in human development. The third is just proposed as a conclusion opening up the idea of the importance of dialogue to study the different psychological functions and their relationships.