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<span style="font-family: TimesLTStd-Roman; font-size: xx-small;"><span style="font-family: TimesLTStd-Roman; font-size: xx-small;"><p align="left">This article argues that personal meaning should be considered</p><p align="left">important when addressing issues of learning.</p><p align="left">It is claimed that meaningful learning is not primarily</p><p align="left">intra-psychological, as suggested by humanistic psychologists</p><p align="left">and parts of cognitive psychology, but is an</p><p align="left">integrated part of the person’s participation in various</p><p align="left">social practices. Inspired by critical psychology and</p><p align="left">situated learning, it is suggested that in order to comprehend</p><p align="left">what people in everyday life experience as meaningful,</p><p align="left">we have to understand the concerns subjects</p><p align="left">pursue across different contextual settings and the kind</p><p align="left">of conduct of everyday life they try to realise. A case</p><p align="left">example from an ongoing research project about how</p><p align="left">baker apprentices learn their trade is outlined in order to</p><p align="left">exemplify some of the theoretical considerations. Two</p><p align="left">baker apprentices, Peter and Charlotte, are presented to</p><p align="left">illustrate how they orientate their learning activities in</p><p align="left">the bakeries according to their future participation in the</p><p align="left">baking trade and in relation to the conduct of everyday</p><p>life they wish to pursue.</p></span></span>