While emphasizing the significance of learning coming from any variety of experiences in life, scientific literature about lifewide learning often had to register that the balance in both politics and research was strongly in favour of more formal contexts of learning, which were clearly easier to identify because of the more structured level of knowledge and the codification of notion they imply. This includes learning coming from experiences not meant to have an educational purpose. Howeever, the so called informal learning can count on a sound theoretical foundation. The present work is a synthesis and an interpretation, through the eyes of pedagogy, educational psychology, occupational psychology and sociology of organizations.
